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Community cohesion: Duty Challenge or Inspiration?
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Workshop Programme Supported by the Dept.for Children, Schools and Families
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Ted Cantle
Associate Director, IDeA
Professor, Institute of Community Cohesion (iCoCo)
Sir Keith Ajegbo
Associate, Institute of Community Cohesion
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Housekeeping and administrative arrangements
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Purpose of the Day• Build upon existing experience• Agree what community cohesion is all about• Share ideas – what works, and what doesn’t –
across and within regions• Help to build good practice (please complete the
form!)
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Purpose of the Day• Identify your priorities for discussion• And some ideas for your action plan
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First Session
Ted Cantle
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A changing world….. • In 1965 75m people lived outside the home country,
now 180m • 600,000 Brits live in Spain, more in other countries
(200,000 NZ); 3m with second homes • 25m tourists to UK, 70m from UK to global
destinations• Globalisation in many forms: international students,
brands, internet etc.
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A new picture of ourselves
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But are we comfortable with diversity….. • Riots in France, Australia and other countries • Demands to limit migration – growth of
extreme right • Divisions & tensions within communities &
neighbourhoods • More change to come as globalisation
continues
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How does this impact on neighbourhoods and schools?
• Economic benefits in many areas
• Rising population and demands upon services (though keeping some going)
• Much greater population ‘churn’ – 50% in inner cities rising to 90%! 1Q
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It is not just about numbers…..
• Broader Diversity: Over 300 languages in London schools (71 in 1); 60 in Middlesbrough
• Faith - dimension of diversity• School composition
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And are school compositions changing?
• Contested issue – what is ‘segregation’?• Natural growth of younger BME is higher• ‘White flight’ from cities, or just ‘mobility’ –
London -340,000 W, +600,000 BME
Leicester – 30,000 W +30,000 BME• New inward migration (EU and elsewhere)• impact of parental choice, faith schools, academies• New evidence from academics (Bristol) 2Q
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So What is Community Cohesion? Emerged after 2001….. • Polarised & segregated communities • Parallel lives• Ignorance, fear & demonisation• Lack of leadership & values• Initiatives reinforced difference & separation
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Community Cohesion is• Promoting a common sense of belonging • Positively valuing diversity• Tackling disadvantage and inequalities• Promoting interaction in the workplace, schools and
neighbourhoods
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Community Cohesion has developed• Applies to faith, age, sexual orientation, travellers –
any difference, not just ethnicity• The Muslim community, in particular, has been a
focus of Government policy and programmes• The CIC suggests it should be extended to ‘rights
and responsibilities’ and ‘trust in local institutions’• And new focus on rural areas – EU migration
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The Management of Settlement• Managed migration in economic terms but less
attention to social & community • Resources conflicts are sometimes real and data
limited• Concerns about distribution and timeliness of finance • CIC propose new national agency for settlement • Emerging ‘identity’ issues
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A new concern about ‘identity’ • From a small number of identifiable groups struggling
to maintain heritage• To larger number of diaspora identities which
compete with national identity – faith providing new set of identities
• Premium on difference, limited investment in commonalities, shared experiences & values
• Development of ‘Britishness’ and citizenship agenda
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But what does this mean to schools ?• Teaching and learning implications• Educational and other values in conflict? • Neighbourhood difference reflected in school
associations and behaviours?• Development of ‘Britishness’ and citizenship agenda
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Who Understands and Manages the Interface ?
• No longer a ‘black’ and ‘white’ issue – wider diversity• Between and within BME communities • Conflict prevention and resolution – police, or LA
role?
• Views of young people themselves – emerging gang culture? the new family? Identity Q3
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Has multi-culturalism failed? • We are a multi-cultural country• Response to racism / discrimination – acceptance of
pluralism with some real success • Multicultural model focussed on difference not
commonalties • Equalities & anti-discrimination not enough – need to
change attitudes & values
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The challenge of cohesion
• What does it mean in Liverpool, Southampton, Boston – Lincs & London boroughs
• Need to break down segregated communities & ‘fear of difference’
• Continue to tackle unequal life chances, poverty & disaffection
• New focus on ‘place-making’ • And create a sense of belonging
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Does the school have a wider role in place making?
• Not dismissing racism & identity ‘loss’• Rigid social & economic patterns• Limited conceptions of ‘others’ • Challenged by ALL differences• Cross-cultural or ‘bridging social capital’ limited
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Developing mixed communities and shared spaces
• Planning role – existing housing areas & new developments; the BSF opportunity (eg Oldham)
• Intercultural dialogue through youth services, sports and arts, interfaith work - and schools, eg twinning
• Developing shared spaces – leisure, shopping, libraries, sports, arts, festivals
• And building social capital
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Understanding our communities • Mapping community dynamics – change in number &
settlement patterns• Understanding perceptions & realities• Anticipating disaffection & tensions• Community leaders – ‘gateways’ or ‘gatekeepers’ • Structural changes & funding regimes to encourage
people & organisations to co-operate
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Is social capital important to schools?• Neighbourhood and social networks which enable
communities to collaborate and trust each other• Is it affected by population churn & diversity? • How do we build & create ‘bridging’ social capital?• Is it more difficult now to get people involved in their
local community, as school governors, volunteers?• Do schools demand enough of other agencies?
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The partnership role • Creating diversity advantage – creative and
entrepreneurial cities; press and media• Local community leaders – ‘gatekeepers’ or
‘gateways’• Local employers• Local celebrities & role models – e.g. sports
personalities• Values, symbols & celebrations• Q4 role in wider community
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Key Questions • Population ‘churn’ and growth• Changing composition of schools• Identity issues and shared values• Schools community role and support from other
agencies
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Let’s Build Upon Success