"No school operates in isolation. Children learn within, through and about the community in which they live. Wider links broaden their horizons even further. Many people touch the lives of young people."9
Relevant quality indicator: QI 8.1 Partnership with the community, educational establishments, agencies and employers
Some schools worked very well with a number of agencies and organisations to promote diversity and extend the environment for learning.10
Combating sectarianism through community activity
Pupils in local schools benefited from a wide range of activities to promote diversity and equality of opportunity, organised by learners at Forth Valley College. A very active equal opportunities committee led this work, which was reflected in policies and implementation plans, and in related activities within teaching units. Students on drama and leisure industries programmes presented a series of anti-sectarianism events involving local primary schools and well-known professional footballers. The project culminated in a football tournament for primary school teams, organised by the students. The college displayed posters promoting achievements of learners from minority groups within the college in prominent public locations. The equal opportunities committee distributed information on the ethnic composition of the surrounding community and the coverage of issues relating to diversity in college programmes to all teaching units. This information ensured that the college’s policies and actions to support learners from minority groups were set within a clear understanding of the local context. All these activities helped to embed the principles of equality, diversity and inclusiveness widely across the college and within their links with local schools and other organisations.
In the Larkhall area of South Lanarkshire, community and learning development staff have considerable experience of working closely with learners from the Gypsy Traveller community through a range of approaches, including innovative use of multi-media and information and communications technology. They have made a good start to responding to issues of sectarianism identified by local residents. They have also promoted anti-sectarianism programmes for young people in local secondary schools, drawing on sports programmes and other youth work.
The Village Storytelling Centre in the Pollok area of Glasgow, is a community-managed project supported by the Church of Scotland. A Storyteller in Schools uses a community of enquiry11 approach to stimulate thinking and citizenship skills in local primary school pupils. Through partnership projects, the Centre has published collections of traditional stories from around the world and creative writing produced by local people and asylum seekers, and circulated them to all Glasgow schools. They have also addressed aspects of sectarianism. The work of the Village Storytelling Centre has resulted in a significant growth in self-confidence and self-awareness among volunteers and participants. Their understanding of racism and sectarianism and their capacity to challenge these attitudes has also increased.
The school in its community: using resources in the local community
St Mungo’s Museum of Religious Life and Art, Glasgow City Council, provided a programme entitled Bigot Busters. This programme examined different forms of sectarianism around the world as exemplified by artefacts and images. The rivalry between Celtic and Rangers and the attitudes it fosters were an area of focus. The programme confronted the prejudice demonstrated by supporters of each football team. Discussion was supported by a clear set of grounds rules which enabled pupils to report safely on examples of bigotry, prejudice and sectarianism. After discussion, staff challenged the use of bigoted terms. Pupils reflected on the harm caused by using them and how they led to exclusion and bullying. Bigot Busters was very effective in promoting diversity and challenging bigoted attitudes.
The school in its community: using football to combat sectarianism
Glasgow City Council has worked very closely with its two main football clubs, Celtic and Rangers, to develop an extensive set of programmes, some of which focused on challenging sectarianism. In recent years, both clubs have been active in this area. Under the leadership of its current Chairman, Rangers has distanced itself from discriminatory practices. In 1996, Celtic launched its Social Charter which laid out a set of principles for promoting diversity and challenging racism and sectarianism. Since 2000, Rangers, in partnership with Glasgow City Council, has operated a Study Centre which has actively promoted diversity and opposition to sectarianism. The Clubs have sought to increase the involvement of Scottish Asian players in football and have specifically welcomed young people from asylum seeker families to their stadiums. Overall, both clubs provide an extensive set of programmes to support pupils’ learning, promote diversity and challenge sectarianism.
The Old Firm Alliance has also been set up, with the support of the Scottish Executive. Community coaches from both clubs work with pupils on football skills over a ten-session programme. Pupils from a number of schools, denominational and non-denominational, have participated in such lessons and found them very enjoyable. The final session involves pupils from several schools coming together with their coaches to consider aspects of health and well-being and personal development. Coaches promote healthy eating by describing the diets necessary for professional footballers. Pupils also learn about effective teamworking by taking part in a range of collaborative activities.
Both clubs now operate well-resourced study centres within their stadiums, which young people have found highly motivating. They offer shared programmes for pupils from neighbouring primary schools, which include sessions on sectarianism. Old Firm United, a programme organised by Glasgow City Council, involves schools visiting both stadiums for a tour of the football grounds in the week of a Celtic-Rangers fixture. On the day of the game, the pupils assemble at the stadium hosting the fixture. They participate in a series of events before the game which include learning how to oppose sectarianism. The pupils then watch the game together within the study centre. Pupils, such as those at Greenview School, a special school for pupils with social and emotional difficulties, have displayed high levels of interest and enjoyment. They have taken part in football skills training and anti-sectarian activities with the Old Firm Alliance.
Leadership and coordination: twinning arrangements
A number of schools have been involved in very successful twinning arrangements which promoted cooperation and collaboration. In each case, a denominational school is twinned with a non-denominational school. In Gourock, St Columba’s High School and Gourock High School came together with local churches to form Gourock Schools Community Partnership. Headteachers and chaplains met regularly and the group shared aspects of religious observance and took part in events in each other’s schools. In each school, pupils in Social and Vocational Studies classes shared responsibilities for organising an annual concert for senior citizens. Pupils demonstrated their enterprise skills by selling tickets for the event and providing cakes and tea for senior citizens.
In North Lanarkshire, the education authority supported a wide range of twinning arrangements. Woodlands Primary School and St Margaret of Scotland Primary School enhanced their existing links by developing a programme for P7 pupils from both schools designed to counter sectarian attitudes. The programme used drama and co-operative learning approaches. Pupils met socially and enjoyed snack and interval time as a group.
"Each of us is responsible for distancing ourselves from bigotry, prejudice and intolerant attitudes… I encourage all schools to ensure that their annual development plans, standards and quality reports pay due recognition to their efforts to develop… effective partnerships."
Cardinal Keith O’Brien, May 2006
Pupils from five secondary schools in Coatbridge, North Lanarkshire, both denominational and non-denominational, participated in a youth conference which focused on challenging religious and racial intolerance, stimulating discussion among young people and promoting respect for diversity. The Religious Intolerance Youth Conference was organised jointly by the Healthy Lifestyle Project, Sense Over Sectarianism and the Global Education Centre. The conference included around 30 pupils from Coatbridge schools, some of whom also led sessions. Pupils led active discussions of diversity issues. An extensive set of partners, including local politicians, supported the conference. The conference participants visited Auschwitz-Birkenau concentration camp in Poland. Some pupils said that they came to realise that the atrocities were undertaken by "ordinary people like you and me". Conference organisers produced recommendations for developing and widening participation by pupils in considering issues of religious intolerance in Scotland.
"Did I ask too much
More than a lot
You gave me nothing
Now it’s all I got
We’re one
But we’re not the same
Well we
Hurt each other
Then we do it again."
One, U2
Leadership and coordination: shared campuses
Campuses shared between pairs of denominational and non-denominational schools have been in place in Scotland for some time now. In Edinburgh, Fox Covert RC Primary School and Fox Covert Primary School, have shared their campus for over 40 years. The schools operate separately but have some joint policies, for example, for promoting positive behaviour and anti-bullying. The schools share a number of teaching areas and the dining hall, and pupils engaged in joint activities. They jointly participated in a workshop for Show Racism the Red Card, and the Active Schools coordinators planned together with the headteachers to develop common events.
Broomhouse Primary School and St Joseph’s Primary School, also in Edinburgh, have begun to work together in a number of ways following their move to a new building. Examples include the Broomhouse Saints football team, a shared breakfast club, and other events such as joint invitations to school visitors and Eco School work such as the environmental garden. Easter services are led jointly by the local minister and priest.
Cumbernauld Primary School and St Andrew’s Primary School share a campus and continue to develop their twinning arrangements. The schools come together for joint activities with the common purpose of promoting the concept of good citizenship. Pupils benefit from community-based after-school clubs shared between the two schools. The schools also have a joint football team. Senior managers work closely together and have developed a set of shared aims. The schools have some shared targets in their improvement plans. Pupils have participated in anti-sectarianism work with Strathclyde Police and the Old Firm Alliance12. School chaplains work closely together and have developed joint approaches. End of term assemblies are held jointly.
"We realised that it was ordinary people like you and me who did these things."
Secondary pupils after a visit to a concentration camp
Issues to consider |
|
Signposts for improvement |
Works in partnership with other agencies and its community.
|