Community cohesion: Duty Challenge or Inspiration?

Workshop Programme Supported by the Dept.for Children, Schools and Families

Ted Cantle

Associate Director, IDeA

Professor, Institute of Community Cohesion (iCoCo)

Sir Keith Ajegbo

Associate, Institute of Community Cohesion

Housekeeping and administrative arrangements

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!)

Purpose of the Day• Identify your priorities for discussion• And some ideas for your action plan

First Session

Ted Cantle

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.

A new picture of ourselves

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

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

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

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

So What is Community Cohesion? Emerged after 2001….. • Polarised & segregated communities • Parallel lives• Ignorance, fear & demonisation• Lack of leadership & values• Initiatives reinforced difference & separation

Community Cohesion is• Promoting a common sense of belonging • Positively valuing diversity• Tackling disadvantage and inequalities• Promoting interaction in the workplace, schools and

neighbourhoods

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

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

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

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

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

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

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

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

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

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

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?

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

Key Questions • Population ‘churn’ and growth• Changing composition of schools• Identity issues and shared values• Schools community role and support from other

agencies

Let’s Build Upon Success

Ted CantleTed.cantle@idea.gov.uk

www.cohesioninstitute.org.uk