Excellence in Diversity Awards

Category: National Diversity Awards

Reclaiming our place in rural areas of the country

I grew up in a small rural village. From a very early age, I knew I was different. Being different left me feeling like I had no place in my hometown of Solihull, West Midlands and at 16 I moved 20 miles down the road, closer to the centre of Birmingham. Three years later, I came out as gay.

I spent the following 11 years moving from city to city, believing that I was a ‘city boy’ at heart. I had no intention of moving back to a rural environment as I felt I did not belong there. In 2010, I was at a crossroads in my life and with absolutely no money, my twin brother and I, moved back to the Midlands. It was there, that together we founded Proud2Be Project.

In 2011, we both relocated to a rural village in Devon and I realised how much our experience of growing up gay in our hometown, had inspired Proud2Be. For the first year living and working in Devon, I felt isolated and alone. There were several times when I was close to packing my bags and moving back to Brighton, where I had lived happily for several years. I didn’t feel like there was a place for me here.

I stuck with it and through Proud2Be, had the privilege of meeting many lesbian, gay, bisexual and/or trans+ (LGBT+) people, who like us, faced similar battles, living in a predominantly rural area.

Let me be clear, I do not wish to discount the experiences of LGBT+ people living in urban areas. Life in a city can be a lonely existence and prejudice and discrimination can be found and experienced in even the most ‘accepting’ of places.

Right now, in rural areas of the country, LGBT+ people face prejudice and discrimination, the effects of which are made worse by the lack of visibility, social opportunities and support networks.

It could be argued that these could be accessed by travelling into the city, but for some, this is made problematic by financial restraints, inaccessible venues, fear of crowds etc. Some simply do not wish to travel to the city.

In January 2010 Equality South West launched a survey to investigate the key issues facing LGBT+ people in the South West of England. It found that one effect of living in a sparsely populated area is that in general there are too few ‘out’ LGBT+ people within close enough proximity to each other to form viable local social and support networks, or to influence or challenge local policy-makers and service providers to address LGBT+ issues.

Inevitably all this can have a negative impact on whether or not we as LGBT+ people, choose to come out to our family, friends, neighbours and co-workers.

For this reason, many who were born in rural areas are left feeling like there is no option but to leave and move to a city. For some, the idea of moving into a rural town and being ‘out and proud’ doesn’t even feel like an option.

This year, we held the first pride procession in Totnes. Being a rural pride event, we were unsure how many people to expect, particularly walking through the town behind a 7ft willow butterfly! I was not only thrilled to be joined by so many other LGBT+ people but many from the wider community, who showed their support by waving flags from the pavement, volunteering as marshalls and walking with us in the procession.

As I made my way up the main high street, holding the Proud2Be banner, chanting with the crowd “WE ARE HERE”, I felt that after many years of running away, I had finally reclaimed my place in a rural town that I now call home.

Written by Mat Price

December 4, 2014
A Care Leaver Called Ben

My name is Ben. I was taken into care after my mother abandoned us as kids a couple of weeks before Christmas. Not surprisingly, this was the single most important thing to happen in my life up to that point. Although my brother and I were initially placed together, we were separated after just one week of being “looked after” and moved to emergency foster carers. What was misleadingly called ‘care’ was for me actually the opposite, and resulted in the starkest changes to my behaviour and mental health. These changes eventually led to me being arrested and charged with a public order offence, a breach of the peace.

My young life now entered a downward spiral – moving between care placements, dabbling with drugs and getting involved in crime. The cost to me was very heavy – homelessness, trauma and emotional damage. Over the next six years I was moved 51 times to 37 different placements. I saw and experienced them all – residential children’s homes, foster placements, ‘structured units’, secure children’s homes, Secure Training Centres, Young Offenders Institutions and mental health wards. I managed to accumulate 33 convictions by the time I was 17 years old. You may now begin to understand how unstable my life became when I was ‘taken into care’ and my perception of the lack of support, and the lack of any real opportunity to be in stable placements with consistent care.

Since leaving care and crime behind me, I have had mental health issues and spent time in a Psychiatric ward. This is tragically not unique or uncommon for many care leavers, but to each one individually it is a harrowing experience. It seems to be a path that many care leavers are destined to follow. Whether through good luck, resilience, strength of character or all of these factors, I am one of those who survived the journey. I may have been damaged, but I was not broken, and once I had dealt with the many issues stemming from my young life, I wanted to give something back and use my negative experience to help others experience a more positive one.

Firstly, in 2012 I wrote ‘Fifty-One Moves’ detailing my care experience. I hoped to offer others a better insight into the world of care and the juvenile criminal justice system from someone who had lived in and been through it. I have worked hard over the last few years and been invited as a keynote speaker to speak at many events, conferences and annual general meetings of key organisations including speaking at Westminster, Whitehall and similarly prestigious locations. I have worked with a number of charities and organisations including the British Association of Adoption and Fostering (BAAF) on a European project on alternatives to custody. I also organised and facilitated focus groups for BAAF and worked closely with the young people involved in the project.

In December 2013, I was at the University of London working on a project with some young people who were sitting on a panel with me following a presentation I had given to some European visitors on behalf of BAAF. It was the day after new legislation was announced that declared that ‘Staying Put’, the opportunity for young people to stay in their foster placement until they were 21. This was good news and initially I celebrated. However, it soon became apparent that this new opportunity excluded about 9% of all looked after children and young people who just happened to be placed in residential children’s homes.

All the young people with me on the panel that day, great young people who had impressed their specially invited and knowledgeable audience with their presentations, lived in children’s homes. They were visibly angry and upset that the new legislation doesn’t include them. This wasn’t diversity – this was simply discrimination.

How could I begin to explain to these children of the state that they were not to be afforded the same opportunity as their ‘peers’ in foster care? Certainly not with any words in my vocabulary. This was clearly blatant discrimination against young people in residential care, a discrimination based on no fault of their own other than their living situation. I said to the young people I would do what I could about this but if I am honest not knowing what I was going to do or could do for them. I just knew I would do my best for them.

Over the next forty eight hours myself and some other caring, committed and passionate people formed ‘Every Child Leaving Care Matters (ECLCM). Did we have a plan? Not exactly! Did we know each other? Virtually not at all! Are we a diverse group? Yes indeed! We included care leavers, social providers, writers, inspectors, of different ages and probably social backgrounds. The longer the campaign has gone on, the more people have joined us, and the more diverse we have become. What is ‘diversity’?

One definition I read said that “Diversity recognises that though people have things in common with each other, they are also different and unique in many ways. Diversity is about recognising and valuing those differences. By recognising and understanding our individual differences and embracing them, and moving beyond simple tolerance, we can create a productive environment in which everybody feels valued”

How can any right minded person regard the way this government is implementing the ‘Staying Put’ initiative as meeting this definition of diversity? How is the practice of treating looked after children leaving care differently based on where they happen to be living on their eighteenth birthday recognising each as a valued individual? Of course, it’s not. However you define discrimination that is a better word for it.

The ECLCM Campaign group were offended at the outset and have remained offended ever since. We find it hard to comprehend that ‘our’ government can so blatantly refuse equal rights and opportunities to looked after children. The ECLCM campaign now has many thousands of supporters and followers – but not yet enough it seems to help the government accept that on this matter they are simply wrong. Please help us to help them change their mind by supporting us.

Let us for a moment take away all the social work theory, government policy, legislation and child care tradition accumulated over generations and summarise what is ‘good enough’ care for vulnerable children and young people. It is actually quite easy. Would I allow my children to be treated in this way? If the answer is ‘no’, then don’t treat any other child like that. We would not subject our children to 51 moves. We would not allow our child to decline into the criminal justice system and endure emotional trauma as so many looked after children have done.

We would not allow one of our children to stay at home until they are 21 and support them closely whilst showing another the door at 16+. Would we? If the answer is ‘No’, then we have an ethical and moral duty to oppose the way this government is implementing ‘Staying Put’ and insist that this level of support is given to ALL care leavers – where ever they happen to be placed.

December 1, 2014
Contemporary Outsider Art: the Global Context, Melbourne University, Australia.

23 – 25^th October 2014

As Associate Artist with Project Ability, I recently joined forces with Elizabeth Gibson, Executive Artistic Director, Project Ability, Glasgow, to collaborate on a series of Conversations with contemporary outsider artists exploring a new critical language towards the definition of their practice.

We were very excited when we got the call to present this research at the Contemporary Outsider Art: the Global Context, Melbourne University, Australia. Trains plains automobiles and not forgetting the essential PA, booked and off we went to Australia!

The research involved having some of the most extraordinary enlightening and refreshing conversations with artists from Project Ability’s Re:Connect programme and Celf o Gwmpas about their own sense of self. Looking at defining a developing critical language with which to express their practice and give back ownership of their work in a contemporary outsider art landscape.

The artists all had a great sense of pride of their artistry and a strong sense of solidarity and belonging within a creative identity. It also seemed the role of the supported studio spaces at both Project Ability and Celf o Gwmpas also play a vital piece of the jigsaw for the artists to live as practicing artists. Providing them with peer support as well as professional artistic development, accessing exhibiting opportunities home and away whilst supporting them to apply for their own project funding and providing opportunities that they may not be able to access if it weren’t for the support of these artist studios. So I began to wonder how I should represent these conversations, these ideals at a conference that would be examining contemporary outsider art from a global context. A massive ask!

quotes from the research………..

Quote: Outsider art – I don’t think we should be on the outside should we? You are either an

artist or you’re not, it shouldn’t matter about your disabilities

Quote: I don’t like labels, I’m a person in my own right, but it is giving me access to exhibitions

Quote: “Is it outside of what? What’s Insider Art then? The term ‘Outsider Art’, in terms of the sound of it… I kind of like it. I like the idea of Outsider Art. To me it’s outside of the mainstream. It’s people doing things outside of the mainstream.”

Quote: “I would advise caution as well because there is a danger in personally

investing in that Outsider label and saying, ‘This is it; this is the ticket for me, this

could take me quite far’ then maybe three years down the line suddenly it’s a wilderness; there’s nothing there. So my instinct is to be cautious, but also optimism as well. It could go quite well, you know?”

Quote: “I consider myself kind of an outsider. … I think it is a whole lot of

mythologizing about people’s lives as well, you know, and I

want to do that bit myself. I want to mythologize myself!”

The conference

The conference began!

I was full of excitement and anticipation about being at the conference in Australia and presenting myself, my work as an artist and the collaborative research I’d done with Elisabeth Gibson, Director of Project Ability, Glasgow. At the conference I spent lots of time chatting, networking and listening to others in conversation whilst I captured unscreened moments of passion, will and testament of individuals and panel discussions on my drawings on my iPad.

There were three major themes to the conference and these included The Practices of Outsider artists, Collections of Outsider Art and Curated Exhibitions plus Outsider Art History and Theory.

It was a heady mix of, diehard academic presentations and key note speakers and global contexts exploring arts practices in supported art studios in China, Cambodia USA Israel/UK and Australia. Which was absolutely fascinating. I was especially interested in the supported studios that were coming from totally different cultures. It seemed to me that there could still be a common theme within all of the studios presented that connected them globally. That is enthusiasm for the artistry and the artist and a commonality of supporting the artist to make the work as they do naturally. There could even be commonalities in the aesthetic of some of the work as often learning and developmental disabilities are similar globally too.

There were also talks, panels discussions, comedic anecdotes and film screenings from artist studios and artists themselves. I really enjoyed hearing Carly Findlay talk about how she had used her experiences as a disabled woman with a facial disfigurement to create a blog and social network that supports others in a disabling world. The artists from The Dax Centre, artists with mental health identifying themselves as outsider artists, was comedic, ethereal and dam right down to earth. Brilliant! Some people found their continuous use of the word ‘mad’ un-PC! I myself saw this as a positive sign of ownership of their identity as people with a living experience of mental health and a sense of self within a disability art politic.

I did find the opening keynote lecture by Lynne Cooke, senior curator, special Projects in modern Art National Gallery of Art, Washington DC, both mesmerising and fascinating. I was definitely intrigued by her physicality and delivery of her lecture. Whist drawing I listened to Lynne tell us about the declassification of labels in order to create an even playing field on which all artists and participants within mainstream galleries could engage equally. It was reminiscent and aspirational. As a disabled artist and self taught artist our work as outside of the mainstream could and should be seen with a focus on difference and otherness. How hard a concept can this still be for the critics, theorists, curators and artists of contemporary art to engage with? Yet we still battle to get our work seen with a recognised discourse and on equal terms by the mainstream. A subtext running throughout was the question “Is this beginning to happen”?

The discourse of the Outsider Artist continued to be debated with vigour throughout the conference in the corridors, queuing for tea, over lunch and well into the night.

We were presenting in Stream 1, PRACTICES OF OUTSIDER ARTISTS. Our session was a panel lead discussion on the topic of Outsider Art or Social Inclusion? Facilitating art, positioning the studio.

Presentations from myself as well as, Art Enables USA, Project Ability, Glasgow, NIAD Arts Centre USA were enlightening, passionate and informative. Plus I was still seeing that common denominator that seems to be connecting us all. Enthusiasm for the artistry and the artist and a commonality of supporting the artist to make the work as they do naturally. It was interesting that some of the studios embraced the notion of Outsider Art and actively used the term as a form of artistry identity and others did not. But for me as an individual presenting myself, my art and my mentoring work with disabled artists, plus the collaboration with Project ability – I began to question what and where I was coming from. Why did I doubt myself, I’m not sure! Jet lag I think! Anyway I put my thoughts in order and told it as it is. After all I am a straight talking Yorkshire lass with a disability art politic!

And it worked! Our panel discussion went from disability art politics within work produce by artists in supported studios, to exploring the notions of ownership, arts practice and the rights of the artists, artworks within the supported art studios and its representation in the mainstream.

Panel Question – ‘Tanya Are u an Outsider artist’.……was one of the questions.

My answer was “NO! ……….My work is embedded in a disability art politic and centres around my sense of self and that of a disability identity! Therefore I see myself as an artist /disabled artist. Both identities are as important as the other.”

Highlights of the conference

There were many. I enjoyed capturing many of these moments in time on my iPad whilst listening intently to the Panel discussions by Dax artists, talks from Cambodia and China Outside the frame work of western art, keynote speeches by Lynne Cooke, Prof. Colin Rhodes, James Brett of Museum of Everything, an enigma and lover of the art made by artists outside of the mainstream, “the self taught, the stuffers, the makers, the scribblers……..”

One of the biggest highlights for me was our visit to Arts Project Ability. I completely felt at home entering into a studio with other artists creating, chatting and totally zoned in on the making of their art. Again seeing so many artistic processes and themed work that culturally connected us as artists and as disabled artists really good excited me. Wether we were outsiders or insiders it didn’t matter. It was again that commonality of just being artists that naturally connected us in that time and space! I saw artists making work about Frieda Kahlo, Elvis and work that had colonial historical content. For me I kept this visit in my mind throughout the conference constantly drawing from it. As if it wasn’t for the existence of the artists, these natural creators the whole debate wouldn’t exist!

So what’s next u might ask, post the conference!

For me New partnerships are about to emerge! I’m very excited about joining forces with Anna Arstein-Kerslake, Melbourne Law School, University of Melbourne to develop a project on human rights of disabled people’s right to access culture. Plus I’m delving into a research and development into the commonalities and differences of supported artists practices and supported studio practices in USA, including visits to, Amy Taub from Creativity Explored and Deb Dyer from the NIAD art centre both in San Francisco and Mary Liniger from Washington.

Our sincere thanks to Arts Project Australia and the University of Melbourne for hosting this event and to Creative Scotland for supporting our attendance.

Drawings by Artist Tanya Raabe-Webber

November 27, 2014
Challenging gender stereotypes in schools

Jess Day, Let Toys Be Toys

Children are keen to fit in and quickly pick up ideas about what’s supposedly ‘for boys’ and what’s ‘for girls’ – but this can limit what they believe they can do. Many toys and books are marketed as being for one sex or the other and children may worry if their favourite toys or hobbies challenge these stereotypical ideas. Parents and carers are often concerned that children who challenge these norms will be teased or bullied.

The Let Toys Be Toys campaign works to challenge gender stereotyped marketing of toys and books. We’ve been approached by parents and teachers about the importance of schools, so we’ve worked with teachers to develop resources to help schools tackle stereotypes in the classroom.

Why gender stereotypes matter in school

Children need access to a wide range of activities and playthings for balanced development, particularly in the early years. Believing certain things are ‘for girls’ or ‘for boys’ limits their opportunities, and can feed into bullying.

As they grow older, narrow ideas of what boys and girls are like can damage children’s chances as some boys pick up the message that learning and reading is ‘unmasculine’, and girls are less likely to pursue interests in science and technology subjects that they’ve learned are ‘unfeminine’. However, research has shown that questioning stereotypes can help both boys’ and girls’ educational achievement.

Our resources

As well as the ‘ten tips’ below – which draw heavily on the NUT’s excellent Breaking the Mould project – we’ve produced lesson plans and drawn together links to other useful material for tackling gender issues in the classroom. See the Let Toys Be Toys schools section for more details.

Ten ways to challenge stereotypes in the classroom

1/ Create a safe space

School should be a safe environment to learn and explore – you can help children by affirming unconventional choices, reassuring them that it’s OK to be different and encouraging a culture of acceptance.

“Boys [in Reception] sometimes want to wear the Princess dresses. This bothers one or two of the staff and sometimes parents object. One boy wanted to wear the Mummy Bear outfit, an apron, and mum questioned this. We encourage staff to support the children’s choices – our role is to accept what comes out of the role play.” Teacher

2/ Challenge stereotypes when you hear them

‘Why can’t a boy wear pink? My Dad does.’ ‘Why can’t a girl like football? My wife plays for our local women’s team.’ Children are often very keen to ‘police’ one another and make sure their peers follow the gender ‘rules’ they’ve learned. You can set the example by questioning them, and offering counter-examples from your own experience.

3/ Talk about stereotypes

The Let Toys Be Toys lesson plan activities are designed to help older primary pupils start to question stereotypes about boys and girls (Key Stage 2), and we’ve pulled together links to more resources and ideas.

4/ Provide a range of role models

Give children real-life examples that counter stereotypes, both in your own activities, and in topic work and external visitors.

“My daughter pointed out to me recently that all the science groups in her Y2 class are named after men. And politicians bemoan the lack of women in science without seeing any connection!” Caren

“When I heard the new topic was ‘superheroes’ I was concerned this would be full of aggressive beefcakes ‘to get the boys interested’, but it was great. The staff made sure to include female heroes, and they looked at of different sorts of ‘heroism’ – eg a nurse, plumber.” Jane, Cardiff

“I tell the kids that I’m the person who cooks in our house. I didn’t think of this as breaking down stereotypes until now.” Teacher

“Where possible we also try to get visitors who challenge stereotypes so we always ask if we can have a female firefighter or police officer or a male nurse… We’re also trying to get some of our male staff to help with things like knitting club (they’re willing but need to learn the basics!) and more women playing football.” Teacher

5/ Make the most of books

Take a look at the stories and factual books in your classroom. Are there examples of working women, caring fathers, active girls and creative boys? Are all the animals in the stories male?

Carefully chosen books can be very helpful in challenging stereotypes – the It’s Child’s Play report from the NUT’s Breaking the Mould project has suggestions of books with additional notes and ideas for discussion. Inclusive book retailer Letterbox Library has a great selection, including themed book packs for schools and nurseries.

“We picked William’s Doll on purpose partly because the father is in charge at home [William’s mother is not mentioned in the story – only his Grandmother]. But we also wanted the boys to see that they can make their own choices – and to try and stop the other boys telling each other what they should be doing.” Teacher

Labelling a bookshelf ‘Boys’ Books’ might seem like a good way to encourage reluctant boy readers, but this can be counterproductive, reminding boys of the stereotype that they are supposedly less interested in reading, and encouraging the idea that only certain interests are allowed.

6/ Look at who uses which spaces and equipment

Do certain areas get dominated by certain groups, or by one gender or the other? Are there changes or movements you could make to encourage children to feel equally free to use the home corner, the reading corner, the bikes, the Lego…

“The colour of things is very significant – often children would play with anything unless it was pink – in which case the boys wouldn’t touch it and, sometimes, the girls would be quite proprietorial about it. Perhaps we should just get rid of anything pink…” Teacher

7/ Make sure there aren’t ‘girls’ jobs and ‘boys’ jobs

Who gets asked to do what? Is it always ‘three strong boys’ who move the chairs? Or ‘two trustworthy girls’ who take a message? It’s easy to fall into a pattern – mix it up and try asking someone different.

“EVERY assembly I’ve attended has had all major parts performed by girls even when they don’t need to be. Drives me CRAZY.” Jenny, London

“I asked some Year 4 girls to put out the chairs. They said ‘great – we never get asked to do that’ – so I think they do notice the different ways in which genders are treated.” Teacher

8/ Pick other ways to divide up the children

Are girls’ and boys’ coat pegs labels or lunchbag shelves coloured pink or blue? Do boys and girls line up separately? Using gender to divide the children up can be quick and convenient, but it gives them the constant message that being a boy or a girl is the most important thing about them and reinforces stereotypes. Getting the children to line up a different way – by age, birthday, alphabetically – can be a subtle but effective way of encouraging them to think about their identity in different ways.

Encouraging children to work in mixed pairs or groups can have benefits too.

“Working in mixed pairs and groups challenges them – they have to be more adventurous about talking and learning from each other. They stay on task more and talk in full sentences. It keeps them on their toes because it is different from the playground where they tend to play in single sex groups. Some children object but we usually find they are the ones it’s most effective with!” Teacher

9/ Use inclusive language

Small changes, like saying ‘children’ instead of ‘girls and boys’ or ‘parents and carers’ or ‘families’ rather than ‘Mums and Dads’ can help to affirm the things we have in common rather than our differences.

10/ Think about rewards and sanctions

Are boys and girls rewarded differently, or given different sanctions for similar behaviour? Do rewards imply that you think boys and girls can’t like the same things?

“My daughter was quite upset when ALL the boys were punished for a rowdy game that SOME of the boys had been playing. She could see it was unfair to just assume they all behave the same way. What are they supposed to learn from that?” Jane, Cardiff

“My son’s teacher gave out end of term books, which was really nice of her, but they were wrapped in pink/blue and labelled ‘Boy’ or ‘Girl’. The boys got a dinosaur or pirate book and the girls got princesses and glitter. On the other hand my daughter’s teacher also gave out books; my daughter (7) got a science one as she loves science and the teacher had chosen them books based on their own interests, which was just brilliant. Shows how it can be done!” Jennifer, Essex

“I thought they would complain but they didn’t [when I handed out pink and blue reward stickers randomly]. I realised that I was the one who, unconsciously, had been affirming stereotypes about pink and blue.” Teacher

For more information please visit lettoysbetoys.org.uk/schools

November 6, 2014
Shabang! ….Live Love Laugh Learn

Shabang! is all about raising awareness, promoting inclusion and acceptance, and celebrating difference.

To this end we build networks of families with children with additional needs, bringing them together under the supportive umbrella of our arts based projects – life enhancing and confidence building; and hopefully giving everyone a great time.

As winners of the National Diversity Award Community Organisation for Disability it looks like we are making progress, in our Shabang! bubble at least!

However, at the heart of what we get up to at Shabang!, it can feel like being in a strong magnetic field with forces pulling one way and then another.

Whilst we celebrate difference, enjoying our little square pegs, trumpeting their unique qualities and giving space to our children to be themselves, we are also wishing the world would see them as just kids. See the child before you see their difference, lose the label, don’t judge a book by its cover, all men are equal etc.

Let’s look at the family model. When a baby is born with Down Syndrome for example, the family will go through a phase of re adjustment i.e. “this wasn’t the baby we were expecting but let’s get on with it”. A phase which can vary from a few fleeting moments to weeks, months or years.

Nevertheless in most cases, acceptance eventually comes with love. The family love the child, see them as their own person and the extra chromosome no longer dominates how the child is included in the family.

In Shabang world we aim for the same sort of acceptance – where all families value each other’s children equally. We would like to think that we have created a place where acceptance and love is the key to everything. The real trick however, is how we roll out this model into the wider world.

So how then do we help the world to love, celebrate, include and genuinely accept those with difference?

Equality laws go a long way but changing hearts is the real trick.

To be honest, we think people with an intellectual disability are too often regarded as somehow “less important”. They are seen as not having as much to give to society. There is an implication that people who are cognitively different are emotionally different too. That they don’t count in the same way. Could it be, we think that somehow they carry a lower price tag or are of less worth and consequently less human than the rest?

Are you less of a human being because your brain works differently, or slower than your typically developing peers? In the end it has to come down to a belief system wherein we are all regarded as equal. We all have an equal right to be here.

Let’s not forget that 90% of pregnancies in Europe with a diagnosis of Down’s Syndrome are terminated. We have a huge fear factor to work some magic on here too.

So back to our magnetic field. How do we achieve this? Well at Shabang! we chisel away at the edges. Apart from helping families of children with additional needs feel proud, confident and proactive we also look for other ways to wave our flag at the world.

We create beautiful calendars with models with additional needs – in the hope that the more walls they hang from, the more our children will be seen as “everyday”.

We post short films on YouTube promoting understanding so that the most common myths are challenged.

We make children’s DVDs starring actors with additional needs – in the hope that the more exposure our children have in the media the more familiar they become. How we long for TV and film to embrace intellectual disability in the same way, then we really would be getting somewhere n.b. A Shabang! series on CBBC would be great, yes please!

Once we reduce the fear, achieve familiarity and improve acceptance then we must work on inclusion, integration and equality. Equality doesn’t just mean “same”. Equality involves accepting, celebrating and embracing our differences.

At Shabang! we say “Live, Love, Laugh, Learn”

We know we are only just starting to scratch the surface , but believe us – we will keep scratching!

If you would like to find out more or buy a Shabang calendar follow this link:

https://www.shabang.org.uk/product.php?id=63

November 4, 2014
You Made a Difference in My Life

It was such an honour to be recognised as an entrepreneur of excellence and represent the LGBT community at the National Diversity Awards. Sitting in the same room as so many amazing individuals and organisations who work tirelessly to support their communities, at the NDA Awards Dinner, was humbling. It is often easy to forget that we still need these activists, campaigners, support groups and community leaders to build diversity and inclusion within the UK. In fact, being nominated and then shortlisted gave us the inspiration to strengthen the Planet London website and undertake a complete site redevelopment to ensure Planet London (and Brighton) is even more accessible and offers even more for the Lesbian, Bi and Queer women’s community.

When we read the nomination reasons that came in from a number of people we have supported over the last few years, we were struck at how one simple idea to bring inclusion to the lesbian, bi and queer (LBQ) women’s community in London has grown, evolved and really helped the women we set out to support.

From an events calendar that aimed to be a comprehensive and accurate source of information and encourage a diverse and thriving social community for LBQ women to a growing portfolio of affordable business support opportunities aimed especially at micro businesses run by LBQ women, building on mobile technology with the My Pocket Planet app – Planet London is THE place for women to connect with their community and grow their ideas to create spaces women can connect. We wanted to make sure that LBQ women will always have somewhere they can go and be themselves and that meets their needs.

There are not a lot of opportunities to give recognition to LBQ women working incredibly hard to create exciting, different, diverse, creative and safe spaces for their community, nor are there many places for event organisers to raise their own profile. We are currently running the grass roots focused Ultimate Planet Awards to give that opportunity to say thanks, “you made a difference in my life” – to recognise the passion behind the LBQ social community. Change starts at the grass roots and this level of change is so often ignored as it’s not always sexy or media friendly work. It’s not about the winning – it’s about every now and then being reminded of the difference made to people’s lives by the things you do with only passion as a driver.

October 31, 2014
Educate OUT Prejudice

We care about diversity and, I assume, equality. That’s why we are on this site is it not?

With an election looming we need to be on our toes. We need to be ready to challenge the lies and stereotypes that will unfortunately start to flow as the parties sink to the lowest common denominator.

It is useful to see that in areas like London, where a great many locally run state schools have embraced and celebrated diversity, there is little support for parties that seek to demonise immigrants. Though London can be said to be multi-cultural, employment is also high and schools constantly outperform their counterparts in other areas. Immigrants are not a problem, yet the media and the mainstream political parties keep them at the front of the agenda.

In the Essex seaside town of Clacton, however, the immigrant population is less than half the national average – yet wages are 20% below the national average, while the proportion of people dependent on benefits is higher.

In Kent – and Buckinghamshire – grammar schools and secondary moderns still exist and children are selected at 11. Kent’s local authority held on to section 28 for some years after it was repealed. It is there that we see prejudice and stereotypes abound and a growing support for political parties that want to blame immigrants for local joblessness. It was telling that recently a TV news programme asked residents of Ramsgate what percentage of immigrants were resident in the area and what the problems were. One woman was adamant that it was in the 80’s; whereas it is between 8 and 9%. One may wonder what has fed this erroneous estimate.

My guess is ignorance of the facts and a perpetual diet of misinformation. Because people seek scapegoats; they want to blame someone for their misfortunes – or perceived misfortunes – and political parties have down the centuries used ethnicity, sexual orientation religion, gender and/or disability.

The 2014 winter floods were blamed on lesbian, gay, bisexual and trans people; disabled people claim too much benefit and are not ‘worth’ the minimum wage; it was not that long ago that equal pay for equal work was disputed and the reality is we still do not have it!

So we see politicians shifting the blame, making up stories such as one about ‘tourist benefit scroungers’ which they were unable to prove when challenged. They focus on the people who have less power and squeeze them; so we see disabled people being deprived of their benefits by inappropriate tests that have resulted in many deaths.

” By Nick Sommerlad on April 4, 2012 11:00 PM in Health

32 die a week after failing test for new incapacity benefit

More than a thousand sickness benefit claimants died last year after being told to get a job, we can reveal.

We’ve highlighted worries about the controversial medical tests for people claiming Employment Support Allowance which are being used to slash the country’s welfare bill.

The Government has boasted that more than half of new claimants are found “fit to work” – failing to mention that over 300,000 have appealed the decision and almost 40% have won.”

So we have seen the present Government’s policies have already cost lives. The policies being talked about: reducing the power of the Public Duty of the Equality Act; scrapping the Humans Rights Act and reducing immigration, which would mean leaving the EU and thereby the Human Rights Court as well.

The Stephen Lawrence Report of 1999 raised awareness of institutional prejudice and instigated much needed work in the criminal justice system, which meant that hate crime was taken more seriously. However, under the concept of ‘austerity’ we see the structures, training and culture that supported this work massively diluted.

We see the appalling result in an atrocious homophobic attack and totally inadequate response from both the CJS and NHS here http://www.independent.co.uk/life-style/health-and-families/homophobia-in-microcosm-how-a-savage-gang-attack-tore-one-mans-whole-life-apart-9780443.html

We know what will happen if we do nothing.

Gordon Allport produced a really useful diagram explaining what happens if we do nothing (see below). It starts by enabling people to see the danger of using banter and inappropriate labels, which all too often people ignore or trivialise. This perpetual labelling feeds a culture of negativity and prejudice which quickly builds to social withdrawal from the target of that abuse. Once that is done the target is less known, so they can be demonised and seen as less human. This encourages discrimination, which further feeds the targeted group’s lack of worth in the perpetrators’ eyes and it is even seen as acceptable to attack members of the group physically. Dealing with that level of abuse often renders the target unable to go on; so they suicide or the dominant group feels justified or confident or enough to kill them.

It is our job as citizens to dispel the lies, challenge the prejudice, and educate OUT prejudice.

Sue Sanders chair LGBT History Month www.lgbthistorymonth.org.uk

Allport’s Scale

Extermination

Genocide

Murder

Suicide

Resignation

Physical Attack

Assault

Rape

Criminal damage

Physical bullying

Graffiti

Discrimination

In employment, education,

access to housing, health

care, services, goods etc.

Avoidance

Ignoring, excluding, invisilbilising, physical

withdrawal, not patronising businesses etc.

Anti-locution

Bad-mouthing, spiteful gossiping, creating

negative myths about people, anti-jokes, verbal

abuse, stereotyping

October 27, 2014
Supporting boys and young men: Is this the shift in mindset we’ve been waiting for?

This month we won the Community Organisation Award for Gender at the National Diversity Awards. I was genuinely surprised when they announced our name. At that moment I was sitting back in my chair getting ready to applaud the winner, when I realised they were playing our video on screen and saying our name.

Chief Executive of Working With Men – Shane Ryan

It is a significant moment for us in many ways – not only are we getting a clear message from people that what we are doing is recognised and needed – but it means disadvantaged boys and young men have finally made it on the public agenda.

We are the first ever charity working specifically with helping boys and young men to receive such an award. This is great, but there is a penny dropping – true equality needs to work both ways for men and women for everyone to move forward together.

Equality for men and women

While much of the public focus on our work tends to highlight our programmes in schools or our work with unemployed young men. Families are the perfect example of the place where the two things can go hand in hand, where there is reciprocity between equality for men and equality for women.

Imagine if we offered all fathers the same level of support and services we offer mothers. We have nearly a quarter of a million fathers in the UK that are stay-at-home dads and two million mums. In 1993 there were less than 120,000 dads. Things have changed. Some women are out at work earning more than men. How are we accommodating that change? This is the reality of 21st century Britain.

The more we offer family services for men, the more we make it OK for them, and, for those women, to make conscious decisions on how they are going to live their lives. This removes the shackle, or the onus, that is constantly on mums to look after children.

If we want to reduce the incidence of children’s involvement in social care, if we want to foster more equitable arrangements around child rearing and parental roles and want a more equal society where both women’s and men’s roles in life and wider society are not tied to historic stereo types and positions this has to extend to family life as well as work place and public life. We have quite rightly witnessed the emancipation of women from enforced roles within society and now hope and expect these rights and freedoms will grow and continue.

Everyone of both genders and from whatever cultural or ethnic background need to be afforded the same rights and opportunities including when it comes to children, families and parenting roles; if we set an expectation or precedent that men can and should be involved in all aspects of parenting not just in the financial provider or occasional babysitter role, we make an important statement about equality for all generally.

Breaking down boundaries

The work we are doing is breaking down boundaries and is forcing a change in mindset. Not only are we truly humbled that so many people would go out of their way to vote for us among such strong competition, we also recognise – as someone said to me the other day – we now “deserve to be in that field”.

Remaining with the family theme we have really important work ahead of us. For example we want to record the numbers of fathers who are still in school. Most of the time people don’t acknowledge they are fathers – so understandably they struggle with it. These young men have just been told they are going to be a dad, they can’t get time off to go to the antenatal appointments or the birth. Rather than brand them as boys who need to be punished, we need to keep them involved with the family and support them – the outcomes are better for the whole family, and the young mums we’ve spoken to agree with this as does the associated research. This is why we believe the creation of statutory requirements to capture father’s data where possible by health and children’s services is essential particularly where they may be vulnerable

“An extraordinary 10th anniversary year”

We are having an extraordinary 10th anniversary year. It’s snowballing; we have cross party support for the work we are doing, the next all-parliamentary group on fatherhood is around the corner; press interest is high; we are being asked to speak at conferences and universities; our fundraising is growing, our profile is stronger, and we are looking forward to marking International Men’s Day on 19 Nov.

And here we are, a small organisation with a funny name!

On a serious note, what is significant is that our national and parliamentary work is growing. Two years ago we took over the secretariat for the All-Party Parliamentary Group on Fatherhood and that added a new dimension to the work.

In this crucial time before the general election we need to show politicians what we have learned in the last decade about how to target marginalised young men and make them feel they have a stake in society. We also now work with organisations nationally, including Bardardos, Mums Net and the Royal College of Midwifery for their support at the party conferences recently it shows a real shift in mindset. With this in mind our core three-pronged strategy works on a ‘Manifesto for Men’ for the 2015 General Election, developing a robust evidence based programme that beings to address inequalities in health and education.

We will continue to push the message that there are other paths to walk down – we need to gear up our young men particularly with the tools to do that. Otherwise they can often become lost and unsure what their responsibilities are.

There is more than one way to be male.

Thank you to everyone for your support. We are really proud to have won this award.

October 24, 2014
Conquering Intolerance Through Peace

There is a breeze blowing in parts of the world today. In some areas it is gentle, a serene zephyr drifting in the peaceful azure skyline. In other places it blows fiercely, knocking people off their feet, causing houses to be demolished and lives ruined. In such areas of our planet this breeze has become a tempest, causing misery to innocent souls, a whirlwind creating destruction. It is no longer simply an insignificant breeze but has transformed into a devastating storm.

This is the storm of intolerance.

Its gales are far-reaching, and its flames devour individuals and groups who are perceived different, those who’s appearances, or beliefs, or cultures are not in line with those who are more powerful. This storm aims to destroy diversity, to suppress that which makes societies flourish, to quell our differences rather than to celebrate them.

It is through a variety of means that people today seek to create division and disharmony, but the most distressing for me as an Ahmadi Muslim, is when people use religion as means of sowing the seeds of hatred, particularly when it is Islam, a word literally meaning peace, which is the faith that is hijacked in this manner. Groups such as ISIS today not only discriminate, but also murder with relish those whom they decide, all the while pretending to be the custodians of religion. Such barbaric atrocities are not new to our world; rather these flames of division and discrimination have plagued our planet for as long as Man has ruled over it.

Thus as sectarian conflicts and brutal horrors plague the Muslim world today, the picture painted of Islam, and indeed religion as a whole, is not a pretty one. The truth however of what all faiths really teach, is quite different. It was the Buddha who said that he who experiences the unity of life sees his own Self in all beings. It was Jesus who urged his followers to pray for those who persecute you. It was the Prophet Muhammad who said that a white has no superiority over a black, nor does a black have any superiority over a white – except by piety and good action. On a personal level, it is because of my faith, and not in spite of it, that I follow the motto ‘Love for all, hatred for none,’ as I believe, as the Quran states, that we have all been created with diverse looks and beliefs and characters not for the purposes of hating each other, but so that each of us can utilise the gifts of our diversity to build a more cohesive and just society for us all.

As a tenant of my faith, I pledge each year to always remain loyal to my country, the United Kingdom, a place in which the light and sound of diversity reverberates with beauty and with colour and with life. I live each day with friends and companions from all walks of life, united despite our differences, bound together by the thread that connects us all – the thread of humanity. I often pray that in the near future, the entire globe can feel a sense of unity despite our diversity, and that I may soon see the day that the storm of intolerance in our world is replaced by the shining light of peace.

October 22, 2014
All for One & One for All Project

Since the National Diversity Awards 2013 when we were finalists in the ‘race, religion & faith category’, St Philip’s Centre has further developed its work with young people by working creatively to embed issues of religion and belief diversity into everyday life.

Together with Leicester College, we developed the ‘All for One & One for All’ project to help integrate issues of religion and belief diversity into the curriculum. The project focuses on two areas in particular, construction and hospitality. The project engenders an appreciation of religions/beliefs, celebrates diversity and helps learners and staff to understand the economic and business benefits which diversity brings. This is a vital aspect of the project because it helps to equip the students for their future careers.

The project also challenges areas of prejudice and stereotyping perpetuated by extremist and racist groups, by developing the critical thinking of learners and staff and provide a safe space for staff and learners to talk about and address topical issues such as honour-based violence and forced marriage.

All for One & One for All involves tutorials, exhibitions, visits and trips to places of worship. The project is supported by Leicester College’s multi-faith chaplaincy service and has been funded by the Skills Funding Agency and NIACE.

This is one of our most innovative and exciting project partnerships with Leicester College. By working with students we have developed an intensive programme of education which is interactive and provides them with the skills and knowledge to benefit from the huge potential markets which Leicester offers whether it is in the construction trade or in catering. Understanding diversity can provide a significant economic boost to any organisation and this project was set up to help students before they embark on their chosen careers.

Riaz Ravat, Deputy Director, St Philip’s Centre

www.stphilipscentre.co.uk

June 10, 2014