ESRC Funded Seminar Series Public Policy, Equality and Diversity in the Context of Devolution Seminar 1:

1. ESRC Funded Seminar Series Public Policy, Equality and Diversity in the Context of Devolution Seminar 1: Universal Principles of Equality: Implications for Different Groups Jointly sponsored by the ESRC and the Northern Ireland Equality Commission

2. Opening Comments Linda McKie, Glasgow Caledonian University & Sheila Riddell, University of Edinburgh

3. Public Policy, Equality and Diversity • From equalities bodies or a single equalities body, incorporating a human rights commission • Equality strands: gender, race, disability, sexual orientation, age and religion • Mainstreaming • Equalities throughout the processes of development & implementation • Potential for a generic approach to equality

4. Aims of the Seminar Series • Nature & implementation of mainstreaming • Context of devolved governments in UK and wider contexts • National – local – organisations – individuals: working across bodies and policies • A single equalities body • Implications for groups and policies • Legislative & policy challenges

5. Aimscontinued…. • Engages with the concerns of academics, practitioners, policy-makers and equality activists • Build research infrastructure in the field of equalities • Promote awareness of research, policy and practice issues in the context of devolution

6. Seminar 1: Universal Principles of Equality • Equality of condition • Groups: Disabled, children, religions • Bodies to body: drawing across the equality strands • Discussants • Networks and outputs

7. Equality Policies: the importance of equality of condition Kathleen Lynch Centre for Equality Studies, University College Dublin

8. Mainstreaming Equality Theories: Towards a Generic Model of Discrimination Sally Witcher University of Edinburgh

9. The starting point Mainstreaming equality means “the incorporation of Equal Opportunities issues into all actions, programmes and policies from the outset” BUT • Are issues/ barriers the same for all groups? • Do interests of groups conflict? • Separate academic study of different groups • Competing accounts within study of each

10. The case for a generic approach • Recognised that in any group members will have multiple characteristics • Engaging with other perspectives could enable a more holistic, comprehensive appreciation of discrimination/ inequality • Theoretical level understanding may help avoid mistakes based on superficial evidence

11. Defining discrimination • A matter of identifying differences; can be positive or negative • Process by which people are allocated to social categories with unequal rights, power, resources, etc • Differential treatment of classes of people • Needs to be morally justifiable and legally permissible

12. Defining oppression • Inhuman & Degrading treatment • Negative & demeaning exercise of power – zero sum • Social positions linked to values, attributes • ‘norm of the homogenous public’ – the fate of unassimilated persons

13. Implications • Discrimination as ‘process error’? • Oppression – an outcome of ‘process error’ or a cause of it? • The negative, serious, impact of power on the powerless • Repression of characteristics, limiting of potential, reshaping of behaviours • Material disadvantage, poverty

14. Themes from the group-based literatures • Social categorisation • Socio-cultural/ political context • Biological and genetic explanations • The psychology of identity and behaviour • Systems and interactive processes

15. Social categorisation • Is it intrinsically discriminatory and oppressive? • Queer theory – rejects categorisation • Essentialist • Race – distinctions not naturally given • Universalising disability • But practicalities, equitable treatment?

16. Socio-cultural context • Eurocentrism, androcentrism, ethnocentrism • Capitalism • Institutional discrimination • The social model

17. Biological and genetic explanations • Medical disease, ‘unhealthy’ behaviours • Race – attempts to show genetic inferiority • Gender – intersex interventions, biological role, behaviours • The search for the ‘gay gene’ • The medical model

18. The psychology of identity and behaviour • Socialisation, social learning, identification theory (gender) • Systems/ Transactional model – how interactions can reinforce behaviours (disability) • Biopsychosocial model – physical limitations filtered through beliefs & expectations

19. Systems and interactive processes • Identity as ‘performative’ • ‘doing gender’ • Interactive model (disability) • The interface between individual and their environment and systems through which it occurs • 3 sites for adjustment?

20. Towards a generic framework • Themes largely compatible, mutually reinforcing – new insights • Consistent with discrimination as process error • Criteria, etc set  access  assessment  categorisation  allocation/ delivery • Deliberate/ not deliberate; direct/ indirect; levels – institutional, personal

21. Implications for mainstreaming equality • Involvement of external stakeholders • Deconstruction of processes • Training for assessors • Focus on group commonalities and individual uniqueness • Reshaping – oppressive/ liberating potential? • Positive action – historical/ psychological disadvantage

22. Conclusion To bring together the group-based literatures poses new questions and reveals fresh perspectives to apply to each. Although it cannot answer every question, a generic model begins to take shape through which to rethink identity and action to remove barriers for everyone experiencing discrimination and oppression

23. Ensuring Equality of Religion & Belief: New Challenges John Brewer University of Aberdeen

24. Children and the Equalities Agenda Anne Stafford University of Edinburgh

25. Policy Discussant: Saheema Rawat, Equality Challenge Unit

26. Working Across the Equality Strands: Lessons from Experience Evelyn Collins Equality Commission for Northern Ireland

27. Policy Discussant: Niall Crowley, Equality Authority Ireland Academic Discussant: Yvonne Galligan, Queen’s University Belfast

28. Close Sheila Riddell University of Edinburgh