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Simple ways to ask difficult questions – participatory methods for sensitive subjects

Simple ways to ask difficult questions – participatory methods for sensitive subjects. About the project …. Pilot project January – July 2012 Aimed to support staff and students in FE colleges

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Simple ways to ask difficult questions – participatory methods for sensitive subjects

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  1. Simple ways to ask difficult questions – participatory methods for sensitive subjects

  2. About the project … • Pilot project January – July 2012 • Aimed to support staff and students in FE colleges • To tackle real and perceived tensions between LGBT equalities and religion and belief equalities • Using participatory dialogue approaches • Underlying belief that good mutually respectful relationships between learners from different backgrounds are more likely to be developed when they can express and explore their personal experiences, rather than rehearse fixed opposing principles

  3. What’s the need? LLUK report ‘Managing the Interface Between Sexual Orientation and Religion and Belief’ (2010) identified; a) there is a very limited amount of good practice in the sector relating to managing the interface between equality on the grounds of sexual orientation and equality on the grounds of religion or belief b) the degree of anticipated conflict is disproportionate to the actual conflict found in practice c) the anticipation of conflict can exert a powerful inhibition on strategic and operational leadership as well as work with the two groups, both separately and together

  4. Why is this area so difficult? • Lack of confidence amongst staff • Lack of knowledge about religious beliefs/perspectives • Lack of knowledge about the law and college boundaries, what was and wasn’t acceptable to challenge? • Perception of tension and conflict inhibited them from engaging

  5. My questions… • Which religions are we talking about? • Do educators need to know everything to facilitate conversations? • What do we mean by sexuality? • Where does gender and “culture” come into this? • What do we mean by good relations?

  6. Other challenges… • A lack of understanding of where students are at in terms of their knowledge on this area • A belief that learners should just accept what they’re told i.e. not being given a chance to reflect on what they’ve been told, engage with it and learn from this process • Dismissing/excluding those who have challenging/problematic perspectives is justified

  7. What can/should happen when a student expresses a belief that homosexuality is wrong?

  8. Everybody’s experience is valid • Therefore everyone has something equally valid to contribute, from their own experience or perspective • Recognition that this is a difficult topic and feelings are real • We have the responsibility to set up the conversations we want / need to have in way that is constructive

  9. We are not seeking to change someone’s perspective • Tensions may not be ‘resolved’ • But our understanding of the other may be deepened • Our understanding of our own perspective will be improved • Some transformation will have taken place

  10. Approaches to Dialogue Used to both respond to issues that may arise, and be proactive approach to learning (reflection) Participatory Consensual – ground rules create safety Challenging The ‘right answer’ is subjective Appeals to different styles of learning

  11. Ground rules • Ground rules should help alleviate the risk of you feeling vulnerable • What ground rules would you want to put in place if we were about to have a discussion about….

  12. Three methodologies • Silent discussion or graffiti wall • Fishbowl dialogue • Positioning activities

  13. Silent Discussion

  14. Fishbowl Dialogue

  15. Helpful, Borderline, Unhelpful “I don’t think it is right to discriminate against other people but I have to stick to my morals” “Tolerating people who are different to me is a central aspect of my faith” “Religion is all about tradition, that’s why it can’t move with the times” “Gay people think they can interpret age old traditions to suit themselves” “My God tells me it is wrong to be gay” “I can understand why most people gay aren’t religious” “Religious people think they have the right to tell other people how to live their lives”

  16. Asking good questions…

  17. The Art of Asking Aren’t you scared you’re going to hell? Is it true that Christians are meant to hate gay people? Buddhism’s really selfish because it’s about starting with yourself. Why don’t you do anything, like stop wars or something? You don’t actually believe you’ve lived before do you? Why are Jews always trying to conquer Muslims?

  18. ASKeR Assumptions What is this person assuming, and why? Why is this question being asked? Statement or Question? Are they asking what we think, or telling us what they think? If Question(s) - what do they want to know? If Statement - what are they trying to tell us? Key Words Which words stand out the most, and why? Which words could be understood differently by different people? Which words could you use as the springboard for deeper discussion? Rephrase How could you rephrase or rework this question so that both “asker” and “askee” were satisfied? “Don’t you think it’s unfair that all Muslim women have to cover their hair?”

  19. Assume good intent - often questions that sound abrupt or rude come from genuine curiosity Spectrum of views – include viewpoints from across your religious tradition to show diversity Keep it short and sweet Explain jargon/foreign words End on a positive note – this keeps the tone optimistic, even when discussing difficult issues    ASKEE - Responding to Questions

  20. Reflections • What are your thoughts on suggestions from this workshop? • What was new or interesting for you? • What did you find problematic? • How might they be used in different contexts, with different issues?

  21. Key insights • Most of those who came on the course said there were no, or very little tensions. So what’s the problem? • There is a difference in what staff who support students need, and what students need • Value of diversity in creating rich discussion • Attracted more people who identify as LGBT than as people of faith • Increasing knowledge and awareness of difference was the key

  22. Where now? • Toolkit of materials and good practice examples • Expanding the work beyond the pilot project • Higher Education? • Run regionally? • Targeted recruitment? • Support in activity planning and facilitation practice? • Partnership with faith and LGBT organisations, both student and non-student organisations. • Link with international students campaigns

  23. For more informationEmail: kat.luckock@nus.org.ukTelephone:07585969866 

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