ACfE case studies

Taking an anti-sectarian initiative

A programme of work relating to anti-discrimination has not yet been integrated throughout the school curriculum at St Margaret Mary’s. However the drama department delivers an effective anti-bullying and anti-racist program in S1 and S2 and a commitment to address issues of prejudice and stereotype also permeates the work of the modern language department.   

The anti-sectarian initiative in St Margaret Mary’s arose from one teacher’s response to a chance derogatory remark made by a pupil.  The teacher took full advantage of an unplanned learning opportunity to begin a process of engagement with pupils which has had far reaching affects.

Through work with an S3/S4 Pre-vocational class and subsequently with an S5 enterprise group, anti-sectarian ideas and understanding have spread throughout the school, the community of Castlemilk, and further afield.

Preparation and planning (2005/6)

In response to a sectarian remark made by a student in a S3/S4 PSE class for students taking pre-vocational courses the teacher began by enabling students to

- discuss their own thoughts, feelings and experiences relating to sectarianism
- explore their understanding of the historical roots of sectarianism
- consider the impact on their own views and thinking of anti-sectarian initiatives

In effect the students and teacher carried out an informal assessment of where they were in relation to sectarianism.

Through this process it became clear to both students and teacher that sectarian language and behaviour were common to many of the young people, however their attitudes were not founded on religious, political or historical understanding.  What the young people did understand was that bigotry and sectarianism was expressed in tribal loyalty particularly towards football teams and such loyalty/bigotry spilled out into other aspects of their own and others lives in Scotland.  The students also realised that though they had received some previous anti-sectarian messages, for example one off visits from outside agencies and PSE workbook approaches, this had had no enduring impact on them.

Processes and products

A chance news feature on sectarianism written by the First Minister and the chair of Rangers Football Club led to further class discussion.

The teacher planned to engage the students in designing a product with an effective anti-sectarian message.  Students were given a design brief, related to football. Students took an active role investigating production, marketing and sales. During the costing phase the teacher led pupils to consider issues of fair and unfair trade. The students engaged enthusiastically with the task and themselves saw the potential for markets in other schools and in Northern Ireland. They were keen for the message to reach as far as possible. Permission was sought for use of Glasgow City Council and Determined to Succeed logos which they felt would add weight to their message and have wider appeal than a ball with a school logo.  Students discussed and agreed a slogan “Kick Bigotry Out” and developed visual ideas which were then sent to a graphic designer for samples to be prepared. School pupils and staff voted to select one of the sample designs. A small order was placed for footballs with a view to finding more funding at a later date.

At the start of a new school session (2006/7), students from the original group had moved on to other classes or left school. The teacher planned to engage students from an S5 enterprise group in marketing the footballs and the message “Kick Bigotry Out”
The teacher began by enabling the new group of students to

- discuss their own thoughts, feelings and experiences relating to sectarianism
- explore their understanding of the historical roots of sectarianism
The young people enthusiastically took ownership of the project and the message. When delays occurred in delivery of the footballs they expanded the product range to include T-shirts, badges and key rings.  The anti-bigotry message spread throughout and beyond the school. Footballs were sold across Castlemilk, at parents evenings, a trade fare, the local non-denominational high school and request for balls were received from schools and youth projects in Glasgow and from around Scotland. Young people using the school’s pupil support base were engaged in the production of badges and key-rings, and the customising of soft toys to meet the ongoing demand.  The football and other items with the Kick Bigotry Out message have been used as prizes within the school and as gifts for visitors and by Castlemilk Boys Club as a unique gift at a football tournament in England.

The school drama group produced a short play on the footballs and their anti-sectarian message.

The S5 Enterprise students went on to devise a plan for a local sports/fun event with an anti-sectarian message for P7 classes in the area.  They made a presentation to Sense Over Sectarianism in a successful bid to obtain funding for this.  The event was planned and run by the students with the assistance of their teacher and the local active schools coordinator.  107 Primary 7 pupils from local schools (catholic and non-denominational) attended the day where a mixture of sport and circle time activities conveyed the anti-sectarian ideas.  The pupils were given calendars, t-shirts, teddy bears and footballs to take away, all designed to carry the message “Kick Bigotry Out” back into their homes.

The students organised a joint venture with Sense Over Sectarianism to produce a new football incorporating both logos which is now their current product.

What the young people learned

Through their engagement with an anti-sectarian thinking and work to promote an anti bigotry message the young people learnt to consider personal, social and institutional aspects of discrimination. They learnt to speak up for themselves and others and to think and act as social entrepreneurs with a message to sell as well as a football.  Most significantly they learnt that their own and other peoples prejudice and fears can be effectively challenged and transformed.

Contributions to ‘A Curriculum for Excellence'

So many aspects of the four capacities described by A Curriculum for Excellence were developed through this work only a few are highlighted here.

Young people developed as Successful Learners with
- enthusiasm and motivation for learning through engagement in practical purposeful tasks

- openness to new thinking and ideas through positive and constructive reflection on previously unexamined prejudice and fear.
 
Young people developed as Confident Individuals with
- self respect and ambition
- enthusiasmand determination through their commitment to the promotion of their own anti-sectarian message.

Young people developed as Responsible Citizens with
- respect for others and commitment to participate responsibly in political, economic, social and cultural life through gaining understanding of the roots of their own and others prejudice and experience of working for change.

Young people developed as Effective Contributors with

- enterprising attitudes through engagement with meaningful opportunities to
- communicate in different ways and in different settings
- work in partnerships and teams
- solve practical problems
- take the initiative and lead.

Management and leadership

The teacher responsible for leading these developments worked within the modern language department in St Margaret Mary’s and also had responsibility for enterprise within the school.  His headteacher gave him opportunities to pursue the teaching opportunities which arose.

His creative and committed work has engaged students and staff and been acknowledged formally by the Scottish Education Awards and the Schools of Ambition initiative. St. Margaret Mary’s Secondary was the winner of the Scottish Education Anti-Sectarianism Award 2004. Positive links within the community have been strengthened.  The footballs themselves have become a shorthand for their message: in response to a sectarian remark during a game one young person was heard to remark “you need to get one of our balls”.

Future plans and spreading of good practice

Both Celtic and Rangers display the Kick Bigotry Out footballs.  The school hopes one day to persuade them to fund further production and marketing.

Andersons Marketing have developed a website to promote the footballs: www.kickbigotryout.co.uk.  Money from the sales of footballs, T-shirts etc. go to various charities including Christmas boxes for local residents which this year also contained poetry with an anti-sectarian theme.

Students at Margaret Mary’s and Castlemilk High, their non-denominational neighbour, met through a Columba 1400 leadership training.  They have plans to develop a leadership training for primary 7 pupils with an anti-sectarian theme.

The one piece of learning that the school is most keen to pass on is the recognition that although students may know and use sectarian insults and act on learned prejudice it is important to remember they do not know and understand the roots of sectarianism or cling tight to sectarian attitudes when given the opportunity to do otherwise.

Journey to excellence

The school has completed a first stage on the journey to excellence in equality and fairness in respect of anti-sectarian education. The school has addressed many of the ten dimensions of A Journey to Excellence, in particular:

Dimension 1:   Engages young people in the highest quality learning activities
Dimension 3:   Develops a common vision across children and young people, parents and staff
Dimension 4:   Fosters high quality leadership at all levels
Dimension 5:   Works in partnership with other agencies and its community
Dimension 8:   Values and empowers its staff and young people
Dimension 9:   Promotes well being and respect
Dimension 10: Develops a culture of ambition and achievement

For further information about the work of St. Margaret Mary Secondary School, contact the Headteacher:

headteacher@st-margaretmarys-sec.glasgow.sch.uk
9 Birgidale Road
Glasgow
G45 9NJ
Scotland
Telephone: 0141 582 0250
Fax:          0141 582 0251

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