What is good practice?
The schools and youth work projects featured have developed an open approach to difficult issues such as sectarianism or other forms of inequality and injustice as well as an approach that respects freedom and belief. Schools and projects selected have shown they are able or prepared to:
- acknowledge openly the existence of prejudice, discrimination, sectarianism, religious bigotry and sectarian discrimination regardless of the faith, religious or ethnic make-up of their school/community population
- challenge actively their expression and effects
- use a range of activities, methods and processes to equip learners and the school or wider community to challenge sectarianism and sectarian discrimination
- provide opportunities for learners and participants to find ways to build a community/society that includes all people on an equal footing
The characteristics of good practice might demonstrate some or all of the following aspects:
- educational, not punitive
- the development of critical thinking skills
- incorporating faith/belief education which celebrates difference and diversity but moves beyond that to assist learners/participants in developing an understanding of the historical and contemporary causes and effects of discrimination based on religion and religious affiliation
- be explicit about issues of prejudice, bigotry, discrimination, power and sectarianism in all its activities – personal, cultural and institutional
- make links to other forms of inequality and discrimination, for example, those based on race, gender, class, sexual orientation, disability, age
- examine values and attitudes as well as develop knowledge and understanding of facts
- assist in breaking down barriers of 'them' and 'us' and create an understanding of why it is important for this to happen
- explore positive ways of tackling discrimination and creating change at all levels to ensure a fairer and a more just society
- embed within a whole-school or whole-project agenda rather than a piece-meal or bolt-on approach
Practice based on recognising and celebrating differences should be positively endorsed. However, such approaches alone may not be enough to tackle sectarianism. There is a need to move onto anti-sectarian work and to engage with inter faith dialogue. Inter faith aim to encourage people from different backgrounds to work together for the common good and to recognise that behind difference there is a common humanity and civic identity. In doing this inter faith hopes to build bridges between people of different backgrounds with a view to overcoming bigotry, sectarianism and intolerance. To foster harmony in our social systems, it is necessary to examine the sources of disharmony, understand what we examine, then create an approach which, while recognising the value of diversity, assists schools and their communities to work together to avoid sectarianism and exclusive practices. Such an approach might be called an anti-sectarian approach.
What is an anti-sectarian approach?
An anti-sectarian approach is one that is aware of and alert to the existence of sectarianism, religious bigotry or sectarian discrimination and actively challenges their expression and effects.
A school or organisation that adopts an anti-sectarian approach will attempt to identify – and change – those things in a school and society that lead to negative discrimination, intended or unwitting, against people on the basis of their religion and beliefs.
More importantly, it is a perspective and approach that is about equipping people with the tools needed to combat sectarianism and sectarian discrimination, and to find ways to build a society that includes all people on an equal footing.
An anti-sectarian school or youth work project should demonstrate both approaches, that is, celebrating differences as well as tackling religious intolerance in all its forms which include sectarianism.