Be familiar with definitions and meaning

Deconstruct the term 'sectarian'
Care needs to be given with the use of the term 'sectarian' in the same way as the use terms like 'racist' or 'bigot'. It is altogether too easy to label someone, an action, an organisation, denomination, sect, faith, group as being 'sectarian' or bigoted when it could be a manifestation of ignorance or misinformation rather than any calculated malice. Once pointed out, these individuals and organisations often alter their behaviour and practices so as not to cause further offence.

However, if those on the receiving end describe an incident as sectarian or motivated by religious prejudice then it is important to take note of the advice given by the Stephen Lawrence Inquiry Report, which defined a racist incident as any incident which is perceived to be racist by the victim or any other person.

It is the perception of the victim or of the person reporting an incident or of any other person that must be taken into account in definitional and recording terms. This does not mean an incident is invariably and finally recognised as sectarian because someone considers it as such. It is the perception that it is so that must be acknowledged.

There are also different forms of sectarianism and the impact of each form will be differently felt by the different parties.

Anti-sectarianism and interfaith are connected but not necessarily the same thing.

Anti-sectarianism is the development of an approach that is aware of and alert to the existence of sectarianism, religious bigotry or sectarian discrimination and actively challenges their expression and effects.

An interfaith approach is one that recognises and celebrates differences and should be positively endorsed. Interfaith aims 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 interfaith hopes to build bridges between people of different backgrounds with a view to overcoming bigotry, sectarianism and intolerance.

To build harmony, it is necessary to examine the sources of disharmony, understand what is to be examined, 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.

What about the term 'non-sectarian'?
The Community Relations Council of Northern Ireland's explanation is useful. They suggest that the term 'non-sectarianism' is normally taken to be a neutral term referring to a neutral position, reflecting the fact that it is about staying in the middle and not getting involved. It implies that religion and politics should not be discussed in our workplaces and that 'normality' should not be disrupted by any unpleasant talk. Many in this mode tend to stick to the things which unite us - and often have no difficulty finding lots of those - and avoid those which divide.

Read more about the Community Relations Council's views on sectarianism and anti-sectarianism.

How does sectarianism and religious intolerance occur in a school?
Other than the overt forms which tend to involve name-calling, graffiti, assault, violence etc. it can be difficult to identify.

Here are some examples of how these terms might work out in practice.

Assimilation
Expecting pupils to fit into the school by not declaring their different faith / belief background

Invisibility
Not recognising faith / belief diversity: 'I do not see their faith or belief, to me they are all pupils here to learn.'

Exclusion
Faith / belief requirements or considerations are not part of routine quality provision thereby result in difficulty for some pupils to fully participate in school activities or events, e.g. not providing for single-sex swimming sessions or appropriate dietary requirements, e.g. kosher, halal.

Sanitisation
Refusal to recognise that sectarianism and religious intolerance could be an issue. For example: 'It's really only friendly banter over football.' or 'Bullying is bullying ... it does not matter if you're a girl, an ethnic minority or someone who is from another faith group ... this school does not tolerate bullying.'

Normativism
Assuming that Christianity is not only dominant but superior and other faith backgrounds are secondary resulting in their significance / requirements being excluded from the mainstream, i.e. other than RME curriculum.

Bias
Attributing different values based on faith/belief bias: 'The restrictive practices of Religion X ... but ... the teachings of Religion Y.'

Blaming the victim
Seeing people of different faiths / beliefs as the problem:'The reason people are wary of them is because they won't join in at Christmas parties.'

Patronising
Making assumptions that primary pupils (particularly P1-3) cannot be taught about sectarianism and religious intolerance.

Stereotyping
All Rangers supporters are Protestants and all Celtic supporters are Catholics.

Tokenism
Faith / belief diversity is celebrated during the occasional festival, e.g. Hanukkah, Eid, Divali, Beltane Festival.

Exploitation
Faith communities only brought in to provide 5-10 minute talks within RME sessions but never involved for any other whole school initiative, e.g. development of school anti-bullying policies and plans.

Innuendo
Jokes or comments made about certain faith/beliefs of pupils to elicit laughter or derision.