Face to Face and Side by Side Launch

Face-to-Face Launch, November 2008.  

On 25th November 2008, an event was held at Murton, to launch the Government’s Face to Face and Side by Side document, a framework for partnership in our multi faith society.  The event was attended by around 130 people, representing interested parties including faith groups, local authorities, SACREs, educational organisations, NHS, GONE (Government Office North East), DCLG, interfaith groups and private individuals. 

David Rainer provided a short statement providing a rationale for DCLG producing this framework. He emphasised that it resulted from extensive consultation and gathering of evidence from a wide range of organisation and agencies.  North East of England organisations had contributed to the consultation process and he acknowledged the development of their work, over recent years, re developing partnerships and engaging in innovative interfaith activity.

Harriet Crabtree from the Interfaith Network for the UK emphasised the importance of regional networks and organisations cooperating and sharing with each other at a national level.  The importance of interfaith networks being able to speak with a collective where appropriate was indicative of the role that national organisation can play.

Roundtable Discussion: The Face-to-Face framework is based around four building blocks which have been identified as key enablers for promoting good relationships and partnerships in our multi-faith society.  During the event, these building blocks were discussed by groups, and the implications of implementing each (in a practical sense) were considered.  Each block was discussed using questions taken directly from the Face-to-Face publication.

The following report summarises the findings.

BUILDING BLOCK 1:  CONFIDENCE AND SKILLS TO BRIDGE AND LINK

1. What do we understand by ‘bridging and linking social capital within local communities’?

The opinions expressed here showed a substantial consensus, namely that trust, acceptance, understanding and respect were vital elements in establishing good relationships between faith partners.  It was also clear that whilst there are differences between and within faith groups which needed to be acknowledged and celebrated, more important was the common bond and vision shared by these groups.  It is these foundations upon which can be built confidence and skills. 

Social capital was discussed and it was felt that this aspect of local community development, was something which will grow naturally when the rest is in place, so long as it is encouraged and nurtured.

2. How can we develop the confidence and skills needed to build trusting and active relationships between people with different religion and beliefs, and people with none?

The responses to this question included a number of practical suggestions as to how we might develop active relationships, but the underlying idea was that it was important to celebrate differences but not to let them get in the way of creating positive interaction and dialogue.  Aim for integration, not assimilation.

3. What are the confidence and skills needed to build partnerships between faith-based organisations and local decision-making bodies?

The basis of this discussion was around how local authorities and faith groups perceive each other.  Often, groups are labelled in negative ways which do not promote the trust and understanding we all agree are our aims.  Faith groups may be viewed as evangelising or as interfering in negative ways with personal and individual choices about belief.  Similarly, local authorities and other partners may be viewed simply as money-pots and nothing more.  The skills listed were:
o Humility
o Respect
o Acceptance
o Space and confidence to listen for mutual achievements
o Overcoming prejudice,
o Enabling understanding within schools at early age
o Cultural competence

4. How can we help to build those skills?

Responses to this question included practical suggestions, most of which are listed above as responses to earlier points.  The majority vision was that of providing learning opportunities, especially for the young, which enabled dialogue between different groups.

BUILDING BLOCK 2:  SHARED SPACES FOR INTERACTION

1.  What is the role of physical and virtual spaces?

This question was partly answered in a discussion which first clarified what is meant by a ‘shared space’.  The responses were:

Sacred spaces such as church grounds, cemeteries, the landscape
Public areas, such as parks
Community centres
FE colleges
Schools
Places of worship
Websites – blogs, forums etc

The role of these spaces was defined as a place where people felt safe to share views and opinions.  They serve the community by allowing for various groups united by a common theme, to meet and interact with each other, promoting a sense of community cohesion and wellbeing.  The question of definition of ‘shared space’ is still open for discussion.

2.  What do we need to do in order to share resources and expertise?

The views here were consistent and acknowledge the need for trust.  It was suggested that some shared spaces can become cliquey and exclusive – and these negative points were promoted mainly through the fear and mistrust of the people who are not traditional users of such facilities.

There is a need to devolve the ‘ownership’ (in the negative sense), and rather to promote ownership in that all users of these spaces are the owners and stewards.

3. What resources and shared spaces do we already have?

See point 1.

4. How can we use these resources to bring people together?

The suggestions were to attract groups which already have a track record in promoting good relationships and in uniting communities.  These were:

Parent and toddler groups
Activities which attract BME groups
Volunteer groups which support outreach such as elderly persons groups

It was also noted that shared spaces in places of worship, might be encouraged to open their doors to other faith groups – such that a meeting hall in the local Catholic church, might also serve as a meeting place for a local Muslim group, and vice versa.

BUILDING BLOCK 3:  STRUCTURES AND PROCESSES

1. What are some of the formal and informal structures that exist to bring local people together?

LSPs
Residents associations
Community / faith events
Councils
Toddler groups, schools, clubs
Churches
Educational establishments

2.  How can we strengthen these structures?

Funding
Resources
Strong volunteer base
Communication
Recognise that formal and informal groups both have a role to play and their appeal

3.  How can we ensure that these structures are effective in engaging a broad cross-section of people?

We need to be sure that any events or work which exist to engage with broad cross-sections of people, are done in the most inclusive ways possible.  We might go through local champions to get to hard-to-reach groups, hold food –based multicultural events, communicate with professionals in the field such as human rights groups, equalities officers and so on.  We need to practice moving away from stereotypes such as old-people’s activities being bingo or luncheon clubs, or that toddler groups are the only way to support young parents.  Give things a broader appeal.

4.  How can we ensure that these structures contribute to real and positive change in the community?

This question lead to a number of other questions.  Firstly, by taking it upon ourselves to ensure that these structures make changes, we are setting ourselves up as authorities on what ‘real and positive’ changes are.  It was agreed that ‘real and positive’ are subjective terms and we should be aware that not all changes are seen as necessary by everyone.  However, if changes are to be made, then structures must be supported by being given time, patience and resources.  Their effectiveness needs to be measured and monitored, and they need to be given opportunities to celebrate what they do.

BUILDING BLOCK 4:  OPPORTUNITIES FOR LEARNING

1.  How might schools play an important role in building understanding?

Given the limited time devoted to RE in the curriculum, it should be noted that there is much hard work being in order to help promote inclusivity and cohesion.  However, further improvements are still being made by considering questions such as; Are people of no faith being represented?

There is also a need to bridge faith schools and mainstream schools, and faith schools with each other.  This promotes acceptance and understanding from an early age.  There also needs to be more promotion of pastoral care.

2.  What opportunities can we identify for learning within further education?

It was suggested that at the level of education in FE, it was useful to inform on ‘infra-diversity’, eg Christianity and its (various) denominations, Islam and its various theological/sectarian influences, not just a general overview.  It was also important to promote the idea that diversity is not threatening; rather it is something to be celebrated.

3.  What role do faith communities and interfaith initiatives have in promoting informal learning?

Promote social events as keys to learning
Exploring and celebrating through art / music / film / culture and lifestyle
Good textbooks read and written by members
Building the confidence to question

4.  What role do libraries, exhibition centres, arts and cultural activities play in promoting learning and building understanding?

Providing spaces for sharing knowledge and information in an engaging way
Holding ‘multi-faith’ film week
Multi-faith music week?
Books / leaflets / flyers/ posters promoting faith events