DIVERSITY

Diversity And Socio-Cultural Change In Society

Diversity And Socio-Cultural Change In Society

The purpose of this paper is, firstly, to argue that government policy makers and professionals engaged in lifelong learning need to analyse and understand the changes that are taking place in our society, and how and in what ways people are different, in order for us to develop new ways to engage people in the lifelong learning agenda. If we do not do this, and all the initiatives that spring from current government policy are focused on current institutional forms, then the aspirations expressed in the “Learning Age” for the development of a lifelong learning culture nationally will not be realised. Secondly the paper argues that the many programmes and initiatives currently being promoted by government to create a more integrated and equal society and combat social exclusion (eg New Deal for Communities, Health, Education and Employment Zones, Sure Start, Crime and Drugs) will only succeed (as the government recognises) if people and communities develop and empower themselves. Lifelong learning should be at the heart of that development and empowerment process. This however has not been acknowledged in most of the current policy initiatives. lifelong learning culture? A critical mass of individuals is taking responsibility, at whatever stage in life they are in, for identifying their learning and development needs and is engaged in activities to meet those needs · there is a visible and measurable change in the way individuals and groups behave - whether at work, in their personal lives, in their leisure time, in social and political settings - so that reflection on experience, and what is learnt from that experience, is embedded in social interactions of all kinds · activities around learning are at the heart of all activities promoted to achieve social change and democratic renewal · a critical mass of employing organisations, whether in the private or public sector, is actively promoting learning and development activities for their employees, in order that the organisations themselves will become more effective, both economically and socially.

Before describing a practical, strategic approach in this paper, we would like to emphasise that the introduction of restorative practice challenges deeply held beliefs around notions of discipline and authority. A traditional approach to these concepts focuses on the apportioning of blame, establishing which school rule has been violated and making wrongdoers accountable by punishing them. In these more traditional schools, policy, while espousing philosophies around care and respect, often lists categories of offences and appropriate tariffs to be imposed as sanctions. Most of us grew up with this tradition and have practiced our teaching and behaviour management in ways which reflect these beliefs, despite holding values about people and relationships which are often in conflict with these practices. Taking up restorative practice, then, can challenge us in ways that may cause professional and personal discomfort, even pain. Restorative practices focus our attention on the quality of relationships between all members of the school ...