Key Findings and Recommendations 6

CONTENTS

INTRODUCTION

The In Wi the Mix Programme is a joint project of Faith in Community Scotland, the Conforti Institute and A Place for Hope. It is funded through the Scottish Government’s Tackling Sectarianism Fund. The In Wi the Mix programme was one of the funders contributing to the New Farm Loch project and agreed to fund the evaluation of the Visit in 2017 to Corrymeela.

BACKGROUND

In 2015 two men from St Kentigern’s Church, Ian Rennie and Sandy Brown took part in a visit to Belfast and the Corrymeela Community as part of the Tackling Sectarianism Together Team from Faith in Community Scotland. At the end of the visit they were asked what they would do when they went back home and answered honestly “We don’t know but we will do something”. When they returned to New Farm Loch they handed the baton over to John Houston, Church Elder and local community activist. As a result the New Farm Loch Community Council and local Churches, St Kentigern’s, St Mathew’s and the Kilmarnock Mosque became involved in the “In wi the mix” programme and developed their local response to sectarianism.

John Houston’s tireless activism over the next 2 years saw the Community Council, local Churches and local schools come together to organise a series of community events, concerts, plays, workshops, multi faith discussions, and 3 visits to Belfast and the Corrymeela Community in Northern Ireland.

This evaluation is focussed on the visit by 25 girls from 4 local schools to Belfast and the Corrymeela community in March 2017. However the visit has to be understood in the wider context of the programme which had its genesis in the visit to Corrymeela in June 2015.

The programme has been well supported by local community organisations. It is the flagship youth project of New Farm Loch Community Council and has support from local secondary schools St Joseph’s Academy, James Hamilton Academy, Loudon Academy and Grange Academy. In addition there has been support and ongoing involvement from St Kentigern’s Church of Scotland, St Mathew’s RC Church and the Ayrshire Central Mosque. This interlocking partnership of local schools, churches and mosque, and community organisation has significantly strengthened the programme and has ensured positive reinforcement of its messages in education, worship and community engagement.

The project has attracted national attention and has been visited by the Communities Minister, Annabelle Ewing and Lord Ahmad, Parliamentary Under Secretary of State in the Home Office. Several pupils participating in the programme received Saltire

Summit Awards for their “outstanding contribution” in volunteering on this project whilst other pupils received Saltire Awards for their part in the project. The Local Authority has been very supportive of the project and the Provost Jim Todd, Member of Parliament Alan Brown and MSP Willie Coffey have all supported various events run by the programme.

“The visit and work done by pupils from a denominational and a non-denominational school coming together to visit and look at issues around sectarianism in Northern Ireland has been of great benefit to them and also to their peers. On returning to their schools they were able to speak and present to fellow pupils and local community representatives on issues around sectarianism having seen and met with local people who have suffered for many years. They now have a greater understanding of the issue and are promoting the anti-sectarian message across their schools and communities. “ Councillor Tom Cook, Depute Leader of the Council.

“We have taken 9 pupils to Corrymeela as part of the anti-sectarianism project. This has been a worthwhile opportunity for all the girls involved and it has proven to be something that they have all greatly benefitted from. Our Senior girls received the Saltire Award as part of their work and this as a proud day for both the school and their parents who proudly watched them receive this award for their work in Corrymeela. I have really seen the girls grow in confidence since joining this group and some, who hated public speaking and were quite shy, have now gone on to speak at large public events and lead workshops for our younger pupils. The girls are in different year groups but have now formed a bond from the trip which is encouraging to see. I do not believe that the positive changes I have seen in the girls would have been as obvious had it not been for their involvement in this project. Erin Curran (RE) teacher St Joseph’s Academy.

“I was very pleased to be able to see for myself an example of exemplary work being undertaken by young people at your academy, through the “In Wi’ the Mix” project, tackling sectarianism and working to develop a more inclusive environment by celebrating diversity. The progress made by these young people in breaking down barriers, and forming understandings and friendships between those of different religions and backgrounds was impressive. “ Lord Ahmad of Wimbledon, Home Office Minister

METHODOLOGY

The data gathering techniques used were as follows: -  Observation of the Corrymeela trip  Interviews

 Survey Questionnaires  Observation of Workshops/ Focus Groups  Media Reports

Using the Kilpatrick Evaluation Method, the evaluation will assess where programme interventions have resulted in: -  Reactions: How were the programme interventions received. Positive experiences more likely to lead to learning  Learning: What were the learning outcomes of the programme interventions (Skills/ Knowledge/ Attitude)  Transfer: How the Skills/Knowledge/Attitudinal changes are used in the day to day work/living of the participant.  Results: Whether the application of the skills/knowledge/attitudinal changes are having any impact on the life of the individual or local community.

Using the Outcomes Framework developed by the Voluntary Action Fund for the Scottish Government’s tackling sectarianism programme, the evaluation will assess when: - 1.People and communities are more empowered to tackle sectarianism  People have increased skills in facilitating dialogue (including workers, volunteers, peers and others)  Increased and improved resources for tackling sectarianism  Increased opportunities for people to express their feelings, opinions and experiences about sectarianism  Improved partnerships and collective responses to sectarianism 2. Trust, respect and relationships between people and community groups are improved.  Increased awareness and understanding of sectarianism and its effects  People and communities are more motivated and able to engage in constructive dialogue around sectarianism  Reduction in prejudicial attitudes which lead to sectarianism  Reduced sectarian behavior and incidents 3. Practice, policy, funding and decision making are better informed by evidence  Increasing our understanding of the effectiveness of different kinds of interventions.

KEY FINDINGS AND RECOMMENDATIONS The Wider Programme The leadership of the project rests with John Houston, an elder in St Kentigern’s Church and an activist in New Farm Loch Community Council. John is the energy and inspiration behind the project and without his endeavours it would never have gotten off the ground.

The project has resulted in a close and extremely effective partnership between St Kentigern’s Church, St Mathews Catholic Church, Ayrshire Central Mosque, New Farm Loch Community Council, St Joseph’s , the Grange, James Hamilton and Loudon Academies.

Over a 2-year period over 30 local events involving the partners have been held which has significantly increased collaboration between the churches, mosque, schools and community council. These events have involved approximately 2300 people from across the local community, churches and schools. Using the Kilpatrick scale evidence has been produced which has demonstrated positive outcomes in relation to reaction, learning, transfer and results.  Reaction has been demonstrated by the positive responses provided by participants to various events organised throughout the programme, (Scarfed for Life, Corrymeela visits, Celebrating Diversity events and Forward Together Concerts).  Learning outcomes have been measured and evidence a better understanding of sectarianism, a rejection of prejudice and stereotyping and “othering” of people who are different.  Transfer has occurred as a result and interaction between and within the communities has increased. A pattern has emerged of peer education where young people share what they have learned in workshops out into the community. The Churches, Mosque, Schools and New Farm Loch Community Council now habitually organise events together, use each other’s venues for workshops, concerts and community events and have developed a collaborative approach to their core work.  The overall result has been that the life of the community has been affected and changed with these institutions – church, community and faith coming together to reinforce positive messages through education, worship and community engagement. As a result of this programme people and the community across New Farm Loch  are more empowered to tackle sectarianism  have increased skills in facilitating dialogue (including workers, volunteers, peers and others)  Increased and improved resources for tackling sectarianism  Increased opportunities for people to express their feelings, opinions and experiences about sectarianism  Improved partnerships and collective responses to sectarianism

Trust, respect and relationships between people and community groups in New Farm Loch have been improved and there is evidence of  Increased awareness and understanding of sectarianism and its effects  Increased motivation and ability to engage in constructive dialogue around sectarianism Corrymeela Visit March 2017

Within the overall programme, the Corrymeela visits have been important in reinforcing commitment of young people to the programme, and in building their capacity to run workshops with their peer groups and with the wider community on subjects relating to discrimination, disadvantage, prejudice, sectarianism and diversity

Girls who had taken part in the Corrymeela visit in 2016 demonstrated a better understanding of sectarianism and discrimination and were more able to recognise sectarian language. They were confident and capable enough to design and deliver workshop sessions to their peers on their return and took responsibility for designing and delivering workshop sessions during the Corrymeela visit this year.

All of the girls were able to identify new learning as a result of their participation in the visit and all of them reported that it was a very positive experience, and that they would like to return next year.

Recommendations for Action

1. A steering group should be brought together involving the organiser John Houston, senior girls, IQRA group and facilitator to plan for next year. 2. A plan for the weekend should be written up which includes roles and responsibilities, desired learning outcomes and session plans. 3. The schools should consider sending members of their Senior Management Team to accompany the girls and their time during the visit could be devoted to producing materials for in service training for teachers across the participating schools. 4. Freedom Writers was the film chosen by the girls for the film session, which was abandoned by the girls who preferred to continue with the Session on Asian culture. Consideration should be given to providing more challenging films or appropriate extracts from more challenging films e.g. Malcom X, Milk, Philadelphia. 5. The resources that lie within the local groups e.g. IQRA should be relied upon and a role given to the IQRA group to take responsibility for the session on culture sharing should be considered. 6. East Ayrshire Council’s involvement should be sought to identify means of mainstreaming some of the learning opportunities afforded to the girls on the Corrymeela trips. 7. East Ayrshire Council and the participating schools should consider means of addressing the findings that school was the place where most girls reported hearing sectarian language. This points to an ongoing need to address sectarianism, hate crime and diversity within the school environment. The experience of this programme suggests that the most effective way to do this is to build on their existing collaboration between Churches, Mosque, faith based groups, and the local community. 8. New Farm Loch Community Council has demonstrated that it is an effective delivery partner and able to take the lead in a multi-agency approach. East Ayrshire Council and other funding bodies should consider investing in this organisation to ensure the programme’s continuance. 9. There is some interest in forming an organisation to develop this work and in particular to look at developing a summer programme for young people during the school summer holidays. This would add both breadth and depth to this initiative and would require a significant increase in resources both in terms of the time commitment required and in terms of financial commitment. However, it would be the first of its kind – and this group have shown that they are capable of delivering excellent diversity programmes with young people. It is hoped that the interest and energy around this proposal gains momentum and that a summer programme can be realised.

TOUR OF BELFAST

During the tour of Belfast the girls were brought to Milltown cemetery, visited the peace wall and were taken to the Falls Road and Shankhill Road and given an explanation of what had happened in these communities during the troubles. They visited murals both Republican and Unionist – and saw the cites where murals had been painted over as part of the community response to the peace process as they were now considered to be overtly offensive, and celebrated violence towards the “other side”.

The girls were particularly affected by the Belfast visit where they got to speak to Sean O’Baoill and a Billy McQuiston a former member of the UDA who had spent 12 years in jail, and whose father had spent 17 years in jail. The fact that a nationalist and unionist who had both been to some degree involved in the troubles were able to meet as friends and speak of their experiences had a profound effect on the girls.

WORKSHOP 1: HOW SCOTTISH AM I? The girls, who had been to Corrymeela before, devised and led this workshop. There were 4 groups and the girls were joined by two volunteers from Corrymeela Jacob and Peter. Each participant had to rank themselves for “Scottishness” within the team and line up in rank order.

Learning Outcome: “It is difficult to rank people in order because there are lots of different factors which make people Scottish or not.” The girls also found out that being Scottish also means coming from migrant groups with Italian, Asian, Irish, French and English parents/ grandparents featuring in each group.

WORKSHOP 2: EVE’S COUSIN MARY

The second session at Corrymeela focused on prejudice and stereotypes. Again it was devised and led by girls who had taken part in the Corrymeela trip in 2016. This in itself was evidence of learning outcomes and transfer on the Kilpatrick scale. The group was asked to provide 5 words which they associated with a particular group. They were then asked to identify which groups Eve’s cousin Mary belonged to and the following answers were provided (Eve’s cousin Mary was identified as belonging to the groups which are shaded): -

Group Positive to Negative Score Bisexual Phase Mainly boys Greed Fake Stupid 25 People English Rich Full of Posh Snobby Annoying 20 People Themselves People who Pretty Talented Popping On Flick Insecure 5 wear make- up People with Smart Rich Posh Sharp Nerd 15 Glasses Thin People Health Good Skinny Anorexic Snobbish 10 Figure Scottish Ginger IrnBru Haggis Bagpipes Whisky 0 People People with Deserves Weird Crazy Isolation Depression 20 Mental help personality boy/girl Illnesses Disabled Wheelchair Unable Upset Unfortunate Sad 15 People Rich People Excess Money Bank Run the world snob 5 Money Old People Gray Hair Glasses Weird Smelly racist 15 People on Old Folk Council Poverty Poor Useless 10 Benefits Houses Muslim Hijab Prayer Religion Holy Book Worship 0

People Muscular Built Fit Handsome 6 pack Strong 0 People Protestant Religious Blue Rangers Discrimination Prejudice 10 People Jamaican Beauty Bob Marley Rasta Weed Drug 10 People Misuse Catholic Good Priest White Anti Gay Racist 10 People Unemployed Disabled Annoyed Lazy Fat Greasy 15 People Teenage Mistake Careless Stupid Alcoholic Slut 20 Parents Gay People Rainbow Fun Camp Confused Sin 10 Transgender Bullied Troubled Strange Unnatural Sin 25 People Overweight Insecure Unhealthy Obese Depressed Addicted 25 People People with Cool Outgoing People Emos Goths 0 Piercings People that listen to Alternative Music

The girls were therefore basing their decisions on which group the cousin slotted into based on assumptions from the way that the group leader presented.

Learning Outcome: “Just because someone seems to fit into a category it doesn’t make them all of these things”

The session concluded with Eve giving a description of her cousin Mary which challenged the assumptions made by the group.

The girls were easily able to identify both positive and negative stereotypes. The groups with the most negative ranking were: -

People who were overweight, transgender, bisexual, English, with a mental illness and teenage parents.

Following the session three girls were interviewed and asked to explain what they found surprising about what was said in their groups. “I was surprised at first that people were using these words; but we were identifying stereotypes some people would associate with this group of people.

I was not surprised I hear bad language and people insulting people for who they are every day. Sometimes they say they are just joking about but their brains are fogged.

I don’t think it is just a joke I think people should be treated equally and not discriminated against for their race, sexuality, religion, gender.

Some people could be denying opportunity to someone because they are not white and this is not right. If they treat you like garbage, there must be a reason for it – they have been raised up to hate the kind of person you are. People should be raised to love others. None of us should experience hate. Especially if it is because they are different.

People do not have equality in real life. Christians are ruining gay parades by marching against them and saying that you are going to burn in hell. This is widely reported in the media and I see it happening in America and sometimes in Glasgow.”

OBSERVATIONS ON DAY ONE

At the meal in Café Bia the girls tended to sit together with girls that they knew. The group at this stage had not fully relaxed in each other’s company and they were keeping to their separate groups. This largely disappeared after the session with the Peace Players which was a series of physically based workshop sessions designed to promote interdependence. These sessions though short were very effective at breaking down barriers between the girls – and by the time the session had ended the girls had fully integrated. It was an extremely effective and fast way of breaking down barriers between the girls and getting them to come together as a group.

GROUP LEADERSHIP

The programme is organized by John Houston a local community activist who is a member of the Community Council. The model of organisation is extremely flexible – no committee structure or meetings, John undertakes the organizing of the event, liaises with local schools, churches and the mosque. Clearly very highly regarded and trusted across the community. On the one hand –the model relies heavily on his leadership and organizational skills. However he is very careful to ensure that the girls are involved in decision making at all times, and so his role is more facilitative and he does not lead from the front. The only issue of concern is sustainability. In order to ensure that the initiative is sustainable, it may be worth considering persuading some of the senior pupils who are about to leave school to continue with their involvement in the programme – but as organisers with John acting as a mentor/ training the next generation of young people to hold the programme.

There were pupils with Additional Support Needs on the trip and initial concerns about the degree to which they could participate in the workshops and events

evaporated fairly quickly. When the group came to reflect on hate crime, it is perhaps worthy of sober reflection that the only person who could accurately describe hate crime was the young girl with additional support needs who had no difficulty in explaining the concept to the others.

The other girl with additional support needs was expert with IT and gained recognition from the group for these skills which enabled the workshop session to continue as she was able to connect the laptop to the internet and You Tube to show some of the resources planned for the workshop. It was refreshing to see someone with additional support needs being celebrated because of the skills they were able to bring to the table, rather than sheltered because of assumptions that skills were absent.

Both girls reported feeling relaxed and happy. They enjoyed the tour of Belfast, liked Sean O’Baoill the Guide and were happiest when everyone was singing together in the bus. As the weekend progressed, they became more confident and outgoing and their levels of engagement steadily increased.

12 WORKSHOP 3: THE EMPIRE OF PAKISTAN AND THE QUEEN OF HAGGISTAN The Empire of Pakistan rules the world and the Queen of Haggistan has arrived in Scotland to determine how the country will be ruled. She starts off by dividing the group up by hair colour – giving privileges to some and denying it to others based on their appearance. There are also the Princesses of Haggistan who have been specially chosen by her – and a group of police officers who she uses to enforce her rule. During her reign of terror she decides to burn down a prison while the prisoners are inside – all of them jailed because they shared a hair colour. The groups were asked to describe their feelings and words.

Key Feelings/ Key Words  It reminds me of the segregation that happened in America between White Americans and African Americans.  Ignorance, Injustice, Unfair.  Didn’t like that the prisoners were burned alive they should have been given a quick death.  Felt the disadvantage of the groups  Angry that I was separated from friends  Wanted to help the prisoners  Felt sorry for the prisoners  People were split up based on something that doesn’t matter.  What happens to the people who don’t fit into either group.  Prisoners felt betrayed, scared, violated, oppressed, awkward and they did not believe that they deserved such treatment.  The Royal Princesses felt that they were not normal, awkward, bored, confused, Important, High ranking, above it all, and lazy.  One of the groups felt left out, stressed out, bossed about, bullied, outcast, pressured, scared, rejected, anxious, confused, hurt and judged.  The enforcers felt Powerful, Helpful, useful, Important, lucky, valued, confused and superior.

Learning Outcome: (Reaction) The girls had a better understanding of the corrosive effect of discrimination. This had followed on from the session on stereotyping the night before. They also gained an insight into how some people view the impact and legacy of the British Empire. They gained an insight into how some groups given power and status and others having their rights denied can be divisive and can be an important factor in setting up structural support mechanisms for ongoing discrimination. The girls reported that they enjoyed the exercise and found it a useful learning experience. WORKSHOP 4: CASE REVIEWS

The girls were given 4 cases to review: Stephen Lawrence, Asad Shah, Jody Debrowski and Kriss Donald.

Case Review: Stephen Lawrence  The case took too long to be held – 1993 – 1998 for a straightforward crime.  The race act although good to have is not a useful tool  His mother took the most logical root – instead of speaking of vengeance she improved the system.  Enough was done, the law was put in place but it still doesn’t stop racism or discrimination happening in everyday life due to people being brought up by parents with strong views.  Laws will always be broken no matter what which is not right.  Flawed Definition  His mum was very passionate about preventing this from repeating itself.  Mother led a non violent campaign in order to see justice done.

Case Review Kriss Donald  I think the men who killed Kriss Donald should not have been let out early because it was a white person who was being discriminated.  The law should apply to everybody  I think the men who killed Kiss Donald should not have been let out early, just because it was a white man who was discriminated. When the law should apply to everyone the same.  Punishments should be equal no matter the person’s race/gender.

Case Review Asad Shah  Sectarianism is a prominent problem  Although the government play a part in anti sectarian work it is up to every individual to tackle it  A generation exposed  Everyone has the right to believe what they want to believe. Nobody should be punished for their beliefs.  Sectarianism – is unfair, unjust and horrible. It is not the governments’ fault – it is society’s fault.  I think it is wrong to kill.  Sectarianism is still around and that is escalating to even worse crimes.

Case Review Jody Debrowski  I felt sorry for Jody and his family, it was very sad. I don’t think it is right that they beat him for being gay.  I felt saddened by the case as it is unfair. There is still homophobia today but it is not as prominent although it is still a problem.  There is still homophobia to this day but people have calmed down a lot before.  I felt sad and I felt sorry for his family.  There is still homophobia to this day. And even though his family received “justice” it wasn’t enough. Nowadays it is not as homophobic.  There is still homophobia today. It is not the same reaction as it was 20 years ago.

WORKSHOP 5: SOUTH ASIAN CULTURE

There was a workshop on South Asian Culture which looked at India and Pakistan, and followed the heritage of Maryam Imran’s family. Mrs Ayesha Sultan of the IQQRA group in Kilmarnock. The workshop started with a presentation and questions. Then it moved to a henna hand painting session where Maryam, Ayesha and the Asian girls in the group showed the others how to do traditional Asian henna hand painting. The girls were also shown how to thread eyebrows and there was a discussion around the wearing of the hijab and traditional Asian dress. There was also a discussion around forced, arranged and love marriages.

The workshop started formally and then moved to an informal discussion session while the hand painting and eyebrow threading were going on. It enabled a complete shift in the nature of the discourse. The atmosphere was intimate and the girls were relaxed and able to ask questions that they perhaps, out of politeness, would not have asked in a more formal workshop setting.

It sparked a very interesting discussion and comparison between the different approaches of Mrs Sultan, a first-generation Pakistani woman from Peshawar/ Pahktun and Maryam Imran who is a second-generation Pakistani woman whose family are from the Punjab. It introduced the idea of different cultures within Pakistan and different cultures emerging between Asians living in Scotland. The contribution made by Mrs Sultan was extremely important in that she presented as a very traditional Muslim Asian woman – she talked very openly about her own arranged marriage and how it developed into a love match and a very happy marriage of 16 years’ duration.

The fact that Mrs Sultan shared that she was an Obstetrician and Gynaecologist who had given up work to look after her family challenged the groups’ assumptions that Muslim women were not educated and did not have access to high status jobs. She explained that the decision to give up work was her own and this challenged the assumptions that Muslim women are downtrodden by their husbands, and that they do not have the power to make their own choices. The similarities and contrasts between Mrs Sultan and Maryam Imran – who looks after her children and runs her own consultancy business, was and important lesson for the girls in diversity within the Muslim and Asian community. Maryam explained to the girls that she was a feminist, a Muslim, Asian and Scottish and could explain through her own life stories that Muslim feminism was both similar to and different from the brand of feminism that was more familiar to them.

The group broke for dinner – and came back to resume where they had left off, deciding to abandon the planned showing of “Freedom Writers” a film previously selected by the girls. This workshop went on for several hours after which the girls all went to bed.

Mrs Sultan became like an Auntie to the girls, and her patience and kindness was warmly received by the girls who moved from a space of observing her from a distance to trust and friendship. The impact Mrs Sultan had on the group was very moving and completely unplanned. It marked the point in the weekend when the girls moved beyond thinking to feeling – and this was a transformation.

Maryam Imran also shared her experiences – because her experiences were more “Scottish” there was more that the girls could identify with – and this was also very important. Maryam’s challenge to the group was that she was Scottish, Pakistani, from the Punjab, her husband was from Australia, Asian and from the Peshawar/Pakhtun area – so her identity was a multi layered construction of all of these elements. She was also able to speak to the girls about her experience as the only brown girl in an all-white school – and of the bullying and discrimination that she had experienced growing up – and as a family living in a prosperous neighbourhood when their house came under attack from racist vandals.

The step change in learning and encounter was enabled because the group had moved from the role play around discrimination and oppression, to an evaluation of hate crimes and then into a gentler and more intimate inquiry into the personal experiences of these two Muslim women. If the group had experienced the last workshop first, the impact of the learning would not have been as profound. The sequencing of the workshops and exercises was extremely important. “None of us girls will ever look at an Asian woman in a hijab again and make assumptions about who that women is, or what her life is like.” Quote from one of the girls the following day.

WORKSHOP 6: THE ISLAND

The last workshop was devised and led by the girls who had been to Corrymela before. “The Island” – the girls were divided into 4 groups. Each group was an island and had to agree the rules of the Island which set out what was allowed, what was not allowed and what kind of behaviours were required. They had to draw a picture of their island and then debate whose rules were best. Learning Outcome: Different groups will naturally develop different cultures and ways of doing things and different belief systems and different ways of seeing their world. QUESTIONNAIRE FINDINGS

Before  The girls completed a questionnaire prior to arriving at Corrymeela. There were two cohort groups: 1st Cohort - girls who had been before and 2nd Cohort - girls going for the first time.  Girls in both groups had similar expectations of how they would benefit from the experience (Agree strongly or Agree).  However, the key differences were to be found in the following areas: -  Girls who had been to Corrymeela before were more likely to recognise sectarian language, and were more likely to report hearing sectarian language at school, on the street at football or elsewhere.  Girls who had been to Corrymeela before were more likely to be involved across the project on other project activities or events.  Girls going to Corrymeela before could understand hate crime as discrimination (but not criminal actions).  Girls who had not been to Corrymeela before were more likely to say that they did not know about or much about sectarianism.

After  The girls indicated that their expectations from the visit in terms of benefits they would experience had been realised with all 25 agreeing strongly or agreeing that they had benefitted from the visit in specific ways.  There was a significant increase in the number of girls reporting that they would recognise sectarian language – and that they had heard it in school, on the street, at football and elsewhere.  All girls could describe hate crime and sectarianism which demonstrated a marked increase in their understanding of both concepts and their confidence in being able to name or describe them.

IMPROVING THE EXPERIENCE FOR NEXT YEAR This session was held with Mrs Ayesha Sultan, Maryam Imran and Jock Houston who met with Margaret Lynch while the girls were holding their “Island” experience workshop.

They reflected on the experience and agreed that the issues to be taken forward in planning for next year were: -  Communication  Time for organising and planning together  Plan for Next Year including defining roles for organisers, teachers, parents/guardians and facilitators  Agreed session plans and activities  Explore a wider partnership approach with New Farm Loch Community Council, IQRA and East Ayrshire Council.

The discussion came about as there was a realisation that John Houston took responsibility for the logistics and fundraising for the project; a facilitator and evaluator was contracted by John Ithell on behalf of the In wi the Mix funders, and some of the sessions were planned and led by the girls, and some planned and led by the facilitator.

There was a lack of clarity about who had overall responsibility for the visit – and who was responsible for delivering different aspects of the visit.

There was a lack of clarity around the role of the teachers during the visit – and it was felt that their time could be used – perhaps by working with the facilitator to develop tools which could be used in school as part of the core curriculum, or to develop some in service training materials for the teaching staff themselves.

There was also a lack of clarity around the role of Mrs Sultan from the IQRA group – and whether she was there as a parent/guardian or as a facilitator/ resource person for the workshops. It was felt that Mrs Sultan had made a huge and very valuable contribution to the learning during the Asian Culture workshops – and that there was an opportunity to more fully involve her and other members of the IQRA group in running the workshop sessions directly.

There was a need to ensure that the girls who were leaving school this year did not leave the project – a lot had been invested in building their capacity for diversity training and peer education and it was important to ensure that this was not lost to the group as they moved on with their lives and education elsewhere.

It was agreed that there was more time needed for planning with all parties coming together to get a clear understanding of roles and responsibilities and that ultimately the sustainability of the project depended upon local people across the Churches, IQRA and New Farm Loch taking on more of the delivery of the programme and being less reliant on external facilitation.

There was an opportunity to bring together people facilitating similar activities elsewhere in North Lanarkshire, East Renfrewshire and East Ayrshire to share tools for learning and development.

The role that John Houston plays as person who holds the project together and makes it happen was recognised. He has devoted enormous energy and shown real commitment to the project. His willingness to bring other people into the delivery of the project has also been a key to its success. GIRLS EVALUATION OF CORRYMEELA VISIT

The last session of the weekend enabled the girls to write their own evaluation of the Corrymeela visit. They were given hands to decorate with Asian henna patterns, and asked to write their comments on the reverse. Below is a representative sample of what they girls wrote:  I enjoyed coming to Corrymeela to learn about different cultures and making new friends. I like how everyone opened up.  I really enjoyed having a more clear facilitator/mentor role because last year it was not as well organised and we were separate between schools. This year there was more bonding between groups.  Overall I valued how comfortable people were with each other. I liked learning about different backgrounds and cultures and there significance. Nothing was wrong.  I enjoyed expanding our trip from sectarianism to diversity. I liked learning about Asian cultures and getting to know everybody. Keep it going.  I loved working with new people and talking about racism and culture. Next time can we stay longer?  Seeing everyone open up and being honest with each other and being close with each other .  I loved that I made new friends and at first I felt a bit weird and shy. I can now be my weird self around my new friends. I enjoyed the sessions and the bonding we did in the lounge listening to music, talking and getting henna patterns on our hands.  I enjoyed Maryam’s lessons and her explanations. It was amazing. I would improve on nothing it was a brilliant education. I want to do the hijab next year.  I enjoyed the peace players and how everyone got on so well with each other.  I found the sessions much more enjoyable this year. WIDER PROGRAMME Reactions Learning Transfer Results People and communities are more empowered to tackle sectarianism People have increased skills in facilitating dialogue (including workers, volunteers, peers and others) Increased and improved resources for tackling sectarianism Increased opportunities for people to express their feelings, opinions and experiences about sectarianism Improved partnerships and collective responses to sectarianism

Corrymeela Trip Evaluation 2016: Participants reported enjoying the trip; reported that they started out in their own small groups but by the end of the weekend everyone had mixed well, they unanimously agreed they wanted to go back. Corrymeela Trip Evaluation 2016: Participants reported knowing very little about sectarianism outside Scottish Football. Half said they had no understanding of sectarianism beforehand. Corrymeela Trip 2017: 2016 participants felt able to provide working definition of sectarianism, prejudice and discrimination; were able to confidently deliver workshops on stereotypes. All participants were able to give written statements explaining sectarianism and hate crime. Corrymeela trip 2017 participants presented and led workshops on tackling sectarianism including delivering workshops and presentations to peer groups at school, presenting at Celebrating Diversity events, taking part in Community Concerts, presented at a national event at Dynamic Earth in Edinburgh, provided mentoring to younger girls who were getting involved in the programme for the first time. Girls who participated in Corrymeela programme reported being involved in peer education events across the projects activities within their own schools and communities. Over 30 community events have been held throughout the programme. There is evidence of increased contact and co-operation between the Community Council, St Kentigerns and St Mathews churches and the Mosque. The involvement of the IQQRA group in running events in St Mathews Church is further evidence of improved relationships. The Celebrating Diversity Events and Concerts and the International Women’s Day event is a evidence of increased community cohesion and collective action. Trust, respect and relationships between people and community groups are improved. Increased awareness and understanding of sectarianism and its effects People and communities are more motivated and able to engage in constructive dialogue around sectarianism Reduction in prejudicial attitudes which lead to sectarianism Reduced sectarian behavior and incidents

Evaluation responses from the Corrymeela trip evidence increased awareness and improved relationships, a better understanding of sectarianism and hate crime. Evaluation responses record that young people participating recognise and reject stereotyping and prejudice and understand how they can cause division and harm. Scarfed for Life workshops held across the community and in local churches. The learning from these events was captured by a graphic facilitator. Young people participating in Corrymeela trips organised Celebrating Diversity Concerts t raise funds for Syrian Refugees and the local foodbank. Young people involved in Corrymeela trips presented their learning to a multi faith audience and to East Ayrshire Council. Schools have invited “Nil by Mouth” to present workshops within both St Joseph’s and James Hamilton Academies. Community Dialogue events have been held around the issue of parades and marches involving people from all local churches and the community council. 3 multi faith discussions have been held with St Kentigern;s Church and involving the Central Mosque and St Mathew’s Catholic Parish. Practice, policy, funding and decision making are better informed by evidence Increasing our understanding of the effectiveness of different kinds of interventions.

Understanding that a partnership between the local community, churches and local schools where all collaborate together is a more effective means of raising awareness, and that it creates a virtuous circle of local organisations involved in education and the transmission of values. Clear evidence from the number and frequency of local events bringing together schools, community and the Churches and mosque that change has occurred. APPENDIX 1: SALTIRE AWARDS

The Saltire Summit Awards were presented to:-

 Eve Hammill  Shanyn Boax  Morven Campbell  Valentina Gagliardi  Kirsten Macdonald  Rachel Nicholson  Skye Murfin  Izzy Faure  Kaolina Myszkowska

Saltire Awards were presented to:-

 Billie Andrew  Isla Grant  Emma King  Gabrielle Maberly  Jamie McCafferty  Katlin Walker  Sophie Ward  Nicola Sherry

APPENDIX 2: TIMELINE OF EVENTS

2015 28.1.15 Dave Scott from Nil By Mouth does a presentation for 70 S2 pupils from St Joseph’s and James Hamilton Academy 30.1.2015 Community Conversation on Anti sectarianism and Marches facilitated by Abdul Rahim and Gerry Keegan involving 30 adults from the local community and all faiths 31.1.2015 Community Centre Diversity Day with exhibition stalls, youth groups and faith groups; an all day café run by pupils from St Josephs Academy, live country duo, hospital radio, a variety of workshops; song writing, Indian dancing, street dancing and photography. Hayami Indian dance Group performance 31.1.15 Forward Together Concert in the evening with bands  Dhol Drummer and Piper (Indian drummer and Seikh drumming groups)  Timeline  No Guts No Glory  Lungs like Gallows (East Kilbride)  Parallel Spec  Stay Gold  Strawberry Jam  Scott Nicol  Daniel Johnson  Bands from local schools/ St Josephs and James Hamilton 1.2.15 42 people attended an Interfaith Discussion with St Kentigerns and St Mathews Churches: Johnathan Sachs Dignity of Difference “We must make ourselves open to their stories which may profoundly conflict with ours… different reality from our own” Speakers: Rev Grant Barclay; Ian Rennie St Kentigerns, Shabaz Mirza \Central; Mosque, Kilmarnock (Ayrshire Central Mosque\) 2.2.15 Scarfed for Life Workshop facilitated by Mark Adams,Sense over Sectarianism, Development Worker, St Kentigerns Workshop, 25 S3 pupils from both schools James Hamilton/ St Josephs 23.2.15 Pupils and staff from workshop with Mark Adams, returned for workshop led by professional actors and a facilitator from Citizens Theatre, Scarfed for Life extracts of play interspersed with discussions. In the evening \senior pupils and staff attended workshop. This was attended by the Provost Jim Todd. 26.2.15 Irvine dropped out and second Scarfed for Life session in New Farm Loch went ahead instead involving local adults and senior pupils. 27.3.15 Feedback workshop for Scarfed for Life S3 pupils brought back to St Kentigerns, Discussion facilitated by Gerry Keegan, Mark Adams, John Ithell and Abdul Rahim. A Feedback session was held in the evening for the adults in addition an art worker covered these sessions and produced a graphic representation of the feedback given. 2.5.15 (funded by East Ayrshire Council) provided £500 funding for “Freedom Square”. A performance delivered by young people from Stranraer who perform from the Ryan Youth Theatre. 139 S1 pupils attended the play which was based around the referendum as a backdrop examines themes of anti sectarianism. A Q&A session followed the play. Provost Jim Todd and Councillor Tom Cook were in attendance and very supportive. 20.8.15 Party of pupils and teachers to Scarfed for Life play at Oran Mhor accompanied by Fr Martin Chambers and Rev Grant Barclay 25.9 – 27.9.15 Visit of 11 young girls to Corrymeela for the weekend. A range of activities were undertaken including the following:-  Meeting with Mediation Northern Ireland Laurie Randall and Sean O’Baoill the facilitators  Session Introductions expectations and group agreement  Tour of Belfast – history and background to the troubles, walls and murals  Café Bia, Falls Road including Briefing from Margaret Higgins, senior good Relations officer Belfast City Council, Belfast City Hall tour  Met with Peace Players an American group, facilitated sessions on Playing with Sectarianism, and Flags, Island Lawmakers which focused on dealing with dissent and challenge  Barbeque & Campfire Discussion  Film: discussion (Freedom Writers)  Visit to the Giants Causeway  Self generated activity by the girls included an Article Grange Academy magazine, St Josephs magazine, 29.11.15 Presentation to Fellowship of Churches, all Kilmarnock Church 11.12.15 Presentations to Allan Brown M.P. Willie Coffey MSP, Fiona Lees, Chief Executive of East Ayrshire Council, presented with Saltire Award. Rev John Harvey speaker (In Wi’ the Mix). 31.12.15 Daily Record Article covering the Anti Sectarianism Programme and work of the group

2016 January 2016 coverage in local paper 30.1.16 Forward Together Celebrating \Diversity Day Workshops, hand and neck massages, dance workshops, intro do mandarin, face painting, soft play area, bands: Take a Bow, Silverwood and New farm primary schools, jam street dancers, willowbank school displays, St Andrews displays, information stalls; St Kentigerns Junior ChurchIQRRA group young Muslims group entertainment,, singing stalls, Evening concert 6 bands and soloists, from school including bands and acts as follows:-  Dhol drum and piper, Huxtable  Kirsten MacDonald – campfire at corrymeela, (Grange)  Rathlin two girls sang NI and formed band (St Jos)  Caving In (James Hamilton)  Reachout (Church band and choir St Kentigerns) 31.1.16 64 people attended a celebrating diversity “Knowing One Another” interfaith conversation with David McCaig St Joseph’s Church, Jon Herd from St Kentigerns, and Immam Sohab Hussain from the local Mosque. Qquran chapter 49 verse 13) “O people! We have created you from a male and a female and made you into nations and tribes that you may know one another.” 13.2.16 Article Kilmarnock standard 23.2.16 Presentation to Voluntary Action Fund Evaluation Event in Dynamic Earth. Pupils from Grange and two from St Joseph’s, spoke before a large audience. Published article in “Fountain” The magazine of the Kilmarnock Presbytery 4 – 6 March 2016 Second Visit to Corrymeela 17 pupils, 8 trained as mentors gone previous year, to look after younger ones 20.4.16 Feedback session 29.4.16 In Wi’ the Mix: Celebrating Diversity Weekend Event 12.5.16 Lord Ahmad of Wimbledon visits St Joseph’s Academy to meet pupils and people from the local churches and community involved in the project. 26.9.16 Awards Ceremony Annabelle Ewing, Scottish Government Minister for Communities presents Saltire Awards to pupils involved with the project and is given a presentation on their work by John Houston and the pupils involved in the Corrymeela visit and other project activities.

2017 27.1.17 Music Festival celebrating diversity raised £300 for local foodbank works out of St Mathews church 28.1.17 Celebrating Diversity Day with Silverwood and New Farm Loch Primary Schools and St Andrews and St Kentigerns Church Junior Choir – Take a Bow and the Iqrra group. Willowbank School which is a local school for young people with additional support needs, showed a film demonstrating the capability of their pupils and their schools Nativity Show. There were stalls, face painting, crafts, hand and neck massage a cultural café run by volunteers from the church 29.1.17 The Sunday interfaith conversation attracted an audience of over 100 and was held in St Mathews Church. The event was chaired by Fr Martin Chambers, and participants included Jon Herd and Walter Sneader from the Jewish community. The audience was a multi-faith audience with Christians of all denominations, and people from the other Abrahamic faiths. 27.2.17 Corrymeela pre meeting 10/12.3.17 Visit to Corry meela The Corrymeela visit now involves young people from 4 local schools an ASN School Parks School, Grange Academy, St Joseph’s Academy and Loudon Academy

Throughout this period the girls who have been to Corrymeela have delivered peer education to their fellow pupils across the schools involved in the project and at various community events.

APPENDIX 3: SOURCES

23.2.15 Scarfed for Life Workshop January 2016 “Pupils win award for volunteer work” Kilmarnock Standard Anti Sectarian Project, New Farm Loch Community Council, Feedback and Evaluation Session, 20.4.16 Letter Lord Ahmad of Wimbledon to Dan Cardle, Headteacher of St Joseph’s Academy 17.6.16 “Diversity and Equality is Key” Article in Kilmarnock Standard 26.9.16 “Pupils Earn Praise” Kilmarnock Standard Grange Adventure to Northern Ireland Article by Kirsten Macdonald Belfast Trip Article by Eve Hammill

To Access further material on the NEW Farm Loch Project Control Click on the links below or paste them into the url Visit of Communities Minister, Annabelle Ewing to Awards Ceremony for the project https://www.youtube.com/watch?v=ZUYdH5zBl-s Concert to raise funds for Syrian Refugees https://www.youtube.com/watch?v=n5ZtOaoO2tk APPENDIX 4: EVALUATION FRAMEWORK New Farm Loch Community Council Anti Sectarianism Project 2015 - 2017 Funding Other Resources; Participants Tackling Sectarianism Co-ordination (John Houston) Programme Reach: approx. 2014/15 £3375 Teaching Staff from 3 schools 2300 participants across all In wi the Mix Facilitator: Maryam Imran events; 25 in Corrymeela Visit 2015/16 £10.910 2017 2016/17 ££4500

OUTCOMES FRAMEWORK: NO PLACE FOR SECTARIANISM 1.People and communities are more empowered to tackle sectarianism  People have increased skills in facilitating dialogue (including workers, volunteers, peers and others)  Increased and improved resources for tackling sectarianism  Increased opportunities for people to express their feelings, opinions and experiences about sectarianism  Improved partnerships and collective responses to sectarianism 2. Trust, respect and relationships between people and community groups are improved.  Increased awareness and understanding of sectarianism and its effects  People and communities are more motivated and able to engage in constructive dialogue around sectarianism  Reduction in prejudicial attitudes which lead to sectarianism  Reduced sectarian behavior and incidents 3. Practice, policy, funding and decision making are better informed by evidence  Increasing our understanding of the effectiveness of different kinds of interventions. 1. People and Indicator Measurement/ Evidence communities are Number of events Questionnaires to more empowered to Number of Participants Participants:- tackle sectarianism Number of people reporting  Corrymeela trips increased  Community Events Increased knowledge, skills  Knowledge and confidence  Cultural Events  confidence and skills Attitudinal or behavioural to talk about change Observation by teachers, sectarianism community leaders and  attitudinal change leaders of faith communities.  behavioural change Photographic Evidence of Celebrating Diversity events. Increased and improved Number and type of new Project Archive resources resources developed (cd’s, dvd,s workshop session plans,) Number and type of resources created by programme participants Increased opportunities to Number of events provided Project Timeline express feelings and for people to talk about and Photographic Evidence concerns challenge their feelings, Testimony opinions and experiences. Attendance at events Feedback from participants

Improved partnerships and Groups collaborate to hold Project Timeline collective responses to events together Photographic Evidence sectarianism Groups working together on Testimony topics outside of sectarianism

2. Trust, respect and Difference between definition First time visitors relationships between of sectarianism participants questionnaire people and community give before and after groups are improved. Corrymeela visit Increased awareness and Participants ability to understanding of recognize sectarian language sectarianism and its effects and their use of it Recognition that sectarianism is not just a central belt/west coast issue Self reporting by previous Difference in understanding participants of sectarianism before and after participation in programme

People and communities Level of acceptance of other Questionnaires on skills, are more motivated and groups rights knowledge, understanding, able to engage in Groups working with agree to attitude and behavior change constructive dialogue meet together around sectarianism Level of recognition that Reduction in prejudicial people have more in common attitudes which lead to than they do difference sectarianism Willingness to accept the Reduced sectarian behavior differences they do have and incidents

3. Practice, policy, Assess strength of model: Ability to sustain activities; no funding and decision Community Council, School of activities; securing funding making are better and Church/Mosque and opportunities informed by Assess positive Testimony evidence reinforcement Increasing our understanding of the effectiveness of different kinds of interventions. Using the Kilpatrick Evaluation Method assess where programme intervention have resulted in:-  Reactions: How were the programme interventions received. Positive experiences more likely to lead to learning  Learning: What were the learning outcomes of the programme interventions (Skills/ Knowledge/ Attitude)  Transfer: How the Skills/Knowledge/Attitudinal changes are used in the day to day work/living of the participant.  Results: Whether the application of the skills/knowledge/attitudinal changes are having any impact on the life of the individual or local community The evidence for this assessment will be the same as for those of the 3 key outcomes areas listed above. APPENDIX 5: QUESTIONNAIRE RESPONSES (BEFORE) BOTH COHORTS 2nd 1st CohortCohort Before Before How do you expect to benefit from the visit to Corrymeela 12 13 Make new friends 13 13 Be more confident 12 13 Change to do new things 13 13 Have a say 13 13 Find out more about myself 12 12 Find out more about others 12 13 Think about consequences 12 13 Improved relationships 11 13 Get Information 13 13 Develop Skills Employment and Training 12 13 Develop skills Community Involvement 12 13 Better understanding of people who are different from me 12 13

Prior Involvement Concerts 3 0 Celebrating Diversity Events 10 2 Interfaith Conversations 11 3 Workshops 12 6 Plays 10 0 Other 11 0

Recognise Sectarian Language 13 5

Heard Sectarian Language At School 8 6 On the Street 4 1 At a football game 6 3 In the home (yours or Others) 1 1 Somewhere else 5 2

Can you explain Hate Crime? ((1st Cohort)  A crime targeted against someone based on one thing about them, race, religion, gender, sexuality.  When you hate someone for being different  When you discriminate against someone for being different.  People from minorities are targeted (2nd Cohort) When you hate someone for being different Hateful comments in action Judging someone for being different What do you know about sectarianism? (1st Cohort) It is a conflict about religion Discriminating against a sect or religion e.g. Catholics and Protestants Hate between sects of a religion (2nd Cohort) Don’t know what it is Don’t know much Protestants and Catholics

RESPONSES TO QUESTIONNAIRE (AFTER) BOTH COHORTS Before After How do you expect to benefit from the visit to Corrymeela Make new friends Be more confident Change to do new things Have a say Find out more about myself Find out more about others Think about consequences Improved relationships Get Information Develop Skills Employment and Training Develop skills Community Involvement Better understanding of people who are different from me

Recognise Sectarian Language Heard Sectarian Language At School 14 20 On the Street 5 10 At a football game 9 13 In the home (yours or Others) 2 2 Somewhere else 7 13