An evening of effective democracy

Jonathan Dawson explains the going on of a mid-week meeting and what a "heart-keeper" is.

A mid-week meeting is called. The subject is planning – specifically, how we are going to develop the new stretch of land in behind the Universal Hall that is likely to gain planning permission in the next year.

On the surface, hardly the stuff that wild nights out are made of!

In the event, 70 people cram into the community centre – before the meeting has begun, there is floor-sitting space only. We begin with a rousing song. There follow four short presentations from community members. A number of significant differences in perspective and approach are evident.

Questions at this stage are limited to those seeking clarification.

A ‘heart-keeper’ has been appointed to hold awareness of the quality of communication and attention. Every once in a while, as we begin to get lost in the heady discussions, she sounds a meditation gong and we take a minute or so of silence. Some close their eyes, others look as though they are processing new ideas and insights – the aim is to create a space in which to relax, breathe and remember that all is well.

We break into small groups to give everyone a chance to speak their thoughts and then we reconvene in the full circle for debate. The key fault-lines and challenges are now becoming clear.

Will decisions about development be made by the 90 or so community members who have bought shares in the company that owns the land or by the community as a whole? How could a community of 500 or so engage in decision-making at this level without slowing the whole process to a crawl as we seek for a high level of consensus?

Should the housing development be undertaken by the Community Development Company that has recently been formed – i.e. by the collective body – or by individuals or groups who would be invited to buy the plots?

What mechanisms could we use to ensure that a good proportion of the housing units are affordable to rent or to buy? Could housing cooperative or housing association models work for us?

Perhaps most important of all, how can we ensure that a good proportion of the escalating property values remain within the community (that collectively makes this such a desirable place to live) rather than with those who are able to afford to build their own homes? What would this mean for those selling up and relocating to somewhere else where property prices have also increased?

Arguments and counter arguments flow. Communication is clear and direct. Assumptions are questioned and assertions challenged. The meditation bell brings moments of silence. here are murmurs of approval for one woman who suggests that we recognise that most of us, to greater or lesser extents, carry most of the voices being aired within us: ‘Not much value in creating beautiful houses if we treat each other like shit’.

This is the kind of evening that effective democracy is made of. I have seen countless meetings like this in rural Africa, with villagers sat round a fire in the evening discussing community affairs. Here is where communities move way beyond neat principles of justice and equity to explore the messy business of applying these principles to the imperfect and compromised world in which we live.

In so doing, we develop muscles – of patience, of quality listening and of compromise. We also develop the practice of grappling with tough ethical questions rather than leaving these to the ‘professionals’.

Television, of course, has put paid to mass participatory democracy of this sort in the West.

I am a profoundly political being and have always voted in elections – indeed,
I have been an active canvasser in many of those. However, democracy at the community scale feels more real somehow.

My wish is that as we head down the energy descent curve, locally-based decision-making structures along the lines we have kept alive here will re-emerge as people truly engage in empowered self-governance.

Jonathan Dawson is a sustainability educator based at the Findhorn Foundation in Scotland. He is seeking to weave some of the wisdom accrued in 20 years of working in Africa into more sustainable and joyful ways of living here in Europe. Jonathan is also a gardener and a story-teller and is President of the Global Ecovillage Network.
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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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