Human Learning Systems (HLS) like a number of other public service reform big ideas, places relationships at the heart of public service. Inherent in this, but not always articulated, is a commitment to equity.
If equity and inclusion are intentionally embedded in relational practice, it can offer a valuable framework to address systemic inequities, (re-)build trust and ensure that public services genuinely reflect and serve the rich diversity of the communities they support.
This report, authored with our partners ThemPra Social Pedagogy, contends that relational public services require more than good intentions to enable and enhance equity: they require frameworks and practices designed to surface, understand and respond to structural barriers and diverse realities. Therefore, we must pay careful attention to how we can foreground equity, rather than expect it to happen by default.
In this report, we share insights from Human Learning Systems (HLS) practice in how to advance equity, highlighting why this must underpin the inherent purpose of relational public services. By being explicit about equity, we argue that we can create a more positive narrative for the collective benefits of equity.
To make the case for equitable public service and offer practical ideas for addressing inequity, we’ve interviewed individuals from various HLS projects which you can access as our Changing the Narrative podcast series.
We would like to thank the practitioners who generously shared their time, experiences and insights from their work with communities. Their contributions were essential in shaping the findings we share here.
Lola Akindoyin | Hackney Council
Pegs Bailey | TSI Scotland
Dr Dayo Eseonu | Lancaster University
Andy Crosbie | Collective Impact Agency
Zahra Bazarganianpour | Gateshead Community Bridgebuilders
Anna Willow | Barnardo’s
Bharti Mistry | Reaching People
Rob Hunter | Reaching People
Email [email protected] to find out more.