SchertoGill dialogue, flourishing, governance, social cohesion, wellbeing

International Symposium on Relational Process as Governance held online 6-7 May 2021

relational process as governance

If relational process is the overarching connection that unites emergent approaches to governance, thus opening new vistas of theory and practice, further exploration is vital. To this end, the GHFP Research Institute invites scholars and practitioners whose work centrally bears on these issues to explore the implications and potentials of relational process in governance.

The following are among the questions to be considered during the two-day International Symposium held on 6-7 May 2021:

  1. What does a relational orientation offer for the future development of governance, from the local, regional, to the national, international and trans-national level?
  2. Bearing on issues in governance, are there significant differences among theories of relational process, with implications for governance?
  3. What particular practices of relating might be recognized as positive contributions to governance? How can we best understand their functioning? How might governance be enriched by practices of relating?
  4. What are the major impediments to effective relational process? How are they overcome?
  5. With relational process as a centre-piece, how are we to conceive of leadership? What practices would be invited?
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SchertoGill diversity, inclusive and caring education, interfaith, pluralism, social cohesion

Inclusive & Caring Education: G20 Interfaith Forum Education Task Force

As part of the G20 Interfaith (G20i) Education-Task-Force, the GHFP launched a research into Inclusive and Caring Education from a Faith Perspective. The research consisted in two parts: (1) a Desk Review to understand better how religion/faith and spirituality tend to define inclusive and caring education; (2) a Questionnaire Survey to seek examples and case studies of faith-inspired approaches to inclusive and caring education.

Three priority areas have emerged from our inquiries, which deserve further attention:

  1. Teachers’ professional development, especially towards enabling teachers to be more skilled at facilitating dialogic and collaborative learning in classrooms of rich diversity;
  2. Innovative approaches and practices of inclusive and caring education, notably in engaging girls, and other vulnerable students;
  3. Safe, caring and inclusive learning spaces, including through digital platforms.

The G20i Education Task Force is now inviting high-level experts in the fields of education, faith and policy for an online consultation with the aim to review thematic proposals and make policy recommendations.

We welcome faith-inspired educational projects and programmes that have a focus on inclusion and diversity to continue to share their practice HERE.