Equality Ambassadors LGBTIQ+

Smashing Times received funding to run three workshops to develop and deliver the Equality Ambassador Peer Leadership Training programme suitable for young people from diverse communities. The programme uses creative processes to promote awareness raising and skills development for young people, training them to become Equality Ambassadors so they can go on to become leaders in society, promoting human rights, equality, diversity and LGBTIQ+ rights within the wider community.

We delivered training to four youth groups in schools and third level education:

St Paul’s CBS North Brunswick Street, Dublin 7

Stratford College co-educational School 1 Zion Road, Rathgar Dublin 6

TU Dublin Conservatory of Music and Drama, Rathmines, Dublin 6

Objectives

  1. To deliver the Equality Ambassador Peer Leadership Training programme suitable for young people from diverse communities with three schools and one third level institution.
  2. To deliver the Equality Ambassador Peer Leadership Training programme that engenders in young people a belief in human rights, empowerment and active citizenship and a respect for shared social justice values including gender equality, human dignity, diversity, LGBTIQ+ rights and respect for all.
  3. To foster the inclusion and employability of young people from marginalised communities by providing them with training and support services for building confidence, self-esteem, leadership and social skills, and to create an opportunity for young people to learn new skills and leadership skills through drama workshops and other creative mediums in a safe environment.

LGBTIQ+ Evidence Based Research

What is this research about?

We are interested in how the Smashing Times workshop impacts on people’s understanding of LGBTIQ+, including their knowledge and understanding of discrimination. We asked every person who takes part whether they would be willing to complete a few questions before they take part in the workshop, and then again after the workshop to see whether their knowledge about LGBTIQ+ issues increased and to see whether they feel differently about their knowledge. Answering these questions was completely voluntary.

Results from the Evidence Based Research

In general pre-workshop scores from participants in Workshops 2 and 3 were higher than those from participants in Workshop 1.

Of the 59 participants in all three workshops, 57 answered that they understood the words equality and rights prior to the workshop. On completion of the workshop, all participants indicated that they understood the words equality and rights.

Pre workshop, 46 answered that they knew what the acronym LGBTIQ+ meant. In the post workshop scores 56 answered that they understood the acronym, which shows a strong change in understanding. Overall only 3 of the participants across all three workshops did not have a clear understanding on completion of the workshop.

Pre workshop 46 participants indicated that they thought LGBTIQ+ people were discriminated against. On completion of the workshops, 56 participants indicated that they thought that LGBTI people were discriminated against, indicating that a better understanding of the overall issues contributes to a better understanding of discrimination.

Finally, in response to the question on whether drama can help to gain a better understanding of issues, the pre workshop scores indicated that 41 participants agreed that it could, by the post workshop scores this had increased to 51.