SLN takes as its starting point the need for us all to develop skills of dialogue to be able to communicate across real or perceived boundaries and to develop a vocabulary of shared humanity.
In order to do this we have to go back to the young child’s natural curiosity and desire to classify and create order in our world and to work with these boundaries in a healthy and supported way.
Teachers and other adults working with children may have to start unravelling their ‘received wisdom’ and put together a new framework for both their own understanding and for the young people they work with. Many people are already doing this in their own way. It is not surprising in today’s uncertain world, where many people feel disconnected from their roots for a whole range of reasons, that there is a great attraction to explorations of family histories. Many families have become estranged or fragmented due to family breakdown, war, economic migration or many other reasons.
Whatever our context, our stories are personal and precious to us and yet they have the ability to connect us all as humans, with the same desires, dreams and concerns.
SLN supports schools to design curricula and programmes of work, which allow everyone to develop that sense of connection and therefore to become more actively engaged in their world.
All SLN work is based on the following principles:
- Equitable benefits for all partners
- Safe but challenging processes
- Meaningful encounters including enjoyment and thought-provoking work
- Creative approaches to learning
- Time and space for reflection between encounters
- Recognition and respect for diversity
- Continuing professional development for staff
- Institutional support and sustainable programmes
