Diversity, democracy and local councils

Local Council elections in Malta on March 9 were held two days before Commonwealth Day on March 11 which recalled its functions and achievements with the theme 'Celebrating Diversity'.

Today the Commonwealth has developed into a global institution where people from East and West, North and South can meet in what has been called a "rainbow of nations". Its co-ordinated efforts to reach an acceptable solution to the problem of apartheid in South Africa have developed into broader action plans which recognise and give credit to the social and political differences within it.

Politically, the Commonwealth finds, in diversity, its strength and the rationale for the promotion for the rule of law, democracy and respect for human rights. The theme of diversity, therefore, goes straight "to the heart" of the institution.

Diversity exists at all levels of human behaviour. It is evident in the different expressions of personality, in individual learning styles, in religious and political belief systems, in languages and cultures that distinguish one people from another.

The Council of Europe's emphasis on multi-lingualism and multi-culturalism as part of the project on Education for Democratic Citizenship (EDC) is an affirmation of its belief in diversity and of its long-term programme in educating citizens in respect for diversity. There is to diversity a psychological and social dimension.

Postmodernism with its break-away from the standardisation and rigidity in style and way of perceiving the world order, has contributed to the social construction of diversity. In itself, this implies an intellectual qualitative leap in people's conceptualisation of the world reality. From concepts of dependence and independence, society has moved on to the concept of 'interdependence' also known, in postmodernist terms, as 'globalisation'. Such a development marks a cultural shift from social exclusion based on prejudices against difference to social inclusion which celebrates diversity.

Respect for diversity implies more than just tolerating what is different. It includes accepting others in spite of their divergent views, reaching out to them in a spirit of constructive dialogue and respect, having the right disposition to listen to and learn from them, understanding that there are obligations just as much as there are rights, seeking to work towards a sustainable environment which includes everyone.

These attitudes emphasise the common vocabulary and interests while indicating how the common good can be attained through various methods and possibilities. In the words of Ulf Hannerz (1996), this "search for contrasts rather than uniformity" sustains the "intellectual and aesthetic stance of openness towards divergent cultural experiences" (p. 239).

Human communication will thus assume a fuller significance and vitality, social identities are enriched, and democratic experiences strengthened. Diversity is further elaborated by the concepts of subsidiarity and inclusion as key dimensions of democratic citizenship.

Proposing "a pedagogy based on respect for and the celebration of difference" (Principle 2, p. 30), the National Minimum Curriculum (1999) acknowledges "respect for diversity" as a model which should shape and inform the learning experiences in Maltese schools. The commitment by learning organisations to implement the principle of diversity is bound to have a cascading effect in the community beyond the school. Society has a moral obligation to affirm diversity in its educational practice if it truly believes in a participative culture and opportunities conducive to human development (NMC, p. 36).

Local councils are precisely a formal institutional expression of diversity in democracy - enriched as they are with a diversity of personalities, abilities, social backgrounds and political allegiances. The very legal instrument which instituted local councils in Malta is inspired by the principles of subsidiarity, autonomy and democratisation of power as the key channels through which democracy and diversity are filtered and along which they can navigate their course of action. It is by the nature of their diversity that the potentials of local councils can be developed, in the same way as the natural beauty of the rainbow emerges precisely from the very diversity and complementarity of its colours.

The acceptance of diversity as an enriching local council experience involves three main responsibilities linked to the role of a local councillor. Firstly, local councillors need to have knowledge and understanding of the administrative procedures and duties of the local council in its capacity as local government. Act XV of 1993 as amended between 1995 and 2002 should be the basis of inspiration and guidance in this regard. Basic information about the democratic institutions in our country can also be useful as complementary knowledge.

Secondly, they need to develop interpersonal skills on which the functioning of a local council as a social organisation essentially rests. The skills of effective communication, discussing and negotiating, priority setting, conflict and prejudice management, and informed decision- making and taking are among the major skills required. These skills should underpin the very interaction processes which constitute the workings of local councils. Social skills can be gained from training, collective experiences and reflective practice.

Having the right information and the necessary training to develop one's skills is likely to lead, then, to the next requirement, namely, the cultivation of respect, mutual understanding and the appreciation of all that is positive and beautiful in the whole spectrum of ideas and possibilities.

In their book Getting to Yes: Negotiating Agreement without Giving in, Roger Fisher, William Ury and Bruce Patton (1991) discuss the method of what they call 'Principled Negotiation'. The method is based on four principles: people, interests, options and objective standards. I consider these as generally accepted principles that can sustain the social environment within organisations and can, therefore, be applied also to local councils. A few points on each help to bring out their relevance more clearly:

People are to be distinguished from problems. The whole issue here is to address the problem and not attack the person. Behaviour modification will rarely occur when the person is associated with his or her problem, even if the best solutions for change are proposed.

Interests and not positions should be the focus of negotiations. Negotiating is not the same as debating. In a debate, each side holds to its positions; in negotiations parties explore common interests and seek the most acceptable ways of satisfying them.

Options and possibilities need to be generated when discussing an issue or managing a situation of conflict. Sufficient time and space are to be given to every party to the negotiating process to propose alternatives. A piecemeal, rational approach to a problem, rather than adopting the strategy of finishing off business at one go, avoids having to work under pressure and restores an atmosphere of healthy deliberations within the group.

Setting objective standards is likely to facilitate matters in decision taking processes. Questions which seek to establish objective standards or measures against which decisions may be taken include: "What does the law state?" "How did other local councils act in similar situations?" "What has the common practice been so far?" "What official interpretations are usually given to cases of ambivalence in the law?" "Are there values or principles on which there is general agreement?" In this way, there is a greater probability that decisions are objectively made rather than being based on subjective opinions or personal whims.

From these considerations on diversity, democracy and local councils, it is reasonable to conclude that being a local councillor, more than a privilege or status, implies social responsibility. It is through individual and collective responsibility that local councils can educate the people of their locality, consolidate existing structures and work towards community building. By reconciling individual interests, organisational goals and the needs of the locality, local councils will be developing human resources within them and maximise their potential as local governments.

To the people of Zebbug who have helped me to grow as a person by teaching me to look more empathically at their real or perceived needs during my home visits, I dedicate the reflections in this writing. To them also I extend my thanks and gratitude for giving me their confidence and the opportunity to carry out the responsibilities of a local councillor in this year's local elections.

May we rise to the occasion, with God's help, and have the courage and wisdom to translate the possibilities offered by this new and exciting challenge into a tangible service to our local community in a spirit of respect and democratic collaboration with all.

'Together for a Better Quality of Life at Zebbug' is hereby being suggested as a possible motto to shape and inform our collaborative initiatives in the coming term of office. A structured and structuring work as one local council within the parameters of the law is bound to live up to the expectations of the people in the community. And when this is done in the respect of human individuals as actors who can give meaning and direction to events, developments and processes in the locality the way forward towards the realisation of our common aims and goals is ensured.

Philip E. Said is education officer at the Education Division and a Zebbug councillor.