Project process

The Ian Potter Foundation Community Wellbeing grants provided the impetus for this project. The existing relationship with the Newcastle Muslim Association and resistance from the local community towards the new arrivals prompted the project partnership. As such, the project provided the opportunity to conduct Community-Based Participatory Research (CBPR), which involves the application of institutional resources to address challenges facing communities through collaboration with communities. The project process is as follows:

Details of project process

1. Rapport developed with community A relationship of trust and respect had been established over the preceding five years of collaboration between UoN and NMA. Important in this step is that UoN took the lead and approached the NMA with the intent of building a relationship. A major barrier is that often communities feel isolated/marginalised and won't initiate contact.
2. Community identifies issues of greatest importance A meeting was held with representatives from UoN and NMA to discuss project ideas the NMA felt would be of most benefit to the aim of inclusion. A shortlist of possible project ideas was then presented at the next NMA meeting to seek responses and gauge the potential for participation from their members. Given that much of the antagonism targeting the Muslim community had come from local adolescents, and with knowledge of the benefits of early intervention, the community wanted to engage and educate the broader community through activities with local school aged children.
3. Community is involved in project design A meeting was held between the UoN and NMA representatives to develop a project design. Some NMA members already had experience speaking to schools and local groups about Islamic culture and hosting visits to the local mosque, so a project was devised whereby local Muslim community members would facilitate learning activities about Islamic culture in schools located around the university. Years 5 & 6 were chosen as the target population for the project because cultural awareness is part of the Stage 3 Human  Society and Its Environment (HSIE) syllabus. At this point, a grant application was submitted to the Ian Potter Foundation. The project involved five main stages:
   • Recruitment of schools. Representatives from UoN and NMA approached a local school principal with whom the university has a long established relationship. He was enthusiastic about the project and agreed to raise it at the local area principals’ meeting.
   • Focus Group Discussions (FGDs) with teachers and Muslim volunteers to discuss perceptions of religious and cultural difference and to assist with planning of activities.
   • Muslims in our community activity carried out. This comprised a powerpoint presentation about Islamic culture interspersed with activites such as students looking at the Islamic compass, prayer mats and copies of the Qur’an, a short question and answer session based on the presentation content with prizes awarded for correct answers, a question time for students and a final session where students had the opportunity to try on a hijab (veil/scarf), skull cap or hat.
   • FGDs with teachers and Muslim volunteers to record observations or impressions and to provide feedback on process and content.
     v. Project outcomes – Brochure production comprising questions raised by students and website production
4. Community is involved in meetings with schools After funding was granted, the project team (UoN & NMA representatives) approached schools on an individual basis to explain the process, confirm participation and organise a suitable time.
5. Community provides guidance re recruitment A project coordinator from NMA was nominated by the community. The coordinator who was experienced in working with UoN was responsible for managing the project, liaising with schools and recruiting volunteers from the local Muslim community. The Family Action Centre (FAC) at UoN then trained the volunteers in presentation skills, classroom management skills and conflict resolution skills. Working with children checks were carried out for all volunteers. 
6. Community guides intervention development and implementation The coordinator and volunteers planned the presentation and classroom activities. The project was implemented in the five stages as per the study design (see 3. above). Feedback from FGDs and project team informed ongoing improvements to the intervention. 
7. Community instrumental in production of project outcomes A brochure was produced in collaboration with the Muslim community containing questions posed by children during the classroom activities and the answers. This was disseminated to the Ian Potter Foundation, participant schools and the NSW Department of Education and Training. The website was produced as a record of the project for other organisations to replicate or adapt. A full account of the evaluation research is presented in the research report attached below.