Embracing Diversity and Empowerment: Insights from a workshop on sexuality and stereotypes

In a world striving for inclusivity and equal opportunities, education emerges as a powerful tool. Every individual, irrespective of their background, deserves the chance to learn, grow, and contribute to society. Such values are the core essence of the Foundation, which recently organised a remarkable workshop led by Dr. Rosaida Ochoa Soto and Norma Guillard Limonta. This workshop was not only about education; it was a celebration of diversity and empowerment that left a lasting impact on all participants.


Setting the Scene: A Party of Ideas


Dr. Rosaida's presentation technique had a unique twist – participants were invited to imagine a party where each person was to bring something starting with the initial of their name. As the room buzzed with excitement, the icebreaker led to meaningful introductions. This approach set the stage for an engaging, collaborative environment, where everyone had a voice.


Expectations Unveiled: Brainstorming for Transformation


The workshop's success hinged on understanding participants' expectations. Through the Brainstorming technique, two questions took centre stage: "Why are you here?" and "What do you hope to achieve from this workshop?" As the responses flowed, a tapestry of ambitions emerged:

  • Enriching work tools
  • Elevating cognitive levels
  • Connecting with fellow members of the LGBTQ+ community
  • Reuniting with old friends and allies
  • Creating community awareness about LGBTQ+ issues
  • Sharing personal experiences for mutual growth
  • Multiplying new techniques in various spaces


The aspirations showcased a commitment to growth, diversity, and a drive to make a difference.


Eyes on the Screen: The Visual Journey Begins


An audio-visual presentation on the "Advancement Program for Women" brought new dimensions to the discussions, and lively debates ensued as the video was analysed:

  • Concerns arose about gender diversity, as it did not address orientation.
  • The absence of sexual health education for lesbian, bisexual and transsexual women was noted.
  • Dr. Vivian, a gynecologist, discussed the need for informed consent and choices in health procedures, in particular the the cytological test.
  • Stereotypes and clothing barriers were highlighted, hindering comprehensive health care, including the cytological test for trans-men.
  • The importance of communication and gender perspective integration was emphasized.
  • Education's role in eradicating discrimination and delivering equity was underscored.

 

This video was reviewed in the Municipality of Plaza de la Revolución by the FMC, and suggestions for improvements were made, but in this viewing it was seen that these recommended changes were not made.



Championing Equality: Confronting Racism and Discrimination


The focus then shifted to the "Program against Racism and Racial Discrimination." Dr. Rosaida prompted the group to explore where Afro-descendant lesbian women faced discrimination and where progress had been made. The ensuing discussions encompassed various facets:

  • Racial discrimination awareness was lacking among many.
  • Policies often failed to account for intersectionality.
  • Inequities persisted in employment, socioeconomics, and living conditions.
  • Communication gaps hindered the program's effectiveness.
  • Historical reparations and knowledge dissemination were deemed vital.

 

Knowledge Dialogues: Breaking Stereotypes and Promoting Empowerment


Norma introduced the Knowledge Dialogues Methodology, focusing on sexuality and sexual stereotypes. Groups engaged in dynamic discussions, revealing insights on the following areas:

  • The struggle for leadership recognition due to stereotypes.
  • The tension between feminine appearance and harassment from men.
  • Beliefs about lesbian roles and relationships.
  • The power of intercultural dialogues to foster trust.
  • The importance of horizontal communication in empowerment.


The workshop was praised for its positive impact on awareness and identity, though challenges of stereotypes persisted.


Reflections and Forward Movement


The workshop's conclusion sparked reflections on its significance. Participants voiced their evaluations in a single word: Pride, Positive energy, Freedom, Joy, Satisfaction, Courage, Love, Resilience, Enrichment. It was evident that this event had ignited a fire of positive change within each attendee.


A Brighter Tomorrow: An Education for All Vision


As the workshop closed, the echoes of discussions reverberated in the air. The Foundation's commitment to diversity, empowerment, and inclusivity shone brightly. This gathering wasn't just a workshop; it was a journey that embraced differences and fuelled progress, leaving behind a legacy of understanding, respect, and unity. In a world striving for education and equity, events like these illuminate the path towards a brighter tomorrow for all.


Steve Sinnott • August 23, 2023

The Foundation supporting the achievement of the Sustainable Development Goals (SDGs)

By Kaylem James • February 3, 2026
In my time as an assistant at The Steve Sinnott Foundation (SSF), one of my research tasks was looking into how the Foundation contributed to the achievement of the Sustainable Development Goals (SDGs). I really believe in the work of the Foundation and I have also been raising funds as I believe that every child must have the right to education. SSF is a UK-based educational charity focused on promoting quality education worldwide. It plays a supportive role in achieving the United Nations 17 Sustainable Development Goals (SDGs), especially Goal 4: (Quality Education), but its work contributes to several others as well. Here's how the Foundation supports the SDGs: Goal 4 – Quality education (core focus) The Foundation's main mission is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It supports teachers and educational initiatives in developing countries. It runs programmes like: The Education for All Campaign – advocating for universal access to education. Teacher empowerment projects – providing training and resources to educators in under-resourced countries. Girls' education programmes – encouraging and supporting girls to stay in school and complete their education. Goal 3 – Good health and well-being Through education, particularly health-related programmes, the Foundation contributes to raising awareness about hygiene, nutrition, and mental health. The Foundation has developed a range of webinars to promote health and wellbeing and these can be found on YouTube. Goal 5 – Gender equality The Foundation promotes girls' education, directly addressing barriers that prevent girls from accessing and completing school. It advocates for the rights of women and girls, especially in patriarchal or disadvantaged societies. Goal 8 – Decent work and economic growth By improving access to education and vocational training, the Foundation helps create employment opportunities. Educated individuals have better chances of securing decent work. Goal 10 – Reduced inequalities It supports marginalised groups, including children in rural or conflict-affected areas, contributing to reducing global inequalities in education. Goal 16 – Peace, justice and strong institutions Promotes education as a force for peace and conflict resolution. Supports democratic participation and awareness through educational programmes that foster community engagement. Goal 17 – Partnerships for the goals Collaborates with NGOs, unions, schools, and governments to deliver and advocate for education projects. Builds international partnerships to achieve the SDGs through education. Summary While The Steve Sinnott Foundation's primary focus is on Goal 4, it contributes to many of the SDGs by empowering communities through education, particularly: Gender equality (Goal 5), Health (Goal 3), Economic growth (Goal 8), Reducing inequality (Goal 10), Peace (Goal 16), and Partnerships (Goal 17).  The Foundation’s programmes also contribute to the achievement of other SDGs through the power of the provision of education and life-long learning; 1. No Poverty, 2. Zero Hunger, 13. Climate Action. We believe that all of the 17 SDGs are only achievable by ensuring that all children, wherever they are born, deserve the human right of quality education. Over 250 million children are still out of school and the global out-of-school population has reduced by only 1% in nearly ten years, according to the UNESCO Global Education Monitoring Report 2024. There is still much work to do in achieving equitable and quality Education for All.

Relationships and SDGs (Sustainable Development Goals)

By Hannah Wilson • February 2, 2026
As the founding Headteacher of two start-up schools in Oxfordshire, one primary and one secondary, we spent a lot of time thinking about our new schools’ vision, mission and values. We were deeply committed to becoming values-based educational settings. We also did a lot of work on our global citizenship curriculum which formally brought together all of the loose threads in what Dr Neil Hawkes calls the ‘inner curriculum’. Working towards UNICEF’s Rights Respecting School Award to demonstrate our intentional teaching of the UN’s SDGs was a fundamental part of our commitment to our school communities. When I left headship to move #DiverseEd from being a grassroots community to iterating into Diverse Educators, a Diversity, Equity, Inclusion and Belonging (DEIB) training and consultancy organisation, I thought once again about how our work supported the education system in working towards the SDGs and we outlined them here: www.thebelongingeffect.co.uk/the-sustainable-development-goals Five years on, we have just gone through a re-brand, and we are now called the Belonging Effect. For me the strategic intention we take towards developing consciousness, confidence and competence in DEIB must be actionable and must have impact. So our renewed mission is ‘shaping intention into impact’

Volunteering in Zambia - Spotlight on a Steve Sinnott Foundation Ambassador

By Helen Porter • January 30, 2026
Summer of 2025, I volunteered in Lusaka, Zambia with Mission Direct to improve educational facilities for school children and staff. These nursery school children live in very basic and small homes in the Kaunda Square Compound. They are currently being educated in overcrowded classrooms with very little space for play and movement. The new school building will allow more children to benefit from an enriching nursery education and ensure that they are ready to learn when they start their formal schooling at the age of six. It will also enable more mothers to work and contribute to their families’ income. The children were very happy to meet us and performed a wonderful song with actions to thank us. Witnessing the challenges of these families living in poverty led me to reflect on the Sustainable Development Goals (SDGs) that finding a route out of poverty (SDG1) often starts with a quality education (SDG4). Educating children to become literate, numerate and confident, responsible young people allows them to obtain secure employment with fair pay and to have the prospect of rewarding careers, leading to economic growth (SDG8). Of course education is about so much more than preparation for future employment. An educated person is better prepared to maintain the health and well-being of their family (SDG3) and ensure that nourishing food is provided everyday (SDG2). We are disappointed and saddened to learn that some of the world’s wealthiest nations are slashing their overseas development budgets. This makes the work of NGOs even more vital as they strive to reduce inequalities (SDGs 5 and 10) to ensure that all children benefit from a quality education.