Transcript Embedding Race Equality - Show Racism the Red Card

Show Racism the Red Card is an anti-racism education charity
which aims to use the high-profile of professional footballers as
anti-racism role models.
Why are we here today?
Activity
The Witches of Glum
Witches of Glum
• True / False?
1. The city as ruled by an old king who could
no longer walk.
2. Groga was a wicked witch who lived in a
cave on the other side of the lake.
3. The castle was in the centre of the city.
4. The stranger wanted to be made king in
return for killing Groga.
5. Princess Christina was very beautiful.
True or False?
1.The city was ruled by an old king who could
no longer walk
FALSE
True or False?
2. Groga was a wicked witch who lived in a
cave on the other side of the lake.
FALSE
True or False?
3. The castle was in the centre of the city.
TRUE
True or False?
4. The Stranger wanted to be made King in
return for killing Groga.
FALSE
True or False?
5. Princess Christina was very beautiful.
FALSE
“But I don’t need
training… I’m not
racist”
Every teacher brings a set of cultural norms and
practices to the classroom which affects their
attitudes and behaviour.
We all have prejudice which comes from a variety
of sources: upbringing, media, work colleagues,
neighbourhood, religion, experiences etc. Many of
these prejudices are so deep they are often subconscious.
We can do something about our prejudices, by
being aware if them and finding out more
information to dispel them.
“But surely racism is not
really an issue
nowadays?”
83% of questionnaire
respondents reported
that they had witnessed
racist attitudes or
behaviours amongst
their students.
“But we don’t have
any.......”
Research sponsored by the DfES in mainly
white schools found that:
• 25 per cent of the pupils from minority
ethnic backgrounds in the sample had
experienced racist name-calling within the
previous seven days.
• A third of the pupils of minority ethnic
backgrounds reported experiences of hurtful
name-calling and verbal abuse either at
school or during the school journey
• Half of these (one in six overall) the
harassment was continuing or had continued
over an extended period of time.
“But I don’t notice colour… I treat all
pupils the same”
“Oh no…here come the PC
BRIGADE…”
Impact?
•As with society at large, teachers may hold mistaken or
stereotypical perceptions about groups from particular
backgrounds
•Stereotyped perceptions can result in depressed expectations,
low pupil self-esteem and underachievement
•It is important to understand that a teacher should have high
expectations for all pupils
Creating Equality in the Classroom
Reflect on expectations and assumptions
Provide a culturally affirming curriculum
Address racism
Explore ways to raise attainment
Access advice and support
Public Sector Equality Duty
All public bodies, including schools have a requirement to:
• Eliminate discrimination, harassment, victimisation and
any other conduct that is prohibited by or under the Act
• Advance equality of opportunity between persons who
share a relevant protected characteristic and persons who
do not share it
• Foster good relations between persons who share a
relevant protected characteristic and persons who do not
share it.
Ofsted
We will be considering equality throughout all of our
judgements. We believe it should be reflected in all aspects
of school life and to have a standalone judgment is not the
most appropriate way to ensure the principles of equality
permeate all elements of school.” Ofsted October 2011
According to the new OFSTED inspection framework (January 2012),
in order to achieve Outstanding (Grade 1), the school needs to meet
the following criteria:
Behaviour and safety: Outstanding
8. Pupils are acutely aware of different forms of bullying and
instrumental in preventing its occurrence.
Overall effectiveness: Outstanding
4. The school’s relentless and wide-ranging promotion of the pupils’
spiritual, moral, social and cultural development enables pupils and
groups of pupils to thrive in a supportive, highly cohesive learning
community.
Promoting Race Equality: a Whole
School Approach
Aims
• To emphasise the need for a whole school
approach to race equality.
• To encourage reflection on current teaching
approaches
• To provide starting points to begin embedding
equality in the curriculum
Why do we need to think about
this with young children?
Studies by Jeffcoate (1979) show that White
nursery children learn not to express negative
attitudes in front of adults. They pick up
unspoken messages that there are times when
they are expected to express what they feel and
others when they should not.
Discussing similarities and differences between
young people
Discuss the things we all share - our common humanity, our
concern for others, our need to be loved, our need to eat and sleep
and play and have a home and clothes - all of which can be
different.
Give all children the opportunity to discuss similarities and
differences between people: skin colours, hair textures, eye, lip and
nose shapes, temperaments and abilities, about cultural
differences and about how positive self-identity and self-esteem
develops.
By not giving a negative message by trying to silence children or
not answering their questions properly or saying the subject isn’t
something to be talked about.
What can we use to discuss these
issues with young children?
Stories
Skin Tone
Paper
Persona Dolls
Photographs
‘Multicultural’
Crayons
Class 1, ‘Turtles’ – Elwood Infant School
“I Know a Culture”
ACTIVITY
Choose an adjective from the list below to describe how you feel about the
statement:
Bizarre
Delightful
Interesting
Disturbing
Exotic
Normal
Disgusting
Amusing
Boring
When we are not fully informed about something it
can seem frightening and different
The more we find out about difference the easier it is
to understand.
As educators we have to be careful when discussing
difference that we don’t just focus on the exotic or
the curious and that we use accessible language and
don’t reinforce fear and stereotypes.
Embedding
Equality
ACTIVITY
Teacher: “Today we are going to learn about
our ancestors, the Anglo Saxons”
Muslim Pupil “Are the Anglo Saxons Muslim
Miss?”
Teacher: We have a day devoted to African
culture.
What is African culture? African Music?
What is the Equivalent European Music?
There are vast cultural, geographical,
political and economic differences within and
between countries.
‘At this time [about 1750] not many people thought there was
anything wrong with slavery.’
‘I am angry with this, because the author is forgetting the slaves were people too.
They didn’t want to be slaves for the rest of their lives. He did not even stop to
think what he’s writing about. I think he’s cruel. He may not think there was
anything wrong with slavery because it was not him who had to be a slave. If he
was split away from his family he would not like that. That is exactly what
happened to the slaves. He should be ashamed of himself writing this.’ – From an
essay by a Year 9 student at a London school,
Undertake a Diversity Walk through
the school.
Who needs to be involved?
Admin Staff
Senior
Management
Head teacher
Class Teachers
Pupils
Classroom
Assistants
Parents and
Carers
Governors
Lunchtime
Supervisors
Recognising and
Responding to Racist
Incidents
To feel more confident recognising racist
incidents

To understand the value of responding
appropriately to racist incidents

• What is a racist incident?
•Activity
Stephen Lawrence
Stephen Lawrence was brutally killed on 22 April 1993.
Stephen was not involved in any criminal activity. He did not know his killers and his killers
did not know him. He died as a result of an unprovoked racist attack.
Just last month, 18 years after his death, two people were convicted for Stephen’s murder,
though others involved in the crime still remain free. The determination of Stephen’s
Mum and Dad to see justice done has helped many people to understand that racism is
damaging and destructive and that prejudice can be murderous. Not only that, but that
racism comes in many forms and in many places- not just in violent attacks in dark streets.
It can be institutionalised. Their perseverance has led to a change in the law in Britain.
Lesson adapted from: Coming Unstuck by Dylan Theodore, Hampshire County Council.
Cards/story: Verna Allette Wilkins ‘The Life of Stephen Lawrence’
The Stephen Lawrence
Inquiry Definition:
"A racist incident is any
incident which is perceived to
be racist by the victim or any
other person."
Why should we report and record racist incidents?
• Many Local Authorities have procedures in place whereby schools are
expected to report all racist incidents to them
•Schools need to be able to identify any patterns to racist incidents.
•It allows schools to monitor the success of any strategies they have put in
place to prevent or reduce racism.
•To identify training needs for teachers, pupils and school staff.
•It demonstrates a positive ethos where all pupils are valued and racism and
discrimination are not accepted.
•Activity
Case Studies
The Ripple Effect
Wider community
Family and friends
Individual
“Don’t ignore it by thinking this is the other
guy and I cannot be involved, I would say,
you have to be involved because if not, god
forbid, the same thing can happen again,
no matter how wonderful a country is, you
only need a couple of people that start
spreading rumours and the whole darn
thing can come tumbling down worse than
an earthquake.”
Mollie Stanber, Jewish Holocaust survivor
Educating Against
Racism
Aims
•
To explore the external influences on young people’s
attitudes
•
To provide starting points for discussion about racism
with young people
•
To identify ways to respond to negative attitudes to create
positive change
•
To look at extension activities to address racism
throughout the curriculum
Promoting the Positive…. What about Challenging the
Negative?
New
Neighbours
Burning
Questions
GENOCIDE
MURDER
PHYSICAL
ATTACKS
The Seeds and Weeds
of Racism
SEGREGATION
INSTITUTIONAL
RACISM
DISCRIMINATION
SCAPEGOATING
NAME CALLING
PREJUDICE
STEREOTYPING
Poverty
Experiences
Colonialism
and Slavery
Language
False Scientific Theories
International and National events
Literature
Family/Friends
Media Education or lack of
Our Resources
Paul Mortimer
A Personal Testimony