Transcript Embedding Race Equality - Show Racism the Red Card

Promoting Race Equality: a Whole
School Approach
Glasgow
Monday 29th November 2010
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
Her Majesties' Inspectorate for Education Action Plan 2010:
• promoting equality of opportunity
• promoting good relations between different racial groups
Every school inspection includes:
• e•valuation of the quality of the school’s provision to promote
and ensure equality and fairness;
• •the publication of a written report on the quality of the
school’s provision including information on how effective the
school has been in promoting and ensuring equality and
fairness.
“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
‘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.
Promoting the positive?
What about challenging the
negative?
Be aware how current affairs are impacting on the young
people.
Have you ever got near them? They must really stink!
According to the statistics, they only take a bath once
a fortnight. They can’t make money, they have no jobs
at home, so they come over here to mess up our
economy and take our jobs. And why is there so much
unemployment in their own country? Because they’re
a lazy lot, who don’t want to work. Well let them be
warned, they won’t be allowed to live on social
security here.
The Sydney Star 1981
Many refugees are arriving in this country, and
in the majority of cases are being turned
back...once it was known that Britain offered
sanctuary to all who cared to come, the
floodgates would be opened and we should be
inundated by thousands seeking a home...our
own professions are already overcrowded and
have been further strained by arrivals in the
last few years from Central Europe.
Daily Mail 1938
Challenging stereotypes
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Developing critical thinking.
Myth busting- sharing the facts!
Humanise the ‘dehumanised’
Develop empathy
Ask yourself...” What message am I giving the young people in
my class?”
Who needs to be involved?
Class Teachers
Head teacher
Senior
Management
Pupils
Governors
Lunchtime
Supervisors
Classroom
Assistants
Parents and
Carers