show racism the red card is an anti-racism education charity which aims to use the high-profile of...
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Show Racism the Red Card is an anti-racism education charity which aims to use the high-profile of professional footballers as anti-racist role models.
Why are we here today?
“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.
“Oh it’s the PC Brigade Again….You know you’re not even allowed to sing Baa, Baa Black Sheep any more?….”
“But I don’t notice colour… I treat all pupils the same”
Activity
The Witches of Glum
“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 sub-conscious.
We can do something about our prejudices, by being aware if them and finding out more information to dispel them.
Public Sector Equality DutyAll 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 characteristc 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.
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
Ofsted
Creating Equality in the Classroom
Reflect on expectations and assumptionsProvide a culturally affirming curriculumAddress racismExplore ways to raise attainmentAccess advice and support
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.
Stories
Persona DollsPhotographs
What can we use to discuss these issues with young children?
‘Multicultural’ Crayons
Skin Tone Paper
“I Know a Culture”
ACTIVITY
Bizarre Delightful
Interesting Disturbing
Exotic Normal
Disgusting Amusing
Boring
Choose an adjective from the list below to describe how you feel about the statement:
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.
Head teacher
Pupils
Class Teachers
Senior Management
Parents and Carers
Classroom Assistants
Governors
Lunchtime Supervisors
Who needs to be involved?
Admin Staff
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 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’
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 do we record racist incidents?
•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.
ActivityCase Studies
Individual
Family and friends
Wider community
The Ripple Effect
“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
• 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
Aims
Promoting the Positive…. What about Challenging the Negative?
PHYSICAL ATTACKS
SEGREGATION
DISCRIMINATION INSTITUTIONAL RACISM
TALKING OUTSCAPEGOATING
PREJUDICE STEREOTYPING
GENOCIDE
Education or lack of
Colonialism and Slavery
False Scientific Theories
LiteratureLanguage
MediaFamily/Friends
International and National events
The Seeds and Weeds of Racism
Poverty
New Neighbours
Burning Questions
Any Questions?
Luther Blissett
A Personal Testimony