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Responding to racism

Responding to racism. Learning objectives: -To be able to understand why it is important to challenge racism. -To be able to understand that different forms of racism might require different forms of responding.

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Responding to racism

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  1. Responding to racism Learning objectives: -To be able to understand why it is important to challenge racism. -To be able to understand that different forms of racism might require different forms of responding. -To be able to understand that it is necessary to consider the situation and the people involved.

  2. “What is racism?” ‘Racial discrimination’, is treating someone less favourably because of their colour, nationality, ethnic or national background/origin. People from any backgroundcan be a victim of racism.

  3. What do we mean by ethnic background? Description of “ethnic/racial background” • An “ethnic/racial background” is the way a person describes themselves in terms of the colour of their skin; the country they live in; the country they were born in; their parent’s nationality; and their religion. • A person may describe themselves using one, a few, or maybe even all of these descriptions. What’s your ethnic/racial background?

  4. Class Quiz: How would young people in Sandwell react to racism? Race Equality Sandwell and the University of Kent conducted research with 1370 young people in secondary schools in Sandwell. They wanted to find out what they think about racism and their experiences of it. Get into teams for this class quiz. The survey asked young people what they would do if they saw racist name-calling and physical racism, in school. You have to guess: what percentage of young people in Sandwell said they would respond in this way?

  5. Class Quiz: How would young people in Sandwell react to racism? After witnessing racist name-calling….. How many said they would tell a teacher?

  6. Class Quiz: How would young people in Sandwell react to racism? After witnessing racist name-calling….. How many said they would tell the racist bully that they should not be calling people racist names?

  7. Class Quiz: How would young people in Sandwell react to racism? After witnessing racist name-calling….. How many said they would racially insulting the bully?

  8. Class Quiz: How would young people in Sandwell react to racism? After witnessing physical racism….. How many said they would not get involved, but watch instead?

  9. Class Quiz: How would young people in Sandwell react to racism? After witnessing physical racism….. How many said they would tell the racist bully that they should not be starting fights?

  10. Answers… After witnessing racist name-calling….. How many said they would tell a teacher?

  11. Answers… After witnessing racist name-calling….. How many said they would tell the racist bully that they should not be calling people racist names?

  12. Answers… After witnessing racist name-calling….. How many said they would racially insulting the bully?

  13. Answers… After witnessing physical racism….. How many said they would not get involved, but watch instead?

  14. Answers… After witnessing physical racism….. How many said they would tell the racist bully that they should not be starting fights?

  15. What do you think of the answers? Think about… • Were there any findings that surprised you? • Which ones were they? • Why were they surprising? • Do you think people are always honest in how they respond to these kinds of questions?

  16. What can you do to help someone who experiences racism in school? Think of ideas in a group, write them on a post-it note, and then put them on the board.

  17. What can you do to help someone who experiences racism in school? Think about… • What are some of the most obvious ways that you can help someone who experiences racism? • How often do pupils think that people stand up to racism in school? Why might this be? • What are the other ways of helping someone who experiences racism? • How likely is it that you would tell a teacher? • What is the best way to respond when someone experiences racism?

  18. Option 1: Put yourself in their shoes • One member of your group should read aloud one of the quotes on the worksheet. • Other members of the group can ask questions about their experience: • Think about…. • How they feel; • What’s happened? • How did they respond? • Did they respond as they wanted to? • How did it make them feel? • What would make it easier?

  19. Option 2: Brainstorming • Work in pairs to consider the quotes on the worksheet. • Think about…. • How does each person in the quote feel? • Why do they think this is a good or a bad way to respond? • When would it be easy to respond in this way? • What might happen if you responded in this way? • Would it make it easier to deal with racism or harder to deal with it? • What other ways are good ways to deal with racism that you come across in schools? • Do you think people know enough about the different resources that can help them?

  20. Plenary/feedback • What might the world look like if we don’t challenge racism? • If one of your friends told you that they had been subjected to racism and they didn’t know what to do about it how would you help them? Think about the options we’ve talked about today. • Where else might people need to know more about how to deal with racism? (Work, in the streets etc.) You can find out more about tackling racism in schools, by visiting www.tackling-racism.co.uk

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