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“What does racism look like?”

“What does racism look like?”. Learning objectives: To be able to understand and recognise that racism comes in many different forms. To be able to understand that racism can be subtle as well as obvious. To be able to understand why it is important to be able to identify racism.

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“What does racism look like?”

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  1. “What does racism look like?” • Learning objectives: • To be able to understand and recognise that racism comes in many different forms. • To be able to understand that racism can be subtle as well as obvious. • To be able to understand why it is important to be able to identify racism.

  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. What do you think racism looks like? http://www.bbc.co.uk/programmes/b00nfr2h • Think about… • What behaviours did you see on the clips that you think are racist? • Are there any other types of behaviour that you think are racist? • Where can racism happen? • Is it always clear when something is racist? When might it not be as clear?

  5. Sorting task 6 categories of racism: • Physical assault and harassment • Verbal abuse e.g. threats • Racist propaganda e.g. signs. • Incitement of others to behave in a racist manner • Refusal to cooperate with other people because of their colour, ethnicity, religion or language • Institutional racism which often unintentionally disadvantages or marginalises less dominant ethnic and cultural groups e.g. biased rules or curriculum. • Prompt questions: • Is this behaviour an example of racism? Why, why not? • Which category does this behaviour belong to? Discuss your reasoning as a group.

  6. Sorting task: “Not sure”? • Physical assault and harassment • Verbal abuse • Racist propaganda • Incitement of others to behave in a racist manner • Refusal to cooperate with other people because of their colour, ethnicity, religion or language • Institutional racism The 6 categories of racism Think about… • What makes you think that this behaviour is/is not racist? • Consider those affected by the action: is it still racism if people say it doesn’t bother them? • What about behaviours like telling racist jokes? • If there is no-one from that ethnic group around, is it OK/not OK? • Consider the knock-on effect of a racist behaviour not being challenged.

  7. Class Quiz: Is this racist? 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. We gave the pupils different behaviours and asked them… “Is this racist?”

  8. According to our survey, how many young people thought this was racism…. Insulting someone because of their ethnic/racial background, but not meaning it.

  9. According to our survey, how many young people thought this was racism…. Calling someone of the same ethnic/racial background to yourself a racist word

  10. According to our survey, how many young people thought this was racism…. Not wanting to make friends with someone because of their ethnic/racial background

  11. According to our survey, how many young people thought this was racism…. Having negative attitudes about someone because they are a different ethnic/racial background to yourself

  12. According to our survey, how many young people thought this was racism…. Telling a joke to friends about someone’s ethnic/racial background

  13. So what did they say… Insulting someone because of their ethnic/racial background, but not meaning it

  14. So what did they say… Calling someone of the same ethnic/racial background to yourself a racist word

  15. So what did they say… Not wanting to make friends with someone because of their ethnic/racial background

  16. So what did they say…? Having negative attitudes about someone because they are a different ethnic/racial background to yourself

  17. So what did they say… Telling a joke to friends about someone’s ethnic/racial background

  18. All the behaviours…

  19. What do you think? Think about.. • Are there any responses you are surprised about? • Which ones are you surprised about (if any), and why are they surprising? • What would they have expected to find instead? • There are a substantial number of young people in Sandwell who cannot identify racist behaviours – what do you think about this? • Considering this lesson, would they find it easier to identify racist behaviours?

  20. Plenary/feedback • Name the six categories of racism as discussed. Ask the pupils to give examples of racism and consider whether they are subtle or obvious behaviours. • In your own words, how would you describe racism in one sentence? • Were you surprised by anything you learned today e.g. in the quiz? You can find out more about tackling racism in schools, by visiting www.tackling-racism.co.uk

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