Why are we here today?

1. 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.

2. Why are we here today?

3. “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.

4. “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.

5. “Oh it’s the PC Brigade Again….You know you’re not even allowed to sing Baa, Baa Black Sheep any more?….”

6. “But I don’t notice colour… I treat all pupils the same”

7. Activity The Witches of Glum

8. “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.

10. 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 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.

11. 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

12. 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

13. Promoting Race Equality: a Whole School Approach

14. 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

15. 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.

16. 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.

17. Stories What can we use to discuss these issues with young children? Persona Dolls Skin Tone Paper Photographs ‘Multicultural’ Crayons

18. “I Know a Culture” ACTIVITY

19. Choose an adjective from the list below to describe how you feel about the statement:

20. 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.

21. Embedding Equality ACTIVITY

22. Teacher: “Today we are going to learn about our ancestors, the Anglo Saxons” Muslim Pupil “Are the Anglo Saxons Muslim Miss?”

23. 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.

24. ‘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,

25. Undertake a Diversity Walk through the school.

26. Who needs to be involved? Head teacher Admin Staff Class Teachers Senior Management Classroom Assistants Pupils Parents and Carers Governors Lunchtime Supervisors

27. Recognising and Responding to Racist Incidents

28. To feel more confident recognising racist incidents • To understand the value of responding appropriately to racist incidents

29. What is a racist incident?

30. Activity

31. 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’

32. The Stephen Lawrence Inquiry Definition: "A racist incident is any incident which is perceived to be racist by the victim or any other person."

33. 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 allpupils arevalued and racism and discrimination are not accepted.

34. Activity Case Studies

35. Wider community Family and friends Individual The Ripple Effect

37. “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

38. Educating Against Racism

39. 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

40. Promoting the Positive…. What about Challenging the Negative?

41. GENOCIDE The Seeds and Weeds of Racism PHYSICAL ATTACKS SEGREGATION INSTITUTIONAL RACISM DISCRIMINATION SCAPEGOATING TALKING OUT PREJUDICE STEREOTYPING Colonialism and Slavery Poverty Literature Language False Scientific Theories Education or lack of International and National events Media Family/Friends

43. New Neighbours

44. Burning Questions

45. Any Questions?

46. Luther Blissett A Personal Testimony