Embedding equality and diversity into the curriuculum


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Embedding equality and diversity into the curriuculum

  1. 1. “How to implement policy into practice” EMBEDDING EQUALITY AND DIVERSITY INTO THE CURRICULUM
  2. 2. EMBEDDING EQUALITY AND DIVERSITY INTO THE How?: Choose the right resources: CURRICULUM Check resources for bias. Aim to choose resources that do not stereotype, disadvantage or poke fun at anyone based on their race, sexual orientation, religionThe purpose of this booklet is to help you further embed equality and or belief, age, disability, gender, where they live or any otherdiversity into what we do and to answer the following questions: personal characteristic. Use materials that promote good equality practice and community●WHAT IS IT? ● WHY DO IT? ●HOW DO I DO IT? cohesion.What is embedding equality and diversity? How?: Challenge racist, sexist and homophobic assumptions and Meeting the needs of individual students by being sensitive to their attitudes: culture and abilities These assumptions and attitudes denigrate individuals and have Promoting equality by providing positive messages and challenging serious consequences for all of us. Such assumptions and all forms of prejudice and discrimination attitudes will have consequences when students progress to the Promoting diversity by getting different groups to work together, “real world”. encouraging respect, being inclusive and valuing differences. How?: Promote respect for diversity:Why focus on equality and diversity in the curriculum? Set clear ground rules It is fundamental to our Statement of Purpose, Values and Vision. Signpost students to the college‟s equality policies. It is part of understanding the needs of others and about social Encourage students to share information about themselves by justice. using ice breakers to build good relationships, listening and learning from each other. Ensure that people from different groups are able to work together and that issues of inequality in the learning environment are challenged. How?: In your lessons: Provide a range of learning opportunities. Challenge and avoid the use of negative or potentially offensive Including equality and diversity issues within the curriculum helps stereotypes or assumptions. to prepare students for the community in which they live, work and Encourage students to value similarities as well as differences. socialise. It prepares them for the “real world”. Challenge and actively discourage any language or behaviour which is racist, sexist and homophobic or which demeans people with disabilities from particular neighbourhoods, areas and so on.
  3. 3. EQUALITY AND DIVERSITY “Assessment is fair and delivered in a range of ways to take into account language, disabilities etc.” EMBEDDING EQUALITY AND DIVERSITY INTO THE “Language used by the teacher is non-discriminatory, appropriate and relevant.” CURRICULUM: MAKING THE IMPLICIT EXPLICIT “Discussion and comments within the class are managed to ensureOur Statement of Purpose, Vision and Values encourages us as teachers student attitudes, behaviour, banter and language are appropriate,to promote respect for the diversity of the community and the wider inclusive and non-discriminatory.” society of which we are part. Therefore promoting equality and diversity should be and can be a “Materials and topics are presented in a way that is sensitive to the feature of every lesson. This means equality and diverse needs, backgrounds and experiences of students. diversity in its broadest sense: treating people fairly Examples used take into account the diversity of the College and with respect, enabling them to achieve their full community and this class.” potential. Promoting equality and diversity doesn‟tmean having to do anything differently – it simply means being conscious “Resources are adapted to ensure that students can accessof these issues in lesson planning and lesson delivery. Consideration of information and to meet individual needs (e.g. large print).”broad equality and diversity issues is a feature of good teachingbecause it is about meeting the needs of the individual student.GOOD PRACTICEThe following are features of good practice drawn from lessonobservations. “Evidence that consideration has been given to the diverse needs of students in the class (including ability, ethnicity, gender etc) in planning the lesson and resources.” “Teacher challenges inappropriate language and banter.” “A variety of teaching methods are used to suit the learning styles and (dis)abilities of the class.”
  4. 4. STARTING POINT FOR MANAGING EQUALITY AND SKILLS USED WITH STUDENTS Doing Recognise that I am Recognise that there DIVERSITY IN THE LEARNING ENVIRONMENT well competent and can is more I might be support students able to do I listen when students make As equality and diversity have a much higher profile in the new complaints about discrimination and their experience of it Ofsted inspection framework we need to consider our next step in how we promote these issues both as a College and as individual I openly discuss issues of inequality when they arise in my teachers and tutors. subject/tutor group I ensure that all students have It is worth bearing in mind that equality and diversity is a much opportunities to contribute and to broader subject than many people think: fundamentally it is about be listened to respectfully treating all community members with fairness and respect. But I set ground rules to prevent racist, don’t be threatened by terminology, these are things we all do sexist or other discriminatory attitudes and behaviour in the well. classroom I manage the group and groupA personal audit of your skills, experiences and qualities will help you to discussions when prejudiced viewsrecognise where you are doing well and where there might be room for and stereotypes are introduceddevelopment. The audit below provides a useful starting point. I utilise students‟ experiences, cultures, background andSKILLS USED WITH Doing Recognise that I am Recognise that there is knowledge where possibleCOLLEAGUES well competent and can more I might be able to support colleagues do I am aware of my own prejudicesI encourage open discussion about and use of stereotypesequality and diversity I challenge discrimination,I express my own views openly harassment and victimisation with competenceI seek more information when I needit I induct students into equality and diversity issues and explain theI handle sensitive discussions within consequences of unacceptableteam meetings to avoid conflict behaviourI express feelings about my I am aware of my own assumptionscolleagues‟ attitudes, language and about difference, cultures, customsbehaviour and abilitiesI directly challenge jokes andderogatory comments aboutdisability, sexuality, race, gender,religion or belief, age and other areasof discrimination
  5. 5. Things I would like to develop in relation to equality and diversity: Tasks that match the abilities of the students in the class. DELIVERY Consider: Allocation of time to explore and debate equality and diversity issues during subject‟s induction (rights and responsibilities, appropriate language etc). Setting appropriate equality andSUGGESTIONS FOR PROMOTING EQUALITY AND diversity ground rules with the class.DIVERSITY IN CLASSROOM PRACTICE Rules on use of inappropriate, offensive and discriminatory language, attitudes, behaviour etc and challenging inequality wherePLANNING and when it occurs. Use of appropriate learning objectives and assessment methodsConsider: for all students (differentiation). The individual students in the class. Examples of good practice: The students‟ background, experiences and prior learning. The learning environment (the need for it to be inclusive, fit for Establishing ground rules about appropriate language through purpose and reflecting the needs of individual learners, such as whole class discussion. layout, accessibility, visual features, auditory needs etc). Different forms of assessment to suit the individual needs/abilities Lesson planning and delivery takes into account the need to break of students. learning into “digestible chunks” and ensure differentiation. Including elements of diversity into teaching and learning – making reference and using examples from a variety of cultures, religion,Examples of good practice: traditions. Exploring stereotyping and other topics around equality (lesson plan, resources Use of examples that reflect the etc). diversity of the College/class. Challenging prejudice and stereotyping in Images that reflect diversity the classroom. Classroom layout enabling all the Using diversity as an educational class to participate and learn. resource. Using the experiences of students as Activities that enable students of teaching and learning resources. different groups to work together.
  6. 6. RESOURCES PRACTICAL SUGGESTIONS FOR HELPING YOU TO FURTHER EMBED EQUALITY AND DIVERSITY INTO LESSONS OR TUTORIALSConsider: The following are practical suggestions that may help you to develop your Ensuring teaching resources are accessible to all students. confidence and competence in how you further embed equality and Ensuring that images of a diverse range of people are visible in diversity into what is most important in our college – teaching and course materials and displays and that named examples reflect learning. diversity. CREATING A SAFE LEARNING ENVIRONMENTExamples of good practice include: However clear our messages about equality and diversity are, they will be Posters/displays celebrating achievements of students. competing with: Displays for themed weeks such as Black history. Diverse images in handouts, booklets and displays. attitudes of friends and family members strong media influences and views which are expressed every day. the developing views of young people about equality and diversity. If we are to work with these views, myths and misconceptions, they need to be discussed and explored as part of teaching and learning. Each of us needs to consider howADDITIONAL SUPPORT best to create a safe and encouraging learning environment and atmosphere thatConsider: allows students to participate and to contribute fully in our lessons and tutorials. Allowing students the opportunity to discuss additional support needs at the beginning and throughout the course. Providing Tips for creating a safe and encouraging environment: support that students like/need. Always set clear ground rules.Examples of good practice include: Encourage students to identify their own ground rules. Agree how you and students will tackle the breaking of ground Class discussion leading to teacher providing additional support in rules. the form most appreciated by students. Encourage students to take responsibility for reminding one another about the ground rules.
  7. 7. Discuss with students what they think is not acceptable language, SETTING GROUND RULES behaviour, attitudes and viewpoints. You may want to consider making a list of unacceptable language, We all use ground rules in our teaching. They provide a framework to behaviour, attitudes and viewpoints but this can be highly sensitive. ensure open, respectful dialogue, and maximum participation. Using ground rules to build a safe and learning environment is especiallySELECTING LEARNING ACTIVITIES important in the fields of equality where many themes are strongly linked to personal values and experiences. A completely safe learningIssues relating to equality and diversity crop up in some subjects more environment provides support for the shifts in thinking and practice thatthan other. However in class discussions, interactions or activities, new knowledge and skills often require:equality and diversity issues will crop up in every subject at some stage. Therefore, ground rules should be developed in order to:Equality and diversity are dynamic issues meaning that the cultural,political, social context and language we use to discuss them is constantly assist the teacher to explore and develop a framework within whichchanging. The activities you select will be influenced by: to discuss equality and diversity themes. help students to understand what is expected of them in terms of students‟ backgrounds, cultures and identities attitudes, behaviour, language and so on. students‟ ages clarify the rights and responsibilities of all concerned. students‟ needs encourage discussion to define clear parameters for discussion students‟ interests and classroom interaction. local issues assist in making the learning environment safe for all to learn and national issues express themselves. how best to reflect the realities, priorities and issues of Ground rules should be drawn to the attention of students before and today‟s world during the course by: length of the session number of sessions including in induction packs and materials. starting point of the students displaying them as a wall chart. desired learning outcomes. displaying them as part of the subject induction. disseminating them to everyone participating in the course andMake use of local incidents, TV dramas and soaps, human interest asking students if they wish to add anything to the list.stories, news events and whatever is happening in the world to raise and referring to them throughout lessons.encourage on-going discussion, debate and personal reflection. Learning always involves some risk. Creating a safe learning climate for exploring sensitive issues is essential.
  8. 8. TIPS FOR INCLUSIVE LESSON/TUTORIAL DELIVERY develop clear and common ground rules using everyday news to raise awareness and encourage ongoingInclusive practices include: discussion, debate and self reflection challenging with respect. meeting the individual requirements of all students using inclusive language that does not cause offence respecting differences making every effort to be aware of culture, customs, religious differences and special and specific needs as well as individuals‟ backgrounds.Practical approaches to fostering inclusion include: familiarising yourself with equality and diversity policies producing resources and information in formats to meet the needs of all students equally developing resources to raise awareness of discriminatory behaviour and demonstrate how to challenge and avoid it raising awareness of equality issues tackling inequality and discrimination and actively promoting CHALLENGING WITH CONFIDENCE: HANDLING STRONG understanding and respect for all VIEWS AND EMOTIONS respecting and providing for practices which support religious beliefs Equality and diversity issues arise in some subjects more than others but creating learning environments which welcome all groups in every subject or tutor group there will be times when they crop up. providing students with guidelines on acceptable behaviour for People‟s feelings and views about equality and diversity can be difficult to equality explore, particularly in a classroom situation. You will face students sharing information on employment law and equality legislation dealing with issues such as: when they crop up in a lesson (these explain the consequences of not taking equality and diversity seriously). embarrassment boredomTips for the successful delivery of inclusive learning include: defensiveness lack of confidence creating a learning environment that is „safe‟ and encourages lack of understanding students to share their thoughts, feelings and concerns inability to make up their own minds or form their own opinions
  9. 9. „nothing to do with me‟ attitudes/behaviour HOW TO DEAL WITH PREJUDICE AND DISCRIMINATION strong racist/sexist/homophobic views and opinions variable attitudes towards difference Your option for dealing with such behaviour can include any combination learned behaviour of the following: entrenched family views past experiences of bullying, discrimination, exclusion etc challenging it immediately in front of the class challenging it in private at the earliest opportunityThe teacher/tutor‟s role in any of these sorts of scenarios is to remain concentrating on supporting the person targeted or victimisedcalm, encourage students not to make personal comments or to take encouraging a spontaneous group discussion about thecomments personally, and focus on the task in hand. Many such incidentchallenges can be turned to good use in a lesson. The power of the group referring to the organisation’s equality and race policies/codeshould never be underestimated and learning points can be extracted of conductfrom the most difficult situations. building an appropriate anti-discrimination activity into future sessionsIDENTIFYING PREJUDICED ATTITUDES AND DISCRIMINATION raising the issue at a departmental meeting with a view to agreeing a collective or long term response.Racism, homophobia and similar behaviour against other groups may takethe form of: FINAL TIPS incitement of others to behave in a similarly discriminatory way physical assault against a person or group because of their When challenging language or behaviour, aim to: differences derogatory name-calling, insults, jokes and language (eg “that‟s so avoid direct confrontation and aggression gay”) pro-discrimination graffiti respect the student‟s personal space however much you disagree provocative behaviour such as wearing with their views pro-discrimination badges or insignia bringing pro-discrimination materials such as challenge the idea not the person leaflets, comics, magazines or computer software into the organisation repeat the comment to check your understanding of it verbal abuse and threats discriminatory comments during discussions ask the student to repeat themselves or what they mean ridiculing individuals because of their differences. refusal to co-operate with others because of their differences ALWAYS TAKE ACTION