Building Equality into the curriculum. Guidance Booklet

Transcription

1 Building Equality into the curriculum Guidance Booklet 1

2 Introduction What is equality and diversity? 2

3 What is equality and diversity? Diversity refers to: The diverse nature of society for example in terms of social class, race, disability, age, sexual orientation, religion or belief, disability, gender, transgender Equality refers to: The importance of recognising different individual needs and of ensuring equity in terms of access, participation and benefits for all. It is therefore not about treating people the same 3

4 Embracing equality and diversity To learn how to embrace diversity effectively, we must look at the ways we view difference in our own thinking and how this influences our teaching practice. Diversity holds the potential to be a rich source of vital learning for all students. But before we can achieve this aim, practitioners and managers will need to explore their own attitudes and practices, to ensure that each learner will have an inclusive and equitable experience. 4

5 How to With the support and guidance of this booklet, practitioners can increase their knowledge, learn to critically reflect on how attitudes develop and are manifested at personal and societal levels, and finally, acquire new skills for putting respect for diversity into teaching practice. You can find various equality and diversity resources on the Equality and Diversity website 5

6 Aim and objectives of the guidelines These guidelines aim to support practitioners in their exploration, understanding and development of diversity and equality practice. 6

7 These guidelines can help to: Improve understanding and knowledge of diversity, equality and discrimination issues. Challenge one s own thinking, assisting critical reflection and the development of new thinking. Further understanding as to why diversity and equality policies and practice are important and relevant to teaching and learning Generate ideas for discussion at team planning meetings. Create teaching resources on equality and diversity. 7

8 These guidelines can help to: Develop ideas to tackle discriminatory or difficult issues that arise in practice. Discover ways to assess and critically reflect on the learning environment and daily practice. Learn how to access information on racism, equality, diversity approaches in the classroom Find out how to source and/or develop equality resources and activities. Gain new skills to support all levels of curriculum work on diversity and equality issues. 8

9 Notes on these Guidelines: Working with diversity, equality and antidiscrimination issues is a continuing challenge and these guidelines should not be seen as a recipe book. Rather, they offer an opportunity to explore one s own attitudes to diversity, give practical ideas to make initial changes planning and delivering the curriculum, and suggestions to develop equality and diversity practices to benefit the learners. Equally crucial; they provide a platform for crucially reflecting on and rethinking approaches to building equality and diversity into the curriculum. 9

10 The role of the tutor Changing teaching and learning practice in relation to equality and diversity involves: Critically reflecting on your own attitudes and values and how they influence learners and learning Trying out new policies; actions and practices Learning from mistakes 10

11 The role of the tutor Ongoing reflection on one s own and others difficulties Imaginatively thinking of new ways to work including creatively developing exercises and activities Continually questioning and reviewing the process 11

12 The skills of the tutor To have a diversity and equality focus in teaching and learning, practitioners require knowledge and skills, but firstly and most importantly they must embark on a progressive journey of becoming self-aware. It is essential to take time to reflect on attitudes and values individually and within course team. Thinking about and discussing these issues, using the suggestions outlined below, is helpful in understanding their influence on work practices and for generating curriculum ideas and actions for change. 12

13 The Reflective Practitioner Points to keep in mind 13

14 General Awareness Diversity is a majority issue with relevance for all practitioners and learners Everyone can learn to be comfortable with difference. All practitioners and learners are influenced by the prejudicial views which exist in society, therefore we can all display negative comments and ideas about difference. The institutions in our society (e.g. the education system, religion and the media) have a strong influence on how our attitudes and values are formed. Everyone has a culture. Culture is learned. 14

15 General Awareness Values differ across cultures, social classes, families and communities. Discrimination hurts and influences how staff and learners relate in the world we live in Learners pick up messages from peers, family members, their attitudes, behaviour: from the things that are said and not said, what is valued or not valued in terms of differences. Learners hear how adults in their lives talk to and about others. 15

16 General Awareness These key questions will help you undertake an in-depth exploration of your own Values and attitudes, both individually and within team or network discussions. To gain awareness, ask yourself: 16

17 Can I? Be comfortable sharing feelings and experiences about bias or discrimination? Stand back, examine and discuss objectively my own ethnicity and culture? Stand up for myself if I am ever a target of discrimination? Identify unfair and untrue images, comments and behaviours made about people from protected by equality legislation e.g. minority backgrounds? Identify and empathise with learners affected by discrimination, bullying and harassment? 17

18 Can I? Recognise, acknowledge and understand influences on learner s attitudes and values from home, other settings, community, media and the wider world? Identify and discuss what are acceptable and non-acceptable behaviours in the professional context, e.g. discussion in relation to a learner amongst other practitioners? Recognise there are unequal power relations within society? Explain what prejudice, discrimination and racism mean? 18

19 Can I? Understand the impact of prejudice, discrimination and racism on learners? Recognise and explore any misinformation, stereotypes, prejudices I have learned? Recognise excuses or objections to avoid doing this work within myself and from others around me? 19

20 Do I have the skills to: Empower learners to stand up to discrimination? Create a learning environment which reflects and includes all learners? Support the home culture of the learners? Use non-verbal forms of communication, along with verbal? Recognise negative attitudes in the learning environment when they arise and develop ways to change them? 20

21 Do I have the skills to Reflect on everything the learners experience in the learning environment to identify any bias? Ensure that routine activities offer opportunities to reflect diversity of background, religion, skin colour, family structures, language, culture or disability in a positive way that will help all become aware of and respectful of differences? 21

22 Checklist Embedding equality and diversity into the curriculum 22

23 What is good practice? Produce resources to represent the diverse range of learners who access provision Use a variety of teaching methods Make sure assessment is fair and does not discriminate against any learner Ensure that your language is nondiscriminatory and appropriate 23

24 What is good practice? Discussion and comments within the learning environment should be managed to ensure learner language is appropriate and non-discriminatory Materials and topics should be presented in a way that is sensitive to equality and diversity 24

25 What is good practice? Resources should be adapted to ensure that learners can access information and to meet individual needs (large print, on tape, using symbols) Provide learners with the opportunity to fully evaluate the course in an open and anonymous way 25

26 What I need to think about as a tutor to ensure equality in my classroom practice Planning 26

27 Planning Ensure that course documents take into consideration the individual needs of the learner? (Initial Assessment, Scheme of work, ILP) Ensure that the learning environment is conducive to learning (layout, accessibility) Include a variety of learning styles in the teaching auditory, visual and kinesthetic (Schemes of work, lesson plans) 27

28 Delivery Allocate time during learner s induction for information and discussion on equality and diversity, including policies, etc? (Scheme of work, lesson plans, ILP, complaints procedure) Set appropriate ground rules with learners (Lesson plan) 28

29 Delivery Use appropriate assessment methods for all learners? (Differentiation) Use appropriate and sensitive language and challenge inappropriate use of language 29

30 Diversity Include diversity within teaching making reference and using examples from a variety of cultures, religions, traditions, exploring stereotyping and other topics around equality? (Lesson plan, resources) Challenge prejudice and stereotyping in the classroom? Build on learner diversity as an educational resource? 30

31 Tips for designing classroom activities If classroom activities are to be completed in pairs or in small groups, design a fair allocation system to prevent your learners from choosing their own pair or group to work with. If learners are allowed to choose their own pair or group to work with, they will often select individuals who have the same characteristics as themselves. This can lead to some learners feeling isolated and uncomfortable. 31

32 Tips for designing classroom activities If you allow your learners to work together outside of the classroom, give them some options and ideas about where they can go. These should be researched thoroughly beforehand and checked against any equality and diversity requirements. For example, avoid suggesting the local pub as a meeting place or any inaccessible premises for group work. 32

33 Tips for designing classroom activities Consider the physical environment and re-designing activities to accommodate any learners with disabilities. For example, avoid activities that require the learners to stand up or move around if this is particularly challenging for them. Be aware that activities involving physical contact between learners will not be appropriate, especially for those with certain cultural and religious requirements. 33

34 Tips for designing classroom activities Make use of all resources available to you. You can find many resources on the Equality and Diversity website there are links to other resources on the Equality Review website in the General section on the Resources page. Log in at You can also download from here a Powerpoint presentation outlining the new Ofsted inspection proposals and feedback from one pilot inspection 34

35 Tips for designing classroom activities If you are not sure whether an activity is suitable for learners with additional needs, invite learners to give feedback and then discuss any suitable adjustments with them. You can also involve learning support assistants and other support staff in the design process. 35

36 Tips for designing classroom activities If learners are required to access websites, CD-ROMs and other outside material, always check beforehand for any discriminatory or inappropriate content. Ensure classroom activities are multisensory, rather than relying on one sense to complete an activity. For example, a visual activity may not be suitable for all learners. 36

37 Tips for designing classroom activities Monitor the participation of learners who are completing group work or work in pairs. If it is clear some learners are not participating, observe and then intervene with encouragement. 37

38 Tips for designing classroom activities If learners complete group work, be aware that tensions may exist between learners from different backgrounds and countries. Set clear ground rules about expected behaviour beforehand and monitor your learners for any disrespectful behaviours. 38

39 Tips for designing classroom activities Keep up to date with any religious events and festivals and have regard for them when designing classroom activities. For example, during Ramadan Muslim learners may be fasting and should avoid any activities that require physical exertion. Be prepared to accommodate learning support assistants or other support staff within your classroom activities. 39

40 Challenging discriminatory behaviours It is inevitable that teaching and learning staff will, at times, come across learners who display discriminatory behaviours, including the use of discriminatory language. Some learners may not be aware that the language that they use and the behaviours they demonstrate are discriminatory. However, the intention of the learner displaying discriminatory behaviours is irrelevant what s important is that you challenge the behaviours. 40

41 You, as a teacher, may also be unsure of whether a behaviour or language is discriminatory. Module 4 provides a comprehensive list of appropriate and sensitive language, as well as terms that are considered discriminatory or offensive. If you re still not sure, consider the following questions: 41

42 Could the language or action exclude anyone or make anyone feel like they are being ridiculed? Have you observed any of the learners displaying shock or distress as a result of the behaviours? (Despite the fact that some learners will be offended, many learners will not displaying their shock or distress due to fear of repercussions.) Is the learner who has made the joke or comment displaying any behaviours that indicate they know they are wrong? Is the joke, comment or behaviour open to misunderstanding or misinterpretation? 42

43 There really is no right or wrong way to challenge discriminatory behaviours in the classroom. You may decide that resolving the situation openly in front of all the class is appropriate. Or you may decide to speak individually to a person displaying discriminatory behaviours. Here are some tips for challenging discriminatory behaviours in both scenarios. 43

44 Challenging individuals 1. State the discriminatory behaviour, joke or language. 2. Ask the learner or learners whether they knew their behaviour/joke/language was offensive. 3. Explain why the behaviour/ joke/language was offensive or could be considered to be discriminatory. (For example, was the behaviour derived from stereotyping and prejudice?) 44

45 Challenging individuals 4. Explain the consequences of such behaviour (not just punishment talk about your feelings and the learner s feelings). 5. Set clear ground rules about expected and future behaviour. 6. Do not blame the individual; some may not be aware that their behaviours were discriminatory. Instead, focus on the actions. 45

46 Resolving discriminatory behaviour in a class setting 1. Tell the class you are going to create a list of ground rules that they can all contribute to and which every learner must adhere to when they attend your class. 2. Ask the learners to share their ideas for ground rules (such as mobile phones off, no talking over others and no shouting out). 3. During the activity, state you have one that you would like to share and state the discriminatory behaviour you observed earlier. 46

47 Resolving discriminatory behaviour in a class setting 4. Ask the learners what they feel is wrong about the behaviour. 5. Tell the learners what you feel is wrong about the behaviour. 6. Ask the learners what the consequences of such behaviour and comments are agree ground rules 47

48 Equality and Diversity UK