Prevention of Right-Wing Extremism, Xenophobia and Racism in ...

More documents

Recommendations

Info

REWIND: This organisation carries out anti-racist work with young people by deconstructdeconstruct- ing race and challenging the myths around racism. It uses the ‘Human Genome’ initiative to deliver engaging and entertaining programmes with young people. REWIND has trained peer educators who go into schools and youth clubs to deliver anti-racist work. For more examples and info about their work, please visit: www.rewind.org.uk. SOFT TOUCH: This is a co-operative group that runs a number of projects with communities, and mainly young people, using music, graphics and video to address issues of racism and promote greater understanding. The Respecting Others Project undertaken in collaboration with the Leicester Leicester Youth Service brought together 25 young people from different backgrounds to develop peer education videos, music and posters for delivery in youth settings. The Divided Union Union project was a video diary of a dialogue between young Somalians and white working class young people. Because the groups had strongly different views and would not normally come into contact, a dialogue was set up where one group’s view would be recorded and played for the other and verse versa. For more information about the above mentioned projects and more, please visit their website: www.soft-touch.org.uk. Kick It Out/Show Racism the Red Card: Kick It Out Out has been in existence over the last decade and works through football, educational settings and communities to challenge racism and “work for positive change”. It works with professional footballers, amateurs and minorities in Britain to support capacity building as well as challenge racism. More information about Kick Racism Out of Football is available from: www.kickitout.org. A similar organisation is Show Racism the Red Card, which also does similar work and in addition develops educational mate- mate- rials; more information is available from www.srtrc.org/campaign. Informal education approaches like these are critical in the engagement of young people because of their ability to promote close work with them in informal settings. In addition the principles of youth work – education, empowerment, equal opportunities and participation – as well as the voluntary nature of work with young people makes it a highly desirable vehicle to engage young people. Conclusion Anti-racist work with young people has operated under many guises such as multicultural edueducation, Personal, Health and Social Education (PHSE), Anti-Oppressive Practice (AOP), Citizen- ship Work and mainly now under the government’s policy of Community Cohesion. Anti-racist work with young people challenges the most deeply rooted views; it is based on deconstruct- ing a young person’s concept of social reality. It is evident that for historical reasons, Britain is now a culturally diverse entity with the non white population amounting to 9 %; additionally, some cities like Leicester have minority groups that constitute about 40 % of the population. In these areas anti-racist work, given the racial tensions discussed in this chapter, is sine qua non for peaceful co-existence. 92 Racism and Young People in the United Kingdom
Because they are normally the most visible and palpable element of racial tensions, anti-racist work with young people in the UK is fast becoming not only a moral imperative but a mat- ter of survival for communities – it is inextricably linked with the social problems of racism. Anti-racist work under many guises is present in most institutions in the UK, even if it is a mas queraded process of ticking boxes in some establishments. In most institutions working with young people informally, there is ample good practice to showcase. The challenge for the government is to recognise and develop this work. References Ahmed Shama; Cheetham Juliet; Small, John John (1986): Social Work with Black Children and Their Families. London: B.T. Batsford Ltd Association of Chief Police Offi cers (ACPO) (2005): Hate crime: Delivering a quality service. London: Home Home Offi ce Bhavnani, Reena (2001): Rethinking interventions in racism. Oakhill: Trentham Books Bhavnani, Reena; Mirza, Heidi Safi a; Meetoo, Veena (2005): Tackling the roots roots of racism. Bris- Bris- tol: Policy Press A Black Manifesto for Equality in our lifetime (2005), http://www.blink.org.uk/bm/ Boyle, Edward (1963): House of Commons Debate. Hansar, HC (Series 5), Vol. 685, Cols. 438-444 Cabinet Offi ce Strategy Unit Report (2003): Ethnic Minorities and the Labour Market: Final Report. London: The Cabinet Offi ce Cantle, Ted (2001): Community Cohesion: A Report of the Independent Review Team Chaired by Ted Cantle. London: Home Offi ce Cashmore, Ernest & Troyna, Barry (1983): Introduction To Race Relations. London: Routledge & Kegan Paul Centre for Contemporary Cultural Studies (1983): The Empire strikes back, Race and racism in 70s Britain. London: Centre for Contemporary Cultural Studies Chouhan, Karen; Esmail, Ummi; Joseph Joe; Mathai Kurian; Modayil Jeff (1996): “Anti-racist work with young people”. In: Anna Aluffi -Pentini & Walter Lorenz (eds.): Anti-racism and Black empowerment in Britain: principles and case studies. Cole, Mike; Stuart, Janet (2005): ‘Do you ride on elephants’ and ‘never tell them you’re GerGerman’: the experiences of British Asian and black, and overseas student teachers in South- South- East England. British Educational Educational Research Journal, Vol. 31, No. 3, June 2005, pp. 349-366 Connections (1999): Young, white and wicked. Leicester: National Youth Agency Daily Mail, 31 January 1978 Department for Education and Employment (DfEE) (1997): Excellence in schools. London: DfEE Gaine, Chris (1987): No problem here: a practical approach to education and race in white schools. London: Hutchinson Gillborn, David (2005): Natural selection? New Labour, race and education policy. Multicultural Teaching, Vol. 15, No. 3, pp. 5-7 Racism and Young People in the United Kingdom 93
Page 1 and 2:
Prevention of Right-Wing Extremism,
Page 3:
Contents Michaela Glaser Introducti
Page 6 and 7:
these developments (Minkenberg, 200
Page 8 and 9:
institutional framework of this pol
Page 10 and 11:
lum. In addition, schools are requi
Page 12 and 13:
YNGVE CARLSSON Violent Right-Wing E
Page 14 and 15:
Boot Boys. They emphasize physical
Page 16 and 17:
The economic explanation Norway is
Page 18 and 19:
danger is of course that the proble
Page 20 and 21:
“tool-bags”. In other cases the
Page 22 and 23:
and Norwegian communities are trans
Page 24 and 25:
The effects of such demonstrations
Page 26 and 27:
Building personal relations as a st
Page 28 and 29:
there is of course a possibility th
Page 30 and 31:
MIRYAM ESER DAVOLIO; BRIGITTA GERBE
Page 32 and 33:
& Wallerstein, 1988). Right-wing ex
Page 34 and 35:
If younger people exhibit right-win
Page 36 and 37:
had very different effects on attit
Page 38 and 39:
For each specifi c fi eld, the the
Page 40 and 41:
the problems of right-wing extremis
Page 42 and 43: The networking among community acto
Page 44 and 45: could be most successful, because i
Page 46 and 47: Eser Davolio, Miryam & Drilling, Ma
Page 48 and 49: GÉ GRUBBEN Right-Extremist Sympath
Page 50 and 51: in the way in which they accentuate
Page 52 and 53: digit membership. The mobility of t
Page 54 and 55: Strategies for combating prejudice,
Page 56 and 57: The government Right-wing extremism
Page 58 and 59: Anti discrimination organizations T
Page 60 and 61: shortfall of thorough research and
Page 62 and 63: From intercultural education to act
Page 64 and 65: Appendix - Educational and children
Page 66 and 67: Experience shows that many particip
Page 68 and 69: Reliable information on members of
Page 70 and 71: to sympathy with the National Socia
Page 72 and 73: extremist activities cannot be reac
Page 74 and 75: do so, social work not only has to
Page 76 and 77: not neglect content-related dimensi
Page 78 and 79: Pingel, Andrea & Rieker, Peter (200
Page 80 and 81: Black people 23 are a lot more like
Page 82 and 83: stances that encouraged members of
Page 84 and 85: upon the forces of law and order th
Page 86 and 87: landscape in contrast to the previo
Page 88 and 89: Dealing with racism in schools Havi
Page 90 and 91: New Labour, racism and education In
Page 94 and 95: Gillborn, David & Mirza, Heidi (200
Page 96 and 97: GYÖRGY LIGETI & TAMÁS NYESTE Righ
Page 98 and 99: A multitude of amateur bands have s
Page 100 and 101: ner portraying all possible stereot
Page 102 and 103: like their children to get their fi
Page 104 and 105: a so-called Árpád striped fl ag,
Page 106 and 107: The Holocaust Memorial Center (www.
Page 108 and 109: Youth work Mobilitas Youth Service
Page 110 and 111: their programmes and projects. Rece
Page 112 and 113: exclusion, but that they would then
Page 114 and 115: fi remen are often greeted by stone
Page 116 and 117: not want to meet. For example, I’
Page 118 and 119: disserts about Islam, saying that i
Page 120 and 121: liceman, which caused quite uproar,
Page 122 and 123: seat, calmed, quiet. This from a ra
Page 124 and 125: situation, which is also institutio
Page 126: Gé Grubben: higher professional ed
show all

Prevention of Right-Wing Extremism, Xenophobia and Racism in ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?