Racism: What It Is and How to Deal with It - Uned

Introduction | 11
In accordance with this formulation, the objective of the Guide itself is to respond to
racism by following this triple process (awareness, reflection, and action). Different
activities of analysis, reflection, collaboration, and action are proposed to this end
(see How to Use the Guide).
Finally the Guide includes a glossary that provides a series of transversal concepts
which will be mentioned throughout the different modules.
How to Use the Guide
The Guide is intended to be flexible enough to be used in different educational
contexts and with different audiences. Even though it is directed towards both
secondary and primary school teaching staff, it was also written with boys and girls in
mind, in order to initiate a dialogue with them, as well as with other professional
educators in informal contexts -social educators, mediators, etc.- and with anyone
interested in the subject. In order to use it effectively and accomplish its objectives, it
is necessary to become familiar with the contents and adapt them to the specific
educational context. In order to do this, it is of fundamental importance to consider the
specific targets, their interests and the interests of the reader, as well as time and
space factors.
Using the entire Guide, from beginning to end, is not essential, nor is it necessary to
follow the given order of the modules. However, it is always a good idea to start with
the first module, where the conceptual bases of what racism is (according to the team
that prepared this Guide) are established, and from there go on to apply the modules
chosen in the desired order. Full modules can be chosen, or only those ideas that
seem most adequate for the group, choosing activities related to these ideas.
At any rate, we recommend following these steps:
1.- Read the introduction carefully.
2.- Read the complete document to get an overview.
3.- Identify the key concepts to discuss according to the type of audience (previous
knowledge, expectations, work context).
4.- Use the modules chosen in a flexible way (with the input of all the participants).
Each module has a similar structure, including some or all of the following sections:
The modules begin with a Critical Incident which should cause the reader to reflect
on the most important ideas that will be dealt with in the rest of the module. This may
contain a text on one or more personal experiences, an idea, a quote, a vignette, an
image, etc., intended to stimulate thought and review our assumptions about the
subjects that will be discussed. We encourage our readers to improve this section,
including reflections and experiences of their own.