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

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A Guide to Talking about Racism | 146 discrimination is always badly taken and provokes passionate protests. It is, therefore, crucial to analyze the data and experiences that can explain this discrimination against certain groups in carrying out these sciences. Could you give an example of this state of things? How can it be explained? Activity 10. Invisible privileges In module 1, in section 4 “Food for thought,” we were given a list of invisible privileges that some people enjoy and others do not. These are privileges that we are so used to that we are not even conscious that some people do not enjoy them. They are indicators of more or less explicit racism. This time we will present a list of privileges focused on the school context and we will refer to students, families, and teachers. 1. My teachers expect me to do advanced studies or to choose a profession in accordance with my interests and preferences. 2. When my parents talk to my teachers, they are sure that their concerns are heard and understood. 3. When my parents do not attend school meetings, it is understood that they are busy and not interpreted as a lack of interest or concern. 4. My parents understand the notes that the teacher sends home, as well as the response that is expected to these notes. 5. My parents’ jobs and my family’s situation is similar to that of my classmates. I do not feel inferior when my classmates talk about their houses, their lives, and their families. 6. I have access to more or less the same things that my classmates have. 7. My teachers value the things I know and have learned with my family and other schools. 8. There are people I can share ideas and experiences with, without having to explain my life and circumstances each time. 9. When I talk, people don’t point me out or make me explain my accent. 10. I feel that it is possible, or even easy, to make friends at school. 11. I can participate in the normal school activities without wondering and asking others if I know any of the classmates who are in these activities, after having been at the school for a certain time. 12. I can speak my language without being despised or reprehended. Can we make any more questions? Go ahead! Some teachers also have privileges with respect to others. How could we reflect this in a list of invisible privileges?
Module 5. Racism: How can we deal with it? | 147 7 Bibliographical References ALLPORT, G.W. (1954) The Nature of Prejudice. Reading. Addison Wesley (Spanish version (1968): La naturaleza del prejuicio. Buenos Aires: Eudeba.) ARENDT, H.(1999). De la historia a la acción. Barcelona: Paidos. EUROPEAN COMMISSION (1998). Racist, Me?, Luxembourg: Office of Publications of the European Communities. DADZIE, S. (2004) Herramientas contra el racismo en las aulas. MEC. Ed. Morata/CIDE. Colección Pedagogía, Proyectos curriculares. GABRENYA, W. The Intercultural Interview, in SINGELIS, T. (Ed.) (1997): Teaching about Culture, Ethnicity and Diversity. Thousand Oaks, CA: Sage. MAALOUF, A. (1999) Identidades asesinas. Madrid: Alianza Editorial. MALIK, B. y HERRAZ, M. (Coor.). (2005) Mediación intercultural en contextos socioeducativos. Malaga: Ediciones Aljibe. MEMMI, A. (1994). Le racisme. Gallimard, Paris: Ed. Rev. ROGERS, C.R.(1994). El proceso de convertirse en persona. Barcelona : Paidos. ROGERS, C.R. y KINGET, G.M. (1967). Psicoterapia y relaciones humanas : Teoría y práctica de la terapia no directiva. Tomo I. Madrid : Alfaguara. SÁNCHEZ MECA, D. (1996): Diccionario de Filosofía. Madrid: Alderabán. SILVEIRA GORSKI, H.C. (ed., 2000). Identidades comunitarias y democracia. Madrid: Trotta. SINGELIS, T. (Ed.) (1997): Teaching about Culture, Ethnicity and Diversity. Thousand Oaks, CA: Sage, 1997.
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Racism: What It Is and How to Deal with It - Uned

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