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

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A Guide to Talking about Racism | 20 a) direct experiences: • contempt • insults • expressions such as “go back to your country” • physical aggression • ridicule • denying favors • rudeness • intimidation • harrassment • physical threats b) indirect experiences: • being assigned to a specific group and because of that feeling that people assume that you will behave the same way they have seen other people in this same group behave • feeling that teachers undervalue your capabilities or future possibilities, seeing yourself directed more frequently toward training-type academic orientations than toward the university • racist statements, such as “Latinos only come here to steal,” made in class by the teachers • advice to students with immigrant origins to avoid interacting with people from their country of origin, in order to help them to integrate more quickly, as well as the opposite advice, to interact with people from your country of origin • the perception that, in schools where immigrants are a minority, they undergo greater discrimination than in schools where there is a larger group • the perception that racist behavior tends to take place when the aggressors act as a group • the perception that adults with immigrant origins (from their same places of origin) do not have access to all different kinds of jobs and find themselves limited to sectors such as construction • establishing a direct relation between immigration in Spain
Module 1 – What is Racism? | 21 and the process of Spanish colonization in America, seeing the causes of present-day immigration in the effects of the process of colonization by Spain that their countries underwent in the past • the perception that these adults with immigrant origins (from their same places of origin) work more hours for lower salaries Analyzing the critical incident How is racism reflected in the critical incident? Directly, indirectly or both? How do you think young people would react to these kinds of racism? What consequences do they have? Is there any difference between a direct act of racism and an indirect one? This variety of perceptions broadens and refines enormously what the teenagers themselves associated directly with the concepts of racism and discrimination. Now we will attempt to offer a framework of reference that will help us to understand the complexity of these ideas and to relate them to one another. Reflecting on our own experiences Before we continue reading, let us stop a moment to think. Write down all the ideas that you associate with racism, without worrying about any apparent order or logic; we are only trying to discover what we relate to experiences of racism. Write down ideas, experiences, feelings, situations, etc. If you are doing the activity in a large group, you can first do it individually and later share the results, or you can propose a brainstorming session and organize the ideas on a blackboard in order to consider them later. If you are the person stimulating the group, read and reflect previously on the contents that are developed throughout the module. In order to begin to perceive the complexity of the phenomena to which we are referring, we think the metaphor of an iceberg is useful, where the part that is visible is only a small portion of an enormous mass of ice, the majority of which is submerged under the water and, therefore, invisible. The same thing happens with racism: the majority of its mechanisms work unconsciously and go unnoticed even when people use them against their will, as they often do.
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Racism: What It Is and How to Deal with It - Uned

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