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

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A Guide to Talking about Racism | 54 of collecting cases and advising victims, and its main objective is to show, with demonstrable facts, the daily existence of ethnic discrimination, as well as to make it clear that social entities and the public powers should be more actively involved in promoting equality in the treatment of ethnic minorities. Amnisty International Catalonia. Consult the specific section of Education in Human Rights. http://www.amnistiacatalunya.org/educadors/es/index.html. The resources selected, classified by subject, with racism being one of them, are particularly interesting: literature, film, music, graphic humor. Open Classroom, Journal of Critical Educaiton. Materials published on the web by the ESCUELA LIBRE collectivity for Critical Education. http://www.escuelalibre.org On this page, we can find a specific section on intercultural and anti-racist education, that offers educational materials and proposals for classroom activities. 3.3. Books van Dijk, Teun A. (2003). Racismo y discurso de las élites. Barcelona: Gedisa 20 This work analyzes the role that various elite groups (political, academic, business, communications media elites) carry out in reproducing racism and perpetuating the privileges of the privileged groups. It focuses on discourse as the element by means of which racism manifests and reproduces itself. Ben Jelloun, Tahar. (1998). Papá ¿qué es el racismo? Madrid: Alfaguara 21 Story-essay that reproduces the dialogue between a girl and her father on racism. A good introduction to begin to think about what racism is, how it is produced, and how it manifests itself. 20 Van Dijk, Teun A. 1993. Elite Discourse and Racism. Newbury Park, CA: Sage. 21 Ben Jelloun, Taher. 1998. Racism Explained to My Daughter. NY: New Press.
Module 3 – Racism: How is it produced? | 55 Ryan, William. (1971). Blaming the Victim. New York: Random House An excellent book that develops the ideal of “blaming the victim” in different aspects. The reasoning is based on analyzing each of the cases in which society turns the social victims of racism into those guilty for their own process of victimization. This is the way society “washes its hand with impunity” insofar as its own responsibility is concerned. The idea goes something like this: poor people cause their own poverty in different ways (because of their behavior, because of mistakes they make, etc.), and the process has nothing to do with the fact that the rest of the people enjoy privileges that they do not have. In this way, the people who do enjoy the privileges can do so without feeling guilty for having appropriated the rights that correspond to others. 4. Food For Thought Choosing schools – student admission in educational centers supported by public funds The objective of the activity is to reflect on the consequences of our current system of choosing educational centers for mandatory levels of education. In order to do this, we will start out by reading some fragments of the article Elección de la escuela, clase social y fuerzas del Mercado (Choice of School, Social Class, and Market Forces), indicating some of the reasons that caused the parents interviewed to choose a school for their children, within the network of schools supported by public funds. In order to do this, four categories of schools were established, based on the interviews carried out with the students’ parents. Some of the reasons given for choosing a school were: Some reasons that the parents choose subsidized schools more frequently: - Certain ethical values linked to discipline and obedience, more than specifically religious values. - A higher level of academic pressure on the students, together with greater guarantees of social success. This must not be confused with a higher quality of education, because the term quality is very complex and has nothing to do, in mandatory education, with the academic pressure on the students. It could be said that this is the stereotype that private education has marketed best to society. - The non-existence of conflictive social groups. Almost all of the parents and teachers insisted on the idea that this is an important variable for
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Racism: What It Is and How to Deal with It - Uned

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