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

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A Guide to Talking about Racism | 90 - Marginalization is only the result of cultural differences. - Immigrants should take jobs that Spanish people don’t want. Activity 2. Institutional racism Dealing with racism in education necessarily involves acknowledging institutional racism exercised by means such as selecting, assigning, and grouping students in schools, programs, and groups. We propose a reflection on what the criteria and procedures are for carrying out this selection and classification of students. As examples, among others that you may be able to describe, we would indicate these: - The following are habitual criteria for assigning students to public schools: a) proximity to home or parents’ workplace, b) siblings already enrolled in the school, c) handicap, either in the family or the student him or herself, d) declared income. - At the beginning of the school year, the head teacher requests that each teacher fill out a form indicating which students in the group have learning difficulties, development and learning difficulties, problems with attention, memory, personal or social adaptation. This information allows the school to assign some students to specific programs: compensatory programs, reading aid, curriculum adaptation, etc. One form used in a primary school for the teachers to indicate which students need specific attention during the year includes the following: Special educationa l needs Compensatory Gypsies Immigrants Inadapted 2 years behind program Lack of knowledge of school language Gifted
Module 4 - Racism: How is it reproduced? | 91 5 Activities to Share Activity 3. What language hides The following table includes different terms that all mean “foreigner,” but whose significance and, above all, social valuation, are very different. The idea is to reflect, as a group, on what image each term evokes, how they are defined and valued and what consequences this valuation has. Activity 4. Racism and education. A day to learn about the persistence of racism in education We propose spending a day dedicated to talking, thinking, learning, and teaching about the persistence of racism in education. We are following the experiment carried out by the Center for Integrative Anti-racism Studies (CIARS) of the University of Toronto (Canada) in February 2006. The focus of the program is on two areas of experience: the experiences of students and parents in schools, and the experiences of students and teachers in relation to teacher training. The program is organized in two large blocks. In the morning, the participants share their experiences of racism in the school system, specifically those of students and parents. In the afternoon, they share experiences of racism in teacher training from the perspective of the students and the teachers who are in training programs. These two subjects allow the people who attend to become aware of the multiple ways in which racism manifests itself: in the treatment of immigrant students, in interactions among students, among teachers and school staff, in the curriculum, and in educational administration. The people who cannot participate personally send their written declarations and they are read in the sessions. A final report is prepared on the discussion and proposals are made regarding the people involved in the school, the training program, etc. 6 Working in the Classroom Activity 5. A moral dilemma Objective: To analyze racist situations in our surroundings. Faced with a moral dilemma, it is necessary to choose among the different options available.
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Racism: What It Is and How to Deal with It - Uned

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