Equality and Diversity - Building a Culture of ... - Equality Authority

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PHOTOCOPY this page How would you describe the relationship between young people and adults in positions of authority such as teachers, police, shopping centre security staff? How do young people feel when adults do not treat them with respect? What impact does it have on the lives of young people when they are negatively stereotyped by the media and adults? What could young people and adults do to change the stereotypical views that exist? 38 sECTION 2 Exploring Perceptions & Stereotyping
Lessons 9 We are More than a Single Story Learning Intentions Students will: Explore the concept of the ‘single story’ we hold about others Look at the effects single stories or stereotypes have Resources The video clips from Chimanmanda Adichie's talk. This is can be downloaded from http://www.ted.com/ speakers/chimamanda_ngozi_ adichie.html Copies of the transcript on page 40. “Show a people as one thing — as only one thing — over and over again, and that is what they become.” Chimamanda Ngozi Adichie Homework: Ask them to complete the worksheet on Perceptions, Stereotypes and Prejudice on page 41. This lesson is based on the concept of stereotypes as the ‘single story’ that people hold about others, as described by Chimamanda Ngozi Adichie, author of the best selling novels, Purple Hibiscus and Half of a Yellow Sun. Activity Introduce the Chimamanda Ngozi Adichie and the concept she uses of the single story. Tell the students that you are going to show two clips from the video and that each time you stop it, they will have an opportunity to write down their immediate reactions to the clip. Clips Clip 1 The single story of Fide as ‘poor’ – from 2.58 to 4.12 minutes on the video Clip 2 The single story of Chimamanda as a poor African – from 4.13 to 5.20 minutes on the video When they have heard and recorded their reactions to both clips, divide them into six groups. Give three of the groups the transcript of Clip 1 on Fide, and the other three the transcript of Clip 2 on Chimamanda. Tell them their task is now to devise a way of representing the effects of the single story on both Fide and Chimamanda and also on the people holding the single story about them, through drama or art. The idea is that they will use a representation that communicates the feelings of the people involved and do so without using words. Examples of how they might do this include: Create a drawing, illustration or symbol Create a Freeze Frame Create a mime to retell the story Give them about 10 minutes to create their representation and then ask them to demonstrate it to the rest of the class. Conclude the lesson with a class discussion on the effects of the single story and the reasons why people continue to hold a single story about others. SECTION 2 EXPLORING PERCEPTIONS & STEREOTYPING 39
Page 1 and 2: Equality & Diversity Building a Cul
Page 3 and 4: Contents Introduction 7 Section 1 E
Page 5 and 6: Introduction This resource is inten
Page 7 and 8: What Do We Mean By Equality Equalit
Page 9 and 10: Section one Exploring Diversity sEC
Page 11 and 12: PHOTOCOPY AND CUT CARDS Diversity I
Page 13 and 14: Activity two Diversity: Visible and
Page 15 and 16: Lesson 3 The Value of Diversity - H
Page 17 and 18: PHOTOCOPY AND CUT CARDS Although we
Page 19 and 20: PHOTOCOPY this page Reflection Shee
Page 21 and 22: PHOTOCOPY this page Exploring Diver
Page 23 and 24: PHOTOCOPY this page 3. RELIGIOUS AN
Page 25 and 26: PHOTOCOPY this page 5. Ability, dis
Page 27 and 28: Section two Exploring Perceptions &
Page 29 and 30: Notes on the Images and the Learnin
Page 31 and 32: PHOTOCOPY this page Perceptions Ref
Page 33 and 34: B. Stereotyping Lessons 7 Travellin
Page 35 and 36: PHOTOCOPY this page Why Did I Choos
Page 37: PHOTOCOPY this page Inequality & th
Page 41 and 42: PHOTOCOPY this page Perceptions, St
Page 43 and 44: Lesson 11 How equal is our society?
Page 45 and 46: PHOTOCOPY AND CUT CARDS Identity Ca
Page 47 and 48: Lessons 13 - 14 Equality in our Sch
Page 49 and 50: PHOTOCOPY AND CUT CARDS Equality in
Page 51 and 52: PHOTOCOPY AND CUT CARDS The Classro
Page 53 and 54: When they have finished, ask them t
Page 55 and 56: Lessons 16 Exploring Equality What
Page 57 and 58: PHOTOCOPY this page 3. People over
Page 59 and 60: Divide the class into groups of 4-5
Page 61 and 62: PHOTOCOPY this page Equal Opportuni
Page 63 and 64: PHOTOCOPY this page Equal Recogniti
Page 65 and 66: PHOTOCOPY this page Equality - Part
Page 67 and 68: PHOTOCOPY this page Equal Relations
Page 69 and 70: PHOTOCOPY this page Group Report on
Page 71 and 72: PHOTOCOPY this page Equal Respect F
Page 73 and 74: PHOTOCOPY this page Relationships F
Page 75 and 76: PHOTOCOPY this page Making Ireland
Page 77 and 78: Activity two View from Here - Young
Page 79 and 80: Section four Equality and the Law s
Page 81 and 82: PHOTOCOPY THIS PAGE Discrimination,
Page 83 and 84: PHOTOCOPY AND CUT CARDS Likelihood
Page 85 and 86: PHOTOCOPY AND CUT CARDS Peter I am
Page 87 and 88: Lessons 24 Who is Protected by the
Page 89 and 90:
Answers for Ireland genDer: Man, wo
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PHOTOCOPY AND CUT CARDS Grounds Ire
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Lessons 25 Main Provisions of the E
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PHOTOCOPY THIS PAGE Northern Irish
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PHOTOCOPY this page scenarios Read
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Scenario Answers to Scenarios Activ
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Section five Creating a Culture of
Page 103 and 104:
Lessons 28 ‘Your Equality Bucket
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TWENTY ACTIONS AT A GLANCE Action A
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Design: Maria O'Rourke // www.desig
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