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

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Activity two Who is most likely to suffer from Discrimination? Divide the students into pairs. Give each pair a name card and ask them to think back to the last two classes and use what they learned there and from the handout on Discrimination and Harassment to decide how likely the person on their card is to suffer discrimination in today’s society. give them an opportunity to question this. Then ask all the students standing in each space to compare their reasons for assuming levels of discrimination and to identify two key reasons that they agree on. Record the groups which the students have placed at each level, and their key reasons on the board and ask the students to copy these into their folders. There are 4 levels of likelihood of people being discriminated against. They are: Extremely likely Fairly likely Fairly unlikely Extremely unlikely Give the students about five minutes to make a decision and to come up with at least two reasons for their decision. They should record the reasons in their folders. Finish with a short class discussion on the fact that they made their decisions on the basis of just one aspect of each person’s identity. Everyone has many aspects to their identity and people can be discriminated against on several grounds at the one time – for example, a woman with a disability could be discriminated against on grounds of gender and disability, or a Turkish Muslim on grounds of ethnicity and religion. Encourage them to draw out the significance of multiple grounds for discrimination and the level of inequality that can result. The next step is to visually show the class the groups which fall into each category, through asking the students to stand in a space representing the level of discrimination they envisage. This can be done by naming each corner of the classroom as one of the four levels and placing one of the large signs on the wall, or, if you have space, creating a spectrum across the front of the classroom. Ask each pair, in turn, to hold their card up so that it can be read by the others and to stand in the appropriate space. Randomly ask a number of the pairs to explain why they choose that level of likelihood. If anyone challenges where others are standing, "Everyone has many aspects to their identity and people can be discriminated against on several grounds at the one time" 82 SECTION 4 EQUALITY AND THE LAW
PHOTOCOPY AND CUT CARDS Likelihood of Being Discriminated Against Cards John I am 75 years old and a very keen gardener Aoife I am visually impaired Patrick I am a 20 year old Irish Traveller Lisa and Yvonne We are a couple with 2 children sECTION 4 Equality and the Law 83
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Equality & Diversity Building a Cul
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Contents Introduction 7 Section 1 E
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Introduction This resource is inten
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What Do We Mean By Equality Equalit
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Section one Exploring Diversity sEC
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PHOTOCOPY AND CUT CARDS Diversity I
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Activity two Diversity: Visible and
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Lesson 3 The Value of Diversity - H
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PHOTOCOPY AND CUT CARDS Although we
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PHOTOCOPY this page Reflection Shee
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PHOTOCOPY this page Exploring Diver
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PHOTOCOPY this page 3. RELIGIOUS AN
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PHOTOCOPY this page 5. Ability, dis
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Section two Exploring Perceptions &
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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 and 38: PHOTOCOPY this page Inequality & th
Page 39 and 40: Lessons 9 We are More than a Single
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: PHOTOCOPY THIS PAGE Discrimination,
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
Page 91 and 92: PHOTOCOPY AND CUT CARDS Grounds Ire
Page 93 and 94: Lessons 25 Main Provisions of the E
Page 95 and 96: PHOTOCOPY THIS PAGE Northern Irish
Page 97 and 98: PHOTOCOPY this page scenarios Read
Page 99 and 100: Scenario Answers to Scenarios Activ
Page 101 and 102: Section five Creating a Culture of
Page 103 and 104: Lessons 28 ‘Your Equality Bucket
Page 105 and 106: TWENTY ACTIONS AT A GLANCE Action A
Page 108: Design: Maria O'Rourke // www.desig
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