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

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Who has the power to decide what supports and resources can be made available? groups of people, for example, crosscommunity and cross-cultural relationships? Equality is about relationship: Does everyone have access to making a diverse range of friends? Is care work valued and respected in the community and in society? Is diversity explicitly recognised and named in school anti-bullying policies? Do schools and communities promote and support good relations between diverse Note The equality/anti-discrimination legislation in Ireland and Northern Ireland does not cover every equality issue or theme. The legislation is very specific about the individuals and groups protected under the law. It also has a very specific definition of discrimination and it focuses on discrimination in the areas of employment, and/or goods and services. (See Part 4 Equality and the Law for details). Teaching Controversial Issues – a Note for Teachers Teaching about equality and diversity can potentially raise issues that may be contentious or controversial. The methodologies used throughout the resource are designed to minimise the risks associated with teaching controversial issues in a classroom setting and to enable the issues to be discussed in a way that is safe and respectful of others. You may find it helpful to incorporate the approaches below. Creating a Conducive Climate – Class Agreement or Ground Rules It is normal practice in citizenship education to spend time at the beginning of each year in developing a class agreement or set of ground rules which will underpin relationships and behaviour in the classroom. Before commencing this module, it is strongly advised that the students review their agreement - in relation to the underlying core values they espouse, as well as the behaviours they expect of each other. They should preferably reflect on how these core values are implemented - for example, spend some time unpacking what respect for the rights of others really means and what it would look like in practice in small group work, discussion of any kind, and other situations. Encouraging critical thinking and the inclusion of a range of perspectives It is recommended that, before you start, you think through the positions or stances you will take as you work through the module and decide which position is the more appropriate for you to take in any particular lesson: be a neutral facilitator declare where you stand on an issue play devil’s advocate to provide a wider perspective when the whole class is in agreement support a minority viewpoint among the students to ensure the majority seriously consider all aspects of an issue. You will find that all of these positions are appropriate or inappropriate at different times. When in doubt, returning to your basic aims in teaching the topic and to the fundamental basis of human rights will help you decide. Using Safe Methodologies Pairs and small groups provide a safe environment for students to engage fully with discussion questions without having to publicly state their position. Questions which are framed within the context of what human rights or the law says about an issue makes it safer for students by depersonalising the discussion. Asking what the government, the community, the school, or an individual could do in response to, for example, racism or homophobia, is a much safer way to discuss these issues than asking students ‘What would you do if...? For further reading on approaches, frameworks and methodologies, see Tackling Controversial Issues in the Classroom. A Resource for Citizenship Education (2012) published by the CDVEC Curriculum Development Unit. It is available from the CDU (address on back cover) or on-line at www.reconciliation.ie 8 Introduction
Section one Exploring Diversity sECTION 1 EXPLORING DIVERSITY 9
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: What Do We Mean By Equality Equalit
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 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
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Divide the class into groups of 4-5
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PHOTOCOPY this page Equal Opportuni
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PHOTOCOPY this page Equal Recogniti
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PHOTOCOPY this page Equality - Part
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PHOTOCOPY this page Equal Relations
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PHOTOCOPY this page Group Report on
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PHOTOCOPY this page Equal Respect F
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PHOTOCOPY this page Relationships F
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PHOTOCOPY this page Making Ireland
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Activity two View from Here - Young
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Section four Equality and the Law s
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PHOTOCOPY THIS PAGE Discrimination,
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PHOTOCOPY AND CUT CARDS Likelihood
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PHOTOCOPY AND CUT CARDS Peter I am
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Lessons 24 Who is Protected by the
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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
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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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