Rapporto finale/ Final Report (ITA-ENG) - Casa di Carità Arti e Mestieri

Overall, the various tools used by the partners during the course of the project clearly served different
aims. Tools such as script writing, discrimination boxes, questionnaires, watching films and videos
and, to some extent, drama activities, were mainly used to raise pupils’ awareness about aspects of
discrimination and intolerance within society but also in individuals. Group discussions, role play,
video and drama productions also attempted to foster the exchange of ideas and develop abilities to
act, that is the skills (for example, to interpret situations, meet challenges, master non-violent verbal
and non-verbal communication) to enable them to understand and handle situations in which they
are the victims of or witnesses to intolerance.
This is a very important aspect to bear in mind when addressing similar issues. When working with
young people to investigate the issue of discrimination, it can be extremely effective to use of a variety
of tools in order to develop their practical skills and foster comprehension and awareness of the
problem. As highlighted by a number of researchers on this subject13 , you cannot teach against racism,
perhaps it is not even possible to teach about racism, since through our characteristics and our
individual and collective experiences, we are all involved in one way or another. Anti-racism education
must follow two essential lines: one lies within the sphere of reflection, the other in that of action.
Acknowledging stereotypes, prejudices and discrimination is certainly an important aspect of antiracism
education. But it is equally important to learn to react when faced with episodes of racism.
In the diagram (the instrument board) that follows, we have attempted to reorganise the tools used
along two axes. Along the vertical axis we have made a distinction between the tools used in the
Cross Community Schools (top two boxes) and those that were not used (or only partially used ) but
which could be useful in future projects to investigate this issue (bottom two boxes).
Along the horizontal axis we have made a distinction between tools used to develop action skills
(boxes on the left) and those aimed at fostering knowledge about the issue (boxes on the right). It is
important to remember that the tools do not always serve exclusively to achieve one specific objective:
for instance, drama workshops offer young people an opportunity to reflect on the problem and
to acquire new skills to act and face up to difficulties. Positions of tools along the horizontal axis are
therefore approximate and not to be regarded as absolute.
13 Eckmann, Davolio, op. cit., p. 36.
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