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Recognising and Responding to Racist Incidents

Recognising and Responding to Racist Incidents. Capacitate participants through providing information and guidance on reporting racist incidents Empower delegates to challenge racism and respond to racist incidents

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Recognising and Responding to Racist Incidents

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  1. Recognising and Responding to Racist Incidents

  2. Capacitate participants through providing information and guidance on reporting racist incidents • Empower delegates to challenge racism and respond to racist incidents • Participants are aware of best practice in reporting racist incidents within the school environment • Guide participants towards their own Local Authority reporting procedures. • Enhance understanding of current race equality obligations under the recent equality act 2010 • Participants have a readiness to promote equality and tackle discrimination • Participants are aware of the equality support mechanisms within the Eis

  3. A father and his son are in a car accident. The father dies at the scene and the son is rushed to the hospital. At the hospital the surgeon looks at the boy and says "I can't operate on this boy, he is my son" .... How can this be??

  4. What is a racist incident?

  5. Activity

  6. Stephen Lawrence Stephen Lawrence was brutally killed on 22 April 1993. Stephen was not involved in any criminal activity. He did not know his killers and his killers did not know him. He died as a result of an unprovoked racist attack. In January 2012, two people (Gary Dobson and David Norris) were convicted for Stephen’s murder, though others involved in the crime still remain free. The determination of Stephen’s Mum and Dad to see justice done has helped many people to understand that racism is damaging and destructive and that prejudice can be murderous. Not only that, but that racism comes in many forms and in many places- not just in violent attacks in dark streets. It can be institutionalised. Their perseverance has led to a change in the law in Britain. Lesson adapted from: Coming Unstuck by Dylan Theodore, Hampshire County Council. Cards/story: Verna Allette Wilkins ‘The Life of Stephen Lawrence’

  7. The Stephen Lawrence Inquiry Definition: "A racist incident is any incident which is perceived to be racist by the victim or any other person."

  8. Racism is….. Bullying , harassment, verbal abuse, jokes, social avoidance, violence, victimisation, stereotyping Because of….. • Skin Colour • Nationality • Religion • Culture

  9. Race Relations Act 1965 • Implemented by a labour government in the face of fierce conservative criticism • Criticised for having no teeth as it didn’t make racial discrimination a criminal offence • Didn’t extend to housing, employment, financial facilities, private boarding and shops Race Relations Act 1968 • Tightened to include discrimination in area of housing, employment, public services – now illegal to refuse Race Relations Act 1976 • Included both direct and indirect forms • Commission for Racial Equality to ensure act rules followed and to advocate on behalf of victims • First time tribunal and redress through the courts Amendments 2001 (post Macpherson) • Extended to Include public authorities who until now had been exempt • General duty to promote race equality • Policies must ensure equal treatment for all

  10. The Equality Act 2010 • Simplified over 100 acts of parliament, regulations and judicial precedents • Streamlined public sector equality duties to replace race, disability and gender equality duties • Covers 9 protected Characteristics • 4 Prohibited behaviours Direct Discrimination/Indirect Discrimination/Harassment/Victimisation • The law also protects those who are perceived to have a protected characteristic and those associated with people who have a protected characteristic.

  11. AGE A-- RELIGION & BELIEF -E-IG--- & B----- DISABILITY D-S-----T- P-E-N---Y & M-T------ PREGNANCY & MATERNITY Protected Characteristics -E- SEX ETHNICITY & RACE MARRIAGE & CIVIL PARTNERSHIP E-H-IC--- & --C- M---IA-- & C---- -A-T-E---P -EN--R R-A-S----M--T GENDER REASSIGNMENT S---A- O---N--T--N SEXUAL ORIENTATION

  12. Public Sector Equality Duties (PSED’s) All public bodies, including schools have a requirement to: • Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act • Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it • Foster good relations between persons who share a relevant protected characteristic and persons who do not share it. • PSED’s – ‘a significant move forward in tackling systemic disadvantage’ (Hepple, Bob. (2010), Equality Act 2010, The Skill Journal, Issue 97)

  13. Why should we report and record racist incidents? • Many Local Authorities have procedures in place whereby schools are expected to report all racist incidents to them • Schools need to be able to identify any patterns to racist incidents. • It allows schools to monitor the success of any strategies they have put in place to prevent or reduce racism. • To identify training needs for teachers, pupils and school staff. • It demonstrates a positive ethos where all pupils are valued and racism and discrimination are not accepted.

  14. Educating for Race Equality - A Toolkit for Scottish Teachers (Learning & Teaching Scotland 2003) describes an anti-racist approach as: “…one that does not ignore the existence of racism or racial discrimination and actively challenges their expression and effects”. “Someone who adopts an anti-racist approach will attempt to identify and change – those things in school and society that lead to negative discrimination, intended or unwitting, against people on the basis of their race and/or ethnicity”. “More importantly, it is a perspective and approach that is about equipping pupils, students, parents and teachers with the tools needed to combat racism and discrimination, and to find ways to build a society that includes all people on an equal footing.”

  15. Activity Case Studies

  16. Wider community Family and friends Individual The Ripple Effect

  17. “Don’t ignore it by thinking this is the other guy and I cannot be involved, I would say, you have to be involved because if not, god forbid, the same thing can happen again, no matter how wonderful a country is, you only need a couple of people that start spreading rumours and the whole darn thing can come tumbling down worse than an earthquake.” Mollie Stanber, Jewish Holocaust survivor

  18. Dee Matthew & Gillian Eunson SRtRC Scotland Community Education Team education@theredcardscotland.org gillian@theredcardscotland.org www.theredcardscotland.org

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