The Escalation of Racism: Ideas for Intervention

1. The Escalation of Racism: Ideas for Intervention

2. Workshop Aims • To support participants in recognising racist incidents • To consider how to effectively challenge racism and offer guidance for avoiding the escalation of conflict • To illustrate the consequences of not responding appropriately to racist incidents

3. Discriminatory or Not Discriminatory?

4. Discrimination To treat one particular group of people less favorably than others because of a shared characteristic i.e. their skin colour, sexuality, disability, gender, religion. Discrimination can be direct or indirect

5. In Summary… • Even if a statement is well intentioned it could be discriminatory • There doesn’t need to be an immediate / apparent target or victim • We need to recognise that an acceptance of such stereotypical, generalised statements could be a stepping stone towards harmful, unfair treatment. • Having an opinion about cultural or religious practices in itself is not racist, although if we are not fully informed about things they can seem scary or strange and all of us may carry a sense of cultural superiority – ‘the way we do things is the right way’ or ‘normal’ so there may be judgements made based on this. • It’s not about the ‘PC brigade’ but it is about having an awareness that all of our words have potential for harm.

6. What is a racist incident?

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. Some important points to consider: • This definition is used to signal the start of an investigation • It is deliberately broad • Intention is not a defining factor • Perception is reality • Empowering you and any other witnesses to report and take action, which takes away the sole burden of target to report • It protects us

9. Recording Racist Incidents…

10. Why should we record racist incidents? • 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 allpupils arevalued and racism and discrimination are not accepted.

11. James’ Story

12. Let’s consider… • Holistically, what can we do to support an individual in our care to resist and have resilience towards the dangers of racism or extremism? • What signs might there be that a pupil may be more vulnerable to the influences of groups like the English Defence League? • What do racist incidents look like? When should an incident be recorded? • How do we effectively challenge racist incidents in school? • What are the potential consequences of not responding or responding inappropriately?

13. What were the factors that caused James behaviour to escalate? • Break down of family relationships • Fear • Step father losing his job • Missing out on opportunities • Joining the EDL • Perceived injustice • Inappropriate response from school to the racist incident

14. The Ripple Effect Wider Community Family & Friends The Individual

15. The Pyramid of Hate Genocide Physical Attack Discrimination Acts of Prejudice Prejudicial Attitudes