Vanessa Boon, Chartered MCIPD, Director, Energise

Chartered Member, Chartered Institute of Personnel & Development

EMFEC Associate

“That’s so gay”

Promoting a positive attitude to diversity in and out of the classroom

© Energise 2010

Overview

How can we tackle inappropriate remarks?

Our rationale

Finding the words

A variety of strategies

Proactive and longer-term solutions

Starting Point

No magic answers – each situation is unique

We have a range of options / approaches

It can feel difficult to challenge

It’s a team effort (and not just in the classroom)

Support is important

Make A Difference

Working with R.E.G.A.R.D.S

Race-related – nationality, ethnicity, culture, skin colour

Economic disadvantage – postcode, deprivation

Gender – sex, pregnancy, gender identity

AgeReligion & beliefs – faith, non-believers, philosophical

DisabilitySexual orientation – incl civil partnership

Why?

What are the benefits and reasons for challenging learners’ remarks?

Responses To Dominance

WITHDRAWRemove themselves

Leave the roomCall in sick

Avoid the peopleQuit the course

ACQUIESCEGive in / go along

Ride with the jokesBite your lip / try to ‘fit in’

Don’t rock the boat

Confront itChallenge the myth / basisQuestion / provoke thought

Assert values

RESISTFight / assert themselves

Responding to remarks

Seek empathy

Highlight impact

Did you know…?

HumourMyth-busting facts

Point to role models

If it were you…

Ask why?Assert values

Challenge inaccuraciesTell me more

Give stats

Assertiveness & CUDSA

Assertiveness Ingredients –• listen• demonstrate that you understand• say what you think and feel• say specifically what you want to happen• work out joint solutions and consequences

CUDSA –Confront the issueUnderstand one another’s positionDefine the problem / issueSearch for a solutionAgree a resolution

Responses to Challenge

1. “I wouldn’t say it to / in front of…”

2. “It’s only a joke / bit of banter”

3. “Political correctness gone mad / can’t say anything”

4. “What about freedom of speech?”

5. “I’m entitled to my opinions”

6. “They use that word so it’s ok”

7. “I’m not stereotyping, I’ve seen it for myself”

8. “But this is my religious belief”

9. “They don’t mind, they think it’s funny”

10. “I don’t care if they don’t like it”

11. “Everyone agrees with me”

Objectives

Example from Exeter University guide on challenging remarks

Short-term: to lay down a marker, indicating that we have heard the joke or

comment and noticed its racial / homophobic, etc overtones to challenge inaccuracies underlying the joke or comment (e.g. myths,

stereotypes) to make it clear that we find such jokes / comments inappropriate,

particularly in the University / the world of workLonger term: to educate about equality, the damage of discrimination and the

benefits of equality and diversity…

Infusing Inclusion

Exeter University guidance on challenging exclusion:

“Weave anti-discrimination practice and inclusive thinking into your own teaching.The best way to challenge [racism, sexism, homophobia, etc] in the long term, is by creating opportunities to expose it for what it is – based on anger, misinformation, prejudice, habit and inaccuracies – and to build a different way of thinking and viewing the world”

Infusing Inclusion

Job swaps / guest inputs on other lessons

Multi-cultural texts and materials

Enrichment programme

Embed the Diversity calendar

Myth-busting opportunities

Diverse historical / well-known figures

Harness current affairs & SU campaigns

Diverse role models – staff, guest speakers, mentors, videos, trips

Homework and coursework projects

Your Next Steps

Learn about…

Visit…

Start doing…

Change…

Celebrate…

Pilot…

Introduce…

Stop doing…Do more of…

Consult on…

Challenge…

Raise… Speak up about…

Brief…

Make A Difference!

If you always doWhat you always didYou will always get

What you always gotIf you want something to change,

you have to change something

Thank-youwww.energise.biz