Respect for all: Common sense?

This activity was used with pupils in key stage 4, year 10.

Aims

• To critically examine how racist groups and different media commentators can caricature minority ethnic groups.
• To consider how this characterisation can lead to minority ethnic groups being blamed for certain aspects of society and to racist attitudes and behaviour being perpetrated.
• To consider how this characterisation is sometimes presented as common sense.

Activity objectives

• To analyse the behaviour of different groups of people in situations that involve racial issues.
• To explore what is meant by 'common sense' with respect to people's behaviour in situations that involve racial issues.
• To reject racist attitudes as anti-social violence that hurts the whole community.

This activity relates to the key stage 4 ICT programme of study, particulary:

• finding things out (1a-c);
• developing and exploring information (2a);
• using ICT to measure, record, respond to and control events (2b);
• interpreting information (3a);
• using a range of ICT tools efficiently (3b);
• discussing how to use ICT in future work (4c).

Activity description

During a series of PSHE lessons, the pupils discussed bullying in a racist context. They were asked to list some of the views expressed by racist groups. The class then investigated the truth of some of these claims. One group investigated the statement that 'People from ethnic minorities are taking all our jobs'.

The pupils discussed what information might be needed to challenge this view. They agreed that they needed to gather a range of relevant statistical data and to organise this data on a spreadsheet.

The pupils examined employment statistics, gathering data from a variety of websites, such as the Institute of Race Relations, and printed material. When using the information, they examined its validity by verifying it against a range of reliable sources.

The pupils used ICT to establish the percentages of people from different ethnic groups in a range of occupations. They then compared the percentages with national demographics and calculated what the percentages might be if employment patterns reflected the demographic profile for the UK. Some pupils went on to use analytical features of the software to examine other potential correlations. The pupils also used ICT to create graphs to illustrate a report on employment issues among different groups. In later sessions, each group used a presentation package to share its findings with the class.

The information obtained from the research informed a subsequent class debate. The pupils discussed some of the possible reasons for the patterns in the statistics.

Commentary

This activity directly addressed some of the views perpetrated by racist groups. By listing and examining these views openly, the pupils were encouraged to reflect on their own assumptions and attitudes.

The pupils use of ICT techniques provided additional evidence to inform the examination of racist views from their PSHE lessons. After this exercise was complete, some pupils felt more confident that they could challenge prejudicial ideas presented as common sense as well as stereotypical caricatures promoted by racist groups because they had evidence to back-up their opinions.

Resources

The information and communications technology schemes of work can be found at www.standards.dfes.gov.uk/schemes
The online national curriculum can be found at www.nc.uk.net

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