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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
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Overview
How can we tackle inappropriate remarks?
Our rationale
Finding the words
A variety of strategies
Proactive and longer-term solutions
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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
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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
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Why?
What are the benefits and reasons for challenging learners’ remarks?
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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
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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
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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
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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”
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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…
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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”
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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
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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…
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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