Racism: It's In You(th) to STOP It. by Canadian Red Cross

ÂŠTHE CANADAIN RED CROSS SOCIETY All rights reserved. All rights to reproduce, translate and adapt, in whole or in part, are reserved for all countries. No part of this publication may be reproduced, stored in a retrieval system or transmitted, by any means electronic or mechanical, including photocopying or recording, without prior written consent from the Canadian Red Cross Society. This Anti-racism Toolkit has been developed through United Way York Region funding for activities that target newcomers in the Region of York and through a student placement/grant from the Ian Scott Public Interest Internship through Osgoode Hall Law School at York University. Special thanks to Diane Smaggus and her African Heritage Literature Classes at Eastern Shore District High for many of the images in this kit, Iknoor Gill for designing the Toolkit logo, and Moraa Mochama for all of her help. Finally, a big thank you to Sue Featherstone, Dennis Fair, Millie Blair, George Chandler, Ann Beauregard, Catherine Gribbin, Andrea McArthur, Bernadette Maheandiran and Perez Oyugi for their support in drafting and editing the document.

TABLE OF CONTENTS INTRODUCTION

MODULE 1

INTERNATIONAL RED CROSS AND RED CRESCENT MOVEMENT

HISTORY

FUNDAMENTAL PRINCIPLES OF THE INTERNATIONAL MOVEMENT

RED CROSS APPLICATION OF FUNDAMENTAL PRINCIPLES

MODULE 2

CHOOSING YOUR CAMPAIGN AND GETTING THE CAMPAIGN OFF-THE-GROUND

POTENTIAL INITIATIVES 1. WORLD HISTORY OF RACISM IN MINUTES 2. GRAFFITI WALL 3. ART SHOW 5. PLAY 6. SCHOOL ANTI–RACISM CHARTER 7. MULTICULTURAL DAY 8. RACE AGAINST RACISM 9. WORKSHOPS WORKSHOP OPTION 1: CULTURES GAME TRAVELLERS GAME LANGUAGE AND POWER SILENT DISCUSSION WHAT CAN I DO? VISUALIZATION AND PLEDGE RED FLAG CARDS WORKSHOP OPTION 1: EVALUATION WORKSHOP OPTION 2: OUTSIDER GAME INNER CIRCLE CULTURE CORNER CULTURAL STEREOTYPES WORKSHOP OPTION 2: EVALUATION WORKSHOP OPTION 3: BUILDING SOCIETY 1 BUILDING SOCIETY 2 WORKSHOP OPTION 3: EVALUATION

23 24 25 26 28 29 30 31 32 34 35 39 43 47 51 52 54 58 60 62 64 66 68 73 75 76 81 88

MODULE 3

GETTING ORGANIZED

EVENT PLANNING: THE FOUR STEP MODEL

YEARLY PLANNING CALENDAR

EVENT PLANNING SHEET

YOUTH GROUP EVENT REPORT

RESOURCES

GROUP DYNAMICS COMMUNICATION SKILLS DEALING WITH DIFFICULT PEOPLE ACTIVE LISTENING CONFLICT MEDIATION CONSENSUS BUILDING FACILITATION REFRESHER DEALING WITH DIFFICULT DYNAMICS ICE BREAKERS

97 97 98 99 100 100 101 102 104

WAYS TO GET ATTENTION

105

RESOURCE LISTING

107

KNOWLEDGE / SKILL CHECKLIST – RACISM: IT’S IN YOU(TH) TO STOP IT

110

Image by: Karmon Skora, “Racism: Make it Disappear and Die”, African Heritage Literature, Eastern Shore District High School, 2004

Introduction

The humanitarian principles of the Red Cross and Red Crescent Movement promote equality, mutual understanding and friendship amongst all peoples. Here in Canada, the Red Cross works to promote an environment in which everyone is treated with respect and can live with dignity. Establishing on-going dialogue with local communities and with their support networks is a critical component of Red Cross’ work. It help us to understand better the realities that individuals face. Why develop an anti-racism tool kit? The Canadian Red Cross’ experience working with diverse communities in large urban areas indicates that some immigrant communities come from areas affected by conflict or have been traumatized by various forms of violence and disaster. Similarly, a common theme when talking to Canadians regarding conflicts and tension in the community is that these issues of conflict happen ‘over there,’ i.e. little (though not zero) direct impact on Canada and Canadians. Yet, because of the diverse nature of our community and continued trend in immigration, the Canadian Red Cross acknowledges that in our very own backyard, new immigrants are dealing with the effects of discrimination and racism in their new communities. Did you know? o New immigrants face significant barriers and are more socially and economically vulnerable. (http://www.uwyr.on.ca retrieved on January 8, 2007). o Civic engagement increases resiliency and protects young people from at-riskenvironments and behaviour. When youth learn to identify and understand the systemic factors that affect their lives, they can move forward in a positive, constructive and conscious way. (Involve Youth: A guide to meaningful engagement of youth). The Humanitarian Issues Program addresses these issues within a Canadian context in order to help build bridges for new immigrants as well as to build knowledge, awareness, empathy and critical thinking within the York Region community in general. The youth tool-kit provides practical information on how to address one of those humanitarian issues: racism. It is a tool to jump start anti-racism initiatives within the school community. Using the Anti-Racism Toolkit This anti-racism toolkit is divided into three modules. Module 1 contains information about the Red Cross Red Crescent Movement and explores definitions and terminologies around anti-racism and discrimination. Module 2 explores various campaign tools. Module 3 focuses on launching your campaign. The Toolkit also provides tips on ways and means to create and work with a Youth Group or to reach out to your broader school community through suggested initiatives or by organizing activities of your own creation. It is also a resource for information on racism and contains links to additional resources if there are further questions. Look through the kit and design a campaign that your group would be proud to deliver and would best work at your school. The Toolkit is merely that, a tool. Its potential depends on how you use it. In your hands and with your ideas and motivation, it can become a powerful instrument of change.

Image by: Joel Slade, “Breaking Down the Walls of Ignorance”, African Heritage Literature, Eastern Shore District High School, 2004.

MODULE 1 About the Red Cross and Why an Anti-Racism Campaign? • International Red Cross & Red Crescent Movement • Defining Racism • Personal Inventory

NOTES

Image by Caitlin Smith, African Heritage Literature,Eastern Shore District High School, 2003. On the base it reads â&#x20AC;&#x153; It is not in some of us, it is in all of us to change the world for the better.â&#x20AC;?

International Red Cross and Red Crescent Movement History â&#x20AC;&#x153;Would it not be possible, in time of peace and quiet, to form relief societies for the purpose of having care given to the wounded in wartime by zealous, devoted, and thoroughly qualified volunteers?â&#x20AC;? This is the question Henry Dunant, the Swiss founder of the Red Cross and Red Crescent Movement, asked after he witnessed suffering on an Italian battlefield in 1859. Following Henry Dunant's vision, the Movement works to alleviate suffering caused by fighting. But we also help people in times of peace to strengthen their capacities to live healthier lives and avoid conflicts and disasters. Our global efforts, which can involve many National Red Cross and Red Crescent Societies, are coordinated through the International Federation of Red Cross and Red Crescent Societies and the International Committee of the Red Cross, both based in Geneva, Switzerland. Canadian Red Cross In Canada, Dr. George Sterling Ryerson founded the national Red Cross Society. A regimental surgeon of the 10th Royal Grenadiers of Toronto in the North West Campaign of 1885, he wanted to distinguish his medical supply wagon from other wagons of the Militia. He fabricated a flag with a Red Cross emblem and flew it on his wagon in the battles of Fish Creek and Batoche. In 1909, the Canadian Government passed the Canadian Red Cross Society Act which established it as the corporate body responsible for providing volunteer aid in Canada. Since that time, thousands of Canadian Red Cross volunteers have served communities, across the world and across the street. Today, the volunteer network is as active as ever delivering a range of services to improve the lives of the most vulnerable and contributing to a strong civil society in Canada. Notes: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Fundamental Principles of the International Movement Our network is vast, but our approach is simple. All Red Cross programs and activities are guided by the Fundamental Principles of Humanity, Impartiality, Neutrality, Independence, Voluntary Service, Unity and Universality. These principles allow us to provide help immediately to whomever needs it, wherever they are, whatever their race, political beliefs, religion, social status, or culture. - Humanity – The International Red Cross and Red Crescent Movement, born of desire to bring assistance without discrimination to the wounded on the battlefield, endeavours, in its international and national capacity, to prevent and alleviate human suffering wherever it may be found. Its purpose is to protect life and health to ensure respect for the human being. It promotes mutual understanding, friendship, co-operation and lasting peace amongst all peoples. - Impartiality – It makes no discrimination as to nationality, race, religious beliefs, class or political opinions. It endeavours to relieve the suffering of individuals, being guided solely by their needs, and to give priority to the most urgent cases of distress. - Neutrality – In order to continue to enjoy the confidence of all, the Movement may not take sides in hostilities or engage at any time in controversies of a political, racial, religious or ideological nature. - Independence The Movement is independent. The National Societies, while auxiliaries in the humanitarian services of their governments and subject to the laws of their respective countries, must always maintain their autonomy so that they may be able at all times to act in accordance with the principles of the Movement. - Voluntary Service – It is a voluntary relief movement not prompted in any manner by desire for gain. - Unity – There can only be one Red Cross or one Red Crescent Society in any one country. It must be open to all. It must carry on its humanitarian work throughout its territory. - Universality – The International Red Cross and Red Crescent Movement, in which all Societies have equal status and share equal responsibilities and duties in helping each other, is worldwide. Red Cross Application of Fundamental Principles As representatives of the Red Cross, we constantly examine our actions in light of the fundamental principles. Our work with the community must operate within these seven principles: humanity, impartiality, neutrality, independence, voluntary service, universality and unity. To this end, when discussing conflicts, we do not judge the conflict itself as right or wrong but instead focus on the alleviation of human suffering by providing immediate physical needs, such as shelter, food and medical attention. This neutral stance has allowed the Red Cross access into many areas where other organizations are not permitted and has enabled us to provide humanitarian intervention where it is most necessary. Therefore, at no point throughout the campaign should you take a political, ideological or religious stance on an issue that would compromise the fundamental principles of the Red Cross.

Defining the Issue: Understanding Why Racism and Discrimination Exist and How They Operate in Your Community Definition and Legal Framework As with any area, people that work on the human rights issues use words in specific ways, so understanding how words are used is important. The Concise Oxford Dictionary defines discriminate: â&#x20AC;˘ noun 1 the action of discriminating against people. 2 recognition of the difference between one thing and another. 3 good judgement or taste. Today, in western cultures, we almost always use discrimination to mean making unjust distinction. We should remember that discrimination was not always considered unacceptable behaviour. Only 30 and 40 years ago it was not unusual to find private or even public clubs (such as golf clubs) that would not admit individuals because of their religion, their colour or their sex. Many universities had quotas on the number of Jews, Asian, Blacks and women they would accept as students. Very few members of these groups were on faculties within the universities. This type of discrimination was open and included in material that was available to the public. As well, there were other types of discrimination that was more subtle; people would not get jobs because they did not have the educational background. Since, however, they were excluded from the schools, the effective of requiring the educational background had the same effect as if there was a rule. Because discrimination was not prohibited by any law, individuals go not go to the courts to stop or fight discriminatory acts or rules. How, however, there are three legal avenues that individuals can use to fight discrimination: challenges based on provincial or federal statutes; challenges based on the Canadian Constitution; and challenges based on international law. We should remember, however, that there are still some types of behaviour that is not against any law. (For example, someone hosting a private party can still discriminate against a group because of their race or sexual orientation and there is nothing that the courts can do about this.) STATUTES Now in Canada, each province and territory, as well as the federal government, have put in place human rights acts which prohibit discrimination on grounds set out in the acts. Because sections 91 and 92 of the Canadian Constitution Act, 1867, divide areas of legislative authority between the provinces and the federal government, provinces and the federal act cover different matters. For example, property and civil rights, (which includes landlord and tenant rights, contracts, wills and estates etc.), are provincial area of responsibility, while transportation, national defence and immigration are federal areas of responsibility. Thus, a complaint about a landlord discriminating against a person based on their colour is generally covered by provincial human rights legislation, while a complaint that a member of the armed forces was treated differently by the army because of their colour would generally be heard under the federal human right legislation.

Canadian human rights acts are generally very similar: they prohibit certain actives that discriminate on the bases of grounds set out in the acts; they set up exceptions to what might otherwise be discriminatory; they set up administrative agency to investigate complaints; and appeal mechanisms against the findings of the administrative agency. For example, The Canadian Human Rights Act has prohibited the following in regards to employment: It is a discriminatory practice, directly or indirectly, (a) to refuse to employ or continue to employ any individual, or (b) in the course of employment, to differentiate adversely in relation to an employee, on a prohibited ground of discrimination. (Source: Canadian Human Rights Commission Website). The Canadian Human Rights Act is a statute originally passed by the Government of Canada in 1977. The goal of the Act is to prohibit discriminatory practices based on grounds as set out in the act and thus ensure equal opportunity to all. It applies throughout Canada, and applies only to federally regulated activities. In passing the act, the Parliament of Canada was guided by the principle that all individuals should have an opportunity equal with other individuals, without being hindered in or prevented from doing so by discriminatory practices based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for an offence for which a pardon has been granted. (Source: Canadian Human Rights Commission Website). The Canadian Human Rights Act also created the outlines the Canadian Human Rights Commission that investigates claims of discrimination; and the Canadian Human Rights Tribunal which hears cases that cannot be settled by the Commission, or appeals of findings of investigations by the Commission. According to the Canadian Human Rights Commission, discrimination means treating people differently, negatively or adversely because of their race, age, religion, sex, etc. As used in human rights laws, discrimination therefore means making a distinction between certain individuals or groups based on a prohibited ground of discrimination and that different treatment has an adverse or negative effect on the individual or group. (Source: Canadian Human Rights Commission website). The Canadian Human Rights Act specifically prohibits an employer or provider of a service that falls within federal jurisdiction, to discriminate on the basis of: Race National or ethic origin Colour Religion Age Sex (including pregnancy and childbearing)

Sexual Orientation[1] Marital status Family status Physical or mental disability (including dependence on alcohol or drugs) Pardoned criminal conviction The Act, in common with other human rights acts, does not prohibit all distinctions. Distinctions must have an adverse effect on a group. As well, requirement that can be justified by the employer or service provider may not be discriminatory. The justification is generally described as a “bona fide occupational requirement”. For example, it is not discrimination if an employer can show that the discriminatory practice or rule meets a real requirement of the job. Thus, rule that excluded women from being employed as firefighters as a means of ensuring that all firefighters had the necessary physical strength to do a job, would likely be found to be discriminatory, since there may be women who could met the physical requirements. A rule, however, that a person needs to be able to pass a physical test that is related to the physical requirement of firefighters will likely not be considered discriminatory even though many women will not be able to pass the test. CONSTITUTION Section 15, of the Charter of Rights and Freedoms, (part of Constitution Act, 1982) provides another avenue to challenge discriminatory activates of governments.

•

(1)

Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

(2)

Subsection (1) does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

[1]

Sexual orientation differs from discrimination based on sex because the

discrimination excludes or treats a person based on type of sexual partner rather than their sex. At one time homosexuals were excluded from the military, not because they were male, but because of their homosexuality. At the same time, women were excluded from active roles in the military because they were women, that is, because of their sex

The Charter of Rights and Freedoms applies to government activities or laws. The Charter has proven to be an effective means to challenge discriminatory actions which were not covered by human rights acts. For example, individuals have successfully used section 15 to challenged discrimination based on sexual orientation, which at the time, was not covered by most human rights acts. (It is now included in some human rights acts. INTERNATIONAL Canada has signed a number of international documents that prohibit discrimination and which provide a complaint mechanism. More information on these declarations is set out below

Racism and Racial Discrimination Racism is a form of discrimination because racism differentiates between individuals on the basis of real and perceived racial differences. As the same time, Racism can be interpreted as a ‘belief’ that some people are better than other people because they belong to a particular race or ethnic group. Racism can exist as part of an individual’s beliefs or more widely as part of a society’s values, practices, and institutions. Racism is harmful because it hurts and isolates people and divides communities. On the other hand, racial discrimination occurs when someone does something based on racist beliefs and implies that a distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin has been made which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise… of human rights and fundamental freedoms of another individual…" (International Convention on the Elimination of All Forms of Racial Discrimination). Therefore, racial discrimination is racism put into action by treating some people differently and poorly because of their race, colour, ancestry, or place of origin. Racial discrimination can take many forms, including: Verbal abuse or threats; Unwelcome remarks or name calling; Denial of services; Not hiring or promoting someone; and Publications or displays that criticize people of a particular race, colour, ancestry, or place of origin.

Did you know? In 1944, Ontario enacted the Racial Discrimination Act. The Act prohibits the publication or display, on lands, premises, by newspaper or radio, of any notice, sign, symbol, emblem or other representation indicating racial discrimination. The Racial Discrimination Act 1944 was used to challenge a deed that prohibited selling land to Jews, Orientals and Blacks.

The Ontario Human Rights Code is the provincial law that gives all citizens of the province equal rights and opportunities without discrimination in specific areas such as jobs, housing and services. The code's goal is to prevent discrimination and harassment based on race, colour, sex, handicap and age, to name some of the sixteen prohibited grounds. The code was one of the first laws of its kind in Canada and is administered and enforced by the Ontario Human Rights Commission. On 20 November 1963, the General Assembly adopted the UN Declaration on the Elimination of All Forms of Racial Discrimination. In Article 1 of the Declaration, it reaffirms the principles of the UN Charter and the Universal Declaration of Human Rights, and their fundamental importance to good international relations: "Discrimination between human beings on the ground of race, colour, or ethnic origin is an offence to human dignity and shall be condemned as a denial of the principles of the Charter of the United Nations, as a violation of the human rights and fundamental freedoms proclaimed in the Universal Declaration of Human Rights, as an obstacle to friendly and peaceful relations among nations and as a fact capable of disturbing peace and security among nations." On November 19, 2001, Nelson Mandela became an honorary citizen of Canada, in recognition of the unique role he played in bringing about the dissolution of the apartheid (institutionalized and state sanctioned racism) promoted by the regime in South Africa. The global support for this struggle, and its successful, peaceful conclusion, have given much-needed encouragement to others who are working towards a world more tolerant of diversity (http://www.international.gc.ca/foreign_policy/human-rights/hr5-discrim-en.asp)

How Racism Operates in the Community Some examples of racism are obvious, such as graffiti, intimidation or physical violence, racial and ethnic slurs and "jokes". Other forms of racism are not obvious, such as discrimination in hiring and apartment rentals, or policies that disadvantage members of certain races, whether intentionally or not. However, racism exists at three main levels: individual, institutional and cultural. Individual racism takes the form of individual attitudes, beliefs, values and behaviours. Racial prejudice, bigotry, belittling and jealousy are examples of racist attitudes. Examples of racist beliefs are racial stereotypes, the belief that some races are better than others and even the belief that people can be classified according to race in the first place. Violence, name-calling and discrimination in hiring are examples of racist behaviour. Institutional or systemic racism takes the form of the practices, customs, rules and standards of organizations, including governments, that unnecessarily disadvantage people because of their race, color or ethnicity. They do not always involve differences in treatment. Educational requirements to which a particular racial group is not likely to have access, and that are not related to actual job duties, is an example of institutional racism. Cultural racism refers to cultural values and standards that disadvantage people because of their race, color or ethnicity. Examples are cultural expectations as to the race of a company president and the cultural standard for what a beautiful, trustworthy or competent person looks like.

Is this racism? You be the judge: An Indo-Canadian man goes to see an apartment for rent. After meeting the man, the landlord says the apartment has been rented. The next day the man calls the landlord again to inquire about the apartment and learns it is still available. A large company hires many people of colour to work in lower-paid jobs. While white employees are trained and promoted, employees of colour are never promoted, although they are just as qualified and experienced. An employee imitates and makes fun of her Asian co-workerâ&#x20AC;&#x2122;s accent. A group circulates a pamphlet that expresses hatred toward Filipino Canadians.

Notes

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OTHER KEY WORDS AND TERMINOLOGIES There are many buzz words that people use to make sense of racism and understand how it operates. Here are examples of many buzz words used by social service professionals who tackle (address) racism in their community. These terms do not exclusive refer to racial discrimination, although they do apply to discrimination. These definitions can be found in the Third Canadian Edition of Sociology: A Down to Earth Approach (Hensin, Glenday, Duffy & Pupo, 2004) p. 208 and Multiculturalism — Caleb Rosado: Practical Do-ables for Unlearning Racism. www.rosado.net What is “Prohibited Grounds”?: A list of characteristics which a person cannot change or which a government cannot as a person to change (you may wish to review this, something may be missing. I am not sure how this is used since prohibited grounds are those set out in statutes, but are generally ones that a person cannot change, for example, sex or ones that can government can no longer require people to change, for example, religion) Race: a group with inherited physical characteristics that distinguish it from another group. It is only a reality in the sense that humans do indeed come in a variety of colours and shapes. For example, people really do differ by the colour of their eyes, hair, skin, and shape of their features. People most commonly cluster races of people by the colour of their skin and shape of their features. These clusters are arbitrary because there are other visible features that people have ignored which would make us categorize races differently than the way we currently do. For example, if humans were to use nose size as a distinguishing feature for categorizing races of people, then people who are traditionally "black", "white" and "Asian" would belong to the same "big-nosed" race and similarly, the other "small nosed" race. Race is therefore a reality in the sense that it is merely for categorization only because it is easier to distinguish one person from the next by focussing on broad features. No other distinction by personality, intelligence, interests etc., can be made BETWEEN these groups of people. Prejudice: An attitude formed against a race of people. Some forms of prejudice can be positive. Stereotype: Mental patterns individuals use to organize groups of people. They are thoughts about groups of people that can be positive or negative. Stereotypes are positive because they help us deal more efficiently with our environment. It is more efficient for people to organize the people they encounter into groups than to treat them as a separate entity. Stereotypes are negative when they are about prejudiced assumptions. Individual Discrimination: the negative treatment of one person against another. Institutional/Structural Discrimination: Discrimination that is woven into the fabric of society, to such an extent that it becomes routine, sometimes even a matter of social policy. Examples include the old legal and societal apartheid system in South Africa that treated individuals differently based on their membership in a racial group. or the labelling of Canadians of Japanese descent during WWII as “Enemy Aliens” which indirectly also sanctioned societal discrimination. Dominant Group: Have greater power, privileges, and social status than other groups in the community. Minority Group: People who are singled out for unequal treatment and who regard themselves as objects of collective discrimination. Physical or cultural differences can serve as the basis of unequal treatment. Minority groups sprout from the expansion of political boundaries and voluntary or involuntary migration. The term minority group does not necessarily refer to numerical minority.

Authoritarian Personality: People with authoritarian personalities believe that things are always either right or wrong. They are insecure, highly conformist, have deep respect for authority, and are highly submissive to superiors. When people with authoritarian personalities confront norms and values that differ from their own, especially in matters of religion or sexual orientation, they become anxious. A scapegoat relieves their anxiety because defining people who are different from themselves as inferior assures them that their own positions are right. Scapegoat: a racial, ethnic, or religious minority unfairly blamed for the troubles of a dominant group. They are a convenient, safe target for people from dominant groups to blame all of their troubles on. Human Rights Violations: abuse of people in a way that it abuses any fundamental human rights. It is a term used when a government violates national or international law related to the protection of human rights. According to the Universal Declaration of Human Rights, fundamental human rights are violated when: different racial groups and genders are not treated as equal, the liberty or security of a person is threatened, a person is sold as a slave, a cruel, inhuman, or degrading act is performed on a person such as torture or execution, citizens are forbidden to leave or return to their country, freedom of speech or religion is denied, citizens are forbidden to leave or return to their country, the right to a trade union is denied, education is denied, punishments are dealt with without fair trial. Civil Rights: The rights of persons as governed by law. These rights differ from Human rights, which are rights intended to be governed by all people that are not legally binding. Human rights essentially exist by virtue of being human. Systemic Racism: A form of racism that occurs in institutions such as public bodies and corporations. It is prohibited by the Canadian Human Rights Act and provincial legislation. It can be carried out by an individual as well as by institutions and governments. Systemic racism occurs in policies and practices that while neutral in appearance, have a disproportionate effect on a disadvantaging certain racial or ethnic groups. The rules or policies can be put in place for valid reasons, with no intention to discriminate, but none the less, have a discriminatory effect. Overt racism on the other hand intends to discriminate. Other examples of systemic racism include the systematic profiling of members of certain races by security and law enforcement workers or uniform requirements that discriminate against certain religious groups. One of the major cases under this Canadian Human Rights Act dealt with requirement for a safety helmet, which excluded Sikhs who wore turbans. In this case the employer showed it was a bona fide occupational requirement. On the other hand, the Mounties recognized that their hat requirements was not a bone fide occupational requirement and changed its rule itself. Both were examples of systemic discrimination, since the rules were neutral on their face, but had a disproportional application to a religious group. Bystander: A person who does not commit the action of racism themselves but does observe the action. When it comes to racism, people tend to respond on the basis of their own experience. If people do not see a situation as threatening to them they may conclude that it is not threatening to others as well. When this happens, these people become bystanders of racism often because they see the social system as fair. Thus, people who have never experienced racism tend to downplay a situation of racism or discrimination because it has not greatly impacted them. Since these people have never been negatively affected by racism, they do not do anything about the problem.

Social Justice and Diversity Q & A: Why Racism? 17

Some of the following questions and answers addressing racism can be found in Sociology: A Down to Earth Approach, 3rd Ed. (Hensin, Glenday, Duffy & Pupo, 2004) p. 208. How is race both a reality and a myth? Race is a reality in the sense that different groups inherit different characteristics. Race is a myth in the sense that one race is superior to another and that there are pure races. The idea of race is powerful because it shapes basic relationships among people. How do race and ethnicity differ? While race refers to proposed biological characteristics, ethnicity refers to cultural characteristics. “Ethnic groups identify with one another on the basis of common ancestry and cultural heritage.” What if the person making the statements does not mean them to be racist? Even if the person making statements does not intend them to be racist, the statements may be racist because of the effect that they have on the audience. What are minority and dominant groups? Dominant groups have power, privilege and status. Minority groups originate with the expansion of political boundaries or migration. They are singled out for unequal treatment by members of the dominant group. Are prejudice and discrimination the same thing? Prejudice is an attitude, discrimination is an act. Some people who are prejudiced do not discriminate, while others who are not prejudiced do. The two do not have to operate together. How do individual and institutional discrimination differ? Individual discrimination is the negative treatment of one person by another. Institutional discrimination is discrimination built into a society’s social institutions. Institutional discrimination often occurs without the awareness of either the perpetrator or the object of discrimination. How do social service professionals explain racism? Psychologists theorize that prejudice comes from frustration displaced toward scapegoats and authoritarian personalities. Sociologists look at how labels create selective perception and self-fulfilling prophecies.

Image by: Leanne Pilon and Heather Purcell, African Heritage Literature, Eastern Shore District High School, 2004

PRE-WORKSHOP FACILITATOR INVENTORY

Before doing any social justice/anti-racism work, it is important to understand oneself, how we relate to others, how we relate to our friends and to those we do not know. Part of this understanding comes from examining our own words and our own actions or inactions. As a representative of the Red Cross/ Red Crescent, the Movement’s Fundamental Principles of Humanity, Independence, Neutrality, Impartiality, Voluntary Service, Unity and Universality should animate your discussions. When you are unsure about whether a speech or an action may violate any of the Fundamental Principles, ask yourself: o

Does this speech/action fit in with the principle of humanity, which emphasizes respect for the person and promotes mutual understanding and cooperation?

Is this behaviour discriminatory, such that the action is not impartial as it differentiates between persons based on race, ability, gender, language, social status, income, etc?

Am I taking sides on this issue, thus violating the RC Movement’s Principle of Neutrality? Remember: Neutrality does not mean inaction, but the action should be focused on the humanitarian need; it means acting in a way that does not take sides while still caring for those that are vulnerable.

As such, as a representative of the RC Movement, knowledge about the Fundamental Principles and your own self awareness is important. The Fundamental Principles offer sound guidance on what your own conduct should be and the values you should uphold. At the same time, in order to effectively deal with social justice issues, it is recommended that you constantly undergo a process of self examination and self discovery to ensure that you are prepared to deal with reactions to the information that you will be presenting. Now, let’s find out how well you know yourself: What are the prejudices that you yourself have been struggling with? List them. Why do I have these prejudices? What in my own experience has led me to believe this? Have you been treating others differently on the basis of some of your assumptions and prejudices? How would I feel if another person did the same to me? Have you allowed speech that you recognize to be racist to pass without comment? Why? How am I privileged? Think about the answers to these statements. -

When I watch TV or read road signs, I am sure that I can understand them I can criticize our government and talk about how much I fear its policies and behaviour without being seen as a cultural outsider. I can be pretty sure that if I ask to talk to the "person in charge", I will be facing a person of my race. I can walk down the street and hear footsteps behind me without being afraid. I can watch TV or a movie without hearing myself called a pejorative name – e.g. retard. I do not have to fear that if my family or friends find out about my sexual orientation there will be economic, emotional, physical or psychological consequences.

Write down your own list of privileges. Deal with your privilege. Understand that even if you don’t want this privilege, it exists because of the way that society perceives what you are based on unchangeable attributes. What actions are you going to take to change your own behaviour?

If you are concerned about your answers to questions above or to your readiness to facilitate this workshop, please consult your staff partner or adult advisor.

Brittany MacDonald, African Heritage Literature, Eastern Shore District High School, 2006.

MODULE 2 Choosing your Campaign and Getting the Campaign off-the-Ground • Getting an Anti Racism Campaign off-the-Ground • Potential Initiatives • Workshops o Option 1 o Option 2 o Option 3

The Butterfly Effect â&#x20AC;&#x201C; Malory Vincent

Choosing your Campaign and Getting the Campaign off-the-Ground Anti-racism work is a day to day process that happens up close and personal, through conversations with others, reflection, and keeping informed. Your everyday behaviour in treating others with respect and dignity has an enormous impact and is an anti-racism campaign in itself. That being said, running activities or having events that attract attention allows for the engagement of people who would not otherwise know about the issue and can further spur the campaign. In general, when organizing your campaign, choose initiatives that fulfil one or more of the following objectives: • Help students understand the harmful nature of stereotyping and bias • Educate students about the dynamism of culture • Encourage students to challenge the systemic nature of racism and discrimination • Offer the students a way to respond to racism REMEMBER TO: 1. Set Goals: What is the purpose of the initiative? What do you want to achieve? 2. Plan the details: Break the goal down into achievable objectives § Logistics: When will it happen, for how many people, venue, special equipment, food/entertainment, Budget? § Resources: What do we already have? What do you need? Can you use an existing relationship to get more resources? § Time Line: Assign specific tasks to individuals and develop personal and group deadlines, taking into consideration external factors (i.e.: newspaper deadlines, caterers) § Advertise: Use a consistent theme and a variety of media 3. Implementation: § Follow your timeline but be flexible § Confirm all bookings a week before § Have a Plan B § Arrive early § Ensure that everyone knows their tasks for the day § Have a cleanup plan 4. Evaluate: Have a team debriefing and evaluation and thank everyone for their work NOTE: When having events or running activities in the school, it is always best to consult with a teacher or an administrator in the planning process. They can be valuable allies in the struggle against racism and often have great implementation suggestions. The following pages outline some ideas for anti-racism initiatives. These initiatives can be used on their own or in combination with the others. Potential Initiatives_______________________ 1. W.H.O.R.M. 2. Graffiti Wall 3. Art Show 4. Film Festival 5. Play 6. School Anti-Racism Charter 7. Multicultural Day 8. Race Against Racism 9. Workshops

1. WORLD HISTORY OF RACISM IN MINUTES This workshop, which is in the form of a simulation, consists of a series of interacting tableaux or statues used to portray the historical origins of many racist ideas that exist today. The workshop shows that these ideas are connected to past and present inequalities, power relationships and conflicts. It also illustrates that all cultures have history and have contributed to the development of humankind. The workshop not only educates the participants about racism, but also provides them with an overview of history. The exercise is led by a Coordinator who moves the group through different stages of historical development and conflict. The coordinator instructs, explains and conducts interviews of various personages that the students produce as they interpret history. Facilitators work with each geographical group to help keep them organized in their interpretation and alert them about what is going on in the other geographical groups. The workshop can run from 1 â&#x20AC;&#x201C; 2 Â˝ hours depending on the number of participants (30-100). It can be run as an assembly or in a private class. Materials: - Copies of the W.H.O.R.M. workshop (obtained from the Red Cross Branch) - Sheets of mural paper and markers to draw the continents Or - Masking tape/ duct tape to outline the continents Preparation: - Arrange a meeting with a teacher or an administrator. Discuss the activity with them and propose to conduct it. - Book a space that is large enough for the activity. - Advertise to the students Event Day: - Follow instructions outlined in the W.H.O.R.M. workshop - Clean up the room after the activity is complete Follow Up: - Conduct an evaluation of the activity - Discuss the outcome with the teacher/administrator - Conduct another activity from the Toolkit Caution: This can be a huge task, especially if there are many people. Have a few co-facilitators to ease the task.

Source: Developed by Tim McCaskell, for the Advisor on Race Relation of the Toronto Board of Education, Revised by Angie Mapara, Canadian Red Cross.

2. GRAFFITI WALL Graffiti â&#x20AC;&#x201C; or murals â&#x20AC;&#x201C; have been used by activists and artists around the world to mobilize people around a certain idea. PICS (Progressive Inter-Cultural Community Services Society) had a six-month project which brought together ten BC youth to design and produce eleven murals around East Vancouver. The graffiti wall could be done on a display board in the school so that it can then be portable and used as a display during other events, or the school may want to donate a wall in the school to post some anti-racism graffiti. Alternatively, you may be able to ask a neighbourhood business to donate a wall for your art and message. This can even be done on the sidewalk, with sidewalk chalk, which is not permanent and can be washed away easily. Materials: - Wall/Sidewalk for the art - Paint/Chalk (be sure to pick paint which is appropriate for the surface you are painting on) Preparation: - Consult with teachers/administrators on where the graffiti wall would work best - Advertise in the school for artists to help with the wall - Collaborate with the artists to design the work or give them a section each to work with, as more of a competition. - You might also decide to give out prizes for the best mural or display. If so, contact local music outlets or bookstores to donate prizes Event Day: - Have the participants paint their sections of the murals or paint the mural collaboratively. Follow Up: Once everything is dry and the work is complete, have an unveiling with teachers and students present. Remind them about the anti-racism message of the mural. Caution: Graffiti is sometimes perceived as vandalism. This activity is a way to showcase its artistic merits.

Source: BC Youth Organizerâ&#x20AC;&#x2122;s Guide to anti-racism communications, Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA).

3. ART SHOW Art, whatever the medium, can communicate profound messages without a single word. An art show structured around themes of anti-racism can encourage students to delve deeper into these issues themselves. Additionally, it will allow budding artists to showcase their work. A similar project, a photographic exhibition on Children and War, was successfully put on by the University of Toronto Red Cross Youth Group. In order to get pieces to display, you could put out a call for work, with criteria, mainly that the pieces be centred on anti-racism. Pieces could then be selected for display from the entries. The pieces could be displayed in a school hall or in the main corridor. Materials: - The medium chosen could be specified, such as photography or ceramics, etc, or the participants could be encouraged to work in whatever medium they prefer Preparation: - Consult with teachers/administrators for a display location - Book a space - Put out a call for work in the form of flyers and announcements. Specify the medium, the theme and the deadline. Inform them, if necessary, that they will not be getting their work back unless they specifically request it. - In the event that there are too many pieces, set up a selection criteria for which pieces should be displayed - Advertise the show - Choose the work to be displayed - Create displays with information on racism and what people can do about it. Event Day: - Display the pieces and allow people to mill around - After the show, clean up and put away the works Follow Up: - Return pieces that need to be returned Caution: You might not get enough entries, be prepared to make announcements in art classes and talk to art teachers or conversely, you may get too many entries and having an art teacher help with the selection may be useful. Source: Adapted from an activity by University of Toronto Red Cross Youth Group, Canadian Red Cross Image by: Joel Slade, â&#x20AC;&#x153;Breaking Down the Walls of Ignoranceâ&#x20AC;?, African Heritage Literature, Eastern Shore District High School, 2004.

4. FILM FESTIVAL Films often deal with the issues of racism and are an excellent way to spur discussion about issues of race and discrimination. Showing a series of films allows people to engage with issues in more depth. However, even showing one film and encouraging discussion would still be an excellent initiative. Materials: Suggestions of films to show are: - Powwow Highway - A Floating Life - American History X - Bend it Like Beckham - Broken English - Crash - Get on the Bus - Mississippi Masala - Once We Were Warriors - Smoke Signals - The Nephew - To Kill a Mockingbird - Whale Rider Preparation: - Consult with teachers/administrators on where and when to conduct the screenings - Book a room to conduct the screenings - Advertise the film screenings - Prepare questions for discussion of the film Event Day: - Prior to screening the movies, remind the audience that the theme of the festival is racism and encourage them to stay for the discussion - After the film, discuss the film and its message on anti-racism and antidiscrimination Follow Up: You can follow up with more films or a flyer with other possible activities. Caution: Some films on racism have highly graphic content and may be disturbing to some viewers. Please warn individuals ahead of time and remind them that they can leave if necessary. If anyone does leave, be sure to have qualified volunteers or teachers on hand that can follow them out and support them in dealing with their feelings. Source: BC Youth Organizerâ&#x20AC;&#x2122;s Guide to anti-racism communications, Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA).

5. PLAY Theatre can be used very effectively to raise awareness on issues of racism. There have been many plays written on the subject so there would be a lot of material to choose from. However, you could even write your own if you wanted to. This can be done in partnership with a drama class and be presented at an assembly or school event. Materials: Suggested Plays: - A Raisin in the Sun - Best Left Buried - Ceremonies in Dark Old Men - Mom, Dad, I'm Living with a White Girl - No More Raisins, No More Almonds: Childrenâ&#x20AC;&#x2122;s Ghetto Songs - Othello Preparation: - Consult with teachers/administrators as to what play would work best - Book a space - Organize a group of actors - Assign roles - Practice, practice, practice - Advertise the play Event Day: - Perform the play - Provide audience with additional information: more facts, how to get involved, etc. Follow Up: The play can be performed in other locations, even outside the school

Caution: This activity requires a serious time commitment on the part of the organizers and the actors, if a full length play is to be taken on. Having a drama teacher on hand to take on an advisory role would be helpful.

6. SCHOOL ANTI–RACISM CHARTER This is modelled on the Canadian Charter of Rights and Freedoms, except instead of the state guaranteeing that its actions will not cause or further inequality; the school will do the same. It can also be an agreement between students to ensure that they operate within the boundaries of this charter. Additionally, the focus is on one aspect of equality. Having a document that expresses the commitment of the school to stopping racism can offer the students an assurance of equality and even if it is not enforceable, the document contains concrete goals to work towards. This activity can be conducted in a law class or the whole school can offer suggestions to be vetted by those conducting the activity. The final selections can be put up on a large display board. Materials: - Large Display Board - Markers - Pictures, etc Preparation: - Consult with teachers/administrators to decide on the best way to create the document - Advertise for suggestions Event Day: Make decisions on what should be in the Charter; try to have concrete principles that highlight respect and the power of diversity, instead of looking at diversity as a hurdle that has to be crossed Follow Up: Post the chosen principles and remind students that this is their document to give them a sense of ownership Caution: Make sure that the process is widely consultative, so as to ensure that students have a sense of ownership and therefore want to ensure that the charter is upheld.

Image by Caitlin Smith, African Heritage Literature,Eastern Shore District High School, 2003. On the base it reads “ It is not in some of us, it is in all of us to change the world for the better.”

7. MULTICULTURAL DAY This event showcases different cultures and the variations even within cultures. The key is to couple this with presentations/displays on anti-racism so that it is not merely a parade of difference and furthers stereotypes but becomes a way to understand culture as dynamic. This event can be open to the public or merely to students. Each pavilion represents a different culture and operates independently from the others. The main organizers coordinate the overall event with all of the participants. Materials: - Cultural decorations - Flyers - Food Preparation: - Ask students to submit proposals to organize pavilions displaying their cultural heritage - If possible, you can even have an assembly with performances - The students that are in charge of the pavilions arrange for food (whether making it themselves or asking for sponsorship from restaurants) as well as organize decorations with the oversight of the co-ordinators - Advertise to the public - Hire security - Organize presentations on culture that can run in the assembly - Sell tickets Event Day: - The pavilions are decorated and the food is brought into the rooms - Have people collecting tickets at the door - Have the assembly at a set time with performances and information about culture and its celebration - Clean up Follow Up: Have a best practices binder Caution: This activity takes a serious degree of organization as it can be a very large event, open to the public. It would probably have to be organized starting at the beginning of the year.

Source: Adapted from International Day, St. Josephâ&#x20AC;&#x2122;s Morrow Park High School

8. RACE AGAINST RACISM This event is similar to marathons and walkathons. The participants are sponsored by others and this money raised could go to furthering the school’s anti-racism activities. Such an activity would raises awareness of the issue – the students running could wear t-shirts with slogans – as well as can be used as a platform for other activities such as workshops, etc. It will also encourages physical activity among youth.

Materials: - Flyers - Sponsorship forms - T-shirts (either sponsored by companies or purchased with iron on logos, etc) - A course - Prizes

Preparation: - Consult with teachers and administration for a location for the race - Try to gain sponsors for t-shirts and donations of prizes - Print up sponsorship forms - Advertise for runners - Give out the sponsorship forms

Event Day: - Collect the sponsorship forms and the money - Run the race with adequate supervision and medical personnel - Award the winner as well as the person who got the most donations

Follow Up: Inform the school how much was collected and how the money is being used

Caution: This activity would take a serious degree of organization as it can be quite a large event. It would have to be organized starting at the beginning of the year.

9. WORKSHOPS Workshops in classrooms or at assemblies are great ways to raise awareness on issues of racism and can also function as a call to action for participants. The following three workshops are structured to be conducted in 60 minutes. The times given are suggested times but as with all facilitations, the trainer is required to be flexible depending on the needs of the group. Materials: - Workshops Preparation: - Contact teachers to ask if you can hold a workshop in their class. Some classes that may be interested in the workshops are: Society Challenge and Change, History, Politics, Law or World Issues. - Contact administration to ask if you can hold an assembly and run workshops. Event Day: Conduct the workshop Follow Up: - Conduct an evaluation of the workshop - Ask the teacher if she/he would like you to return Caution: -Issues to look out for in workshops are handled in the workshop section of this kit.

Brittany MacDonald, African Heritage Literature, Eastern Shore District High School, 2006.

Image By: Malory Vincent and Caitlin Smith, â&#x20AC;&#x153;We are all Connectedâ&#x20AC;?, African Heritage Literature, Eastern Shore District High School, 2003.

Workshop Option 1: 1. Introduction (5 mins) • Introduce yourselves, say you are from the Red Cross • Why the Red Cross, when it works during wars, times of disaster etc? The Red Cross believes in order to prevent conflict, it needs to encourage values that promote understanding. • Alternatively, if the students have been given a presentation on IHL, etc, prior to this, say that in order to prevent the kind of conflict that they have learnt about, they need to encourage values that promote understanding • Many conflicts begin because of misunderstandings about culture, race and ethnicity; education about anti-racism is vital to eradicating this type of conflict. • This kind of change in behaviour begins at home: Gandhi quote (Be the change you want to see in the world) • First, we must learn about racial discrimination... 2. See Cultures Game (Pg. 23-24)/Travellers Game (Pg. 25-28)(25 mins) 3. See Language and Power (Pg. 29-31)/Silent Discussion (Pg. 32-35) (15 mins) 4. See What Can I do (Pg. 36)/Visualization and Pledge (Pg. 37-38)/Red Flag (Pg. 39-40) (15 mins)

Image By: Laura McKinnon, “The Pill”, African Heritage Literature, Eastern Shore District High School, 2005.

CULTURES GAME Objectives: - To discover participant reactions to different cultures - To understand the need for effective intercultural communication - To make culture, bias and stereotyping a novel experience to increase participant awareness Activity Breakdown: - Divide the group into 6 smaller groups (depending on the size of the group and the amount of time you have, you may want to cut out some of the cultures, perhaps using 4 instead of 6) - Hand out the coloured cardboard/name-tags and the photocopies with instructions for each culture. - Give each group time to go over their cultural instructions and practice. Remind them that groups are not allowed to tell others about their cultural characteristics. - Once everyone is ready, ask all participants to walk around the room and communicate with the members of the other cultures according to the instructions they have been given. Give them a topic to discuss. - After 10 minutes, or less if it feels right, ask everyone to stop.

Time: 25 mins Materials Needed: - 6 coloured sheets of cardboard or name-tags to identify the culture to which the person belongs - tape or pins - copy of Cultural Instructions for each cultural group Facilitation Method: Large and Small Groups General Issue(s): Dynamism of Culture Bias and Stereotyping Prerequisites: None

Debriefing: - Initiate a discussion with the whole group using questions such as: o What did you think about the game? o How did you feel towards the members of the other cultures? o Were you frustrated at any time? Why? o Was there one culture in particular which was easy to communicate with? Was there one that was difficult to communicate with? o How did you feel about the other culture making generalizations about your culture and reacting to you because of it? Explain that these are stereotypes and acting on these stereotypes is discrimination. Ask them for similar examples of discrimination. o Have you ever been discriminated against or discriminated against someone? o Does this activity remind you of anything you have experienced coming in contact with different cultures? What happened? What would you do differently, if you had the chance to do it again? o What methods could you have used to allow you to better understand other cultures?

CULTURES GAME CONTINUED Wrap up: Remind them of the feelings of fear or frustration that accompany being misunderstood within that specific situation, i.e. the behaviour of others in the game, at school or out of school with people of different backgrounds than ours. Challenge them to find effective ways of communicating instead of reacting negatively and feeding stereotypes and divisions, such as thinking about why they think they need to react a certain way to a culture before they act or changing their own communication style to make others more comfortable. For example, some cultures need more personal space than others, so standing further away from them when speaking is one option. Caution: If the interaction/mixing exercise goes on too long, participants may get bored. If you see that the group gets the idea and shows signs of slowing down, ask them to stop and initiate the discussion right away. Also, if you are changing the number of groups, ensure that the directions still apply. Next Step: Structural Racism Activities Source Information: The Kit: A Manual by Youth to Combat Racism through Education, The United Nations Association in Canada, created by the Fédération de la jeunesse francoontarienne. Originally published by UNA-Canada’s The Whole World…My World: Racism and Youth. Facilitator’s Guide to Workshops and Activities, Ottawa, 1998.

Cultures Game: Cultural Instructions BLUE CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: Never use your left arm or left hand Salutation: Cross the arms Attitude towards the Pink culture: You feel sorry for them and try to defend them. Make sure you let the other cultures know how you feel! PINK CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: Never communicate without touching Salutation: Rub their elbow with your elbow Attitude towards the Green culture: You feel inferior to the Greens GREEN CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: Never use your left hand or arm Salutation: Gently touch the other person on the shoulder Attitude towards the Red culture: You feel superior to them RED CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: Never touch others Salutation: Double wink Attitude towards the Orange culture: You think they are funny and strange ORANGE CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: You canâ&#x20AC;&#x2122;t look someone in the eyes Salutation: Shake hands with the right hand only Attitude towards the Purple culture: You think they are interesting and idolize them PURPLE CULTURE This card tells you which culture you belong to. During the game, you must act according to your culture. Taboo: No negativity! You are very appreciative and everything is beautiful to you! Salutation: Shake hands with the left hand only Attitude towards the Blue culture: You subtly try to avoid them

TRAVELLERS GAME Time: 25 mins

Objectives: - To enable participants to discover, if they have not already, how it feels to be a minority - To analyze positive and negative stereotypes - To identify behaviours that build bias

Materials Needed: Positive and Negative Cards for each group 2 pages of flip chart paper for each group marked A and B respectively Markers

Activity Breakdown: - Divide the participants into groups of 4 – 6 pupils so that the participants feel free to explore their reactions and make comments without censorship. Ask one of the group members to record all of Facilitation Method: the group’s responses to the questions onto the flipcharts. Small Group Discussion - Tell the participants that they will be members of a minority group Large Group Debrief and they are not to think about who they are but instead to think about the information given on the cards as if describing themselves General Issue: Bias and their situation. Welcome participants to be honest and realistic and Stereotyping with their reactions to the cards yet emphasize that these cards are for character purposes only and in no way should they be intended Prerequisites: None to be taken seriously in their delivery or reception. - Hand out the positive cards and have them read it out to each other. Remind them that all the information they are being given is about their group and its situation. - Ask them how they feel being in this group. They should then record these responses on Sheet A under the heading Feelings. - Hand out the negative cards and have them read it out to each other. Ask them now how they feel being in this group. They should then record these responses on Sheet A under the heading Feelings. - Ask them what they would do given this information. Tell them to record all responses or suggestions, however silly, flippant or negative under the heading Actions on Sheet B. Encourage them to respond as individuals and as a group. - Remind the group that they are still the same group who wrote down their feelings on Sheet A. Would anything on that sheet, or any feelings they had then, help now? - Ask each group in turn to report back on their feelings from Sheet A and their actions from Sheet B. Debriefing: - As the groups are reporting, potential points of discussion are: o Feelings:(describe your own from this activity, estimate how minority groups in your own community would have felt, and brainstorm actions to improve positive feelings for all groups and reduce negative feelings for minority groups). § Positive: • The wide range of feelings they had before receiving the cards • The self worth and esteem that they had • Their assumptions about the future • Taking their rights for granted • Their own experiences with discrimination § Negative: • How feelings changed • Feelings of indignation, of being misrepresented and unfairness • How negative feelings can arise not only about outsiders, but also about others in the group, or even themselves • Their own experiences with discrimination

TRAVELLERS GAME CONTINUED o

Actions: § The range of possibilities both positive and negative § Their own responses to discrimination in their past § The creative and destructive nature of the responses § The difference between individual responses, and between individual and group responses § Stress the importance and the effectiveness of positive responses, such as forming lobby groups, appealing to the broader community, raising awareness about the community at large. § Remind them of the problems of negative responses such as violence, i.e. loss of legitimacy and the moral problems of harming others. Ensure they know that these are typically not as effective as other positive responses. Wrap up: Ask the participants what they feel about the exercise, what they found out about themselves and their reactions, or about the group itself. If the group expresses surprised reactions during the activity, ask them to relate their experiences to a new immigrant or refugee in Canada. Ask what Canadian communities can do to prevent newcomers to Canada from facing these situations (i.e. volunteer refugee buddy program, community events celebrating multiculturalism). Some additional possible questions are: • How do you think it would feel to be this group? Have you felt like this before? • Have you ever heard people say similar negative or positive things about your own group? How did you respond? Can you think of different responses now? • Have you ever said similar negative or positive things about someone else’s group? How did you respond? Can you think of different responses now? Caution: The participants should not be trying to guess who the group is at the beginning of the game because that will bring in preconceptions and assumptions about the group concerned. Also, it is important to debrief this activity in light of the feelings aroused by the “negative treatment” cards which give rise to destructive emotions and suggestions of angry, violent actions. It is particularly important, then, to demonstrate the wide range of positive actions taken by Travellers using the positive cards (minority groups that have faced similar situations) in spite of enormous discrimination. Next Step: Bias and Stereotyping or Structural Racism Activities

Source Information: Minorities and Human Rights, IFRC.

Travellers Game: Positive Cards

Our friends and family are very important to us. We try to live close to them. We like to help each other out.

We are proud of our history and traditions. Our people have done many brave things in the past.

Traditionally, we never stay very long in one place. We are very independent and like to look after ourselves.

Our homes are very different from other peoples. We are very proud of them.

We have many skills and our people have always been adaptable. Our work has made a big contribution to the country we live in.

The sharing of songs and stories has always been more important than reading and writing. Enjoying life is very important to us.

Travellers Game: Negative Cards

We often face racist behaviour and violence. During the 20th Century an attempt was made to exterminate our people abroad â&#x20AC;&#x201C; about 300,000 were killed.

We are often blamed for crimes we have not committed. Our history, traditions and organizations are ignored or considered inferior.

Television programs and newspapers are usually biased against us, and present us as a problem. We are given few chances to put forward our point of view.

We are told where we can live. If we leave we may not be allowed back. People do not want us moving in nearby. They demonstrate against us and are sometimes violent towards us.

We often have to live in noisy, dangerous places. We are sometimes not provided with electricity or water. We are sometimes banned from public places.

Some employers will not take us on because of who we are. Some doctors will not treat us. It is hard for us to get social security or benefits.

LANGUAGE AND POWER Objectives: - To examine the link between language and power in a society, by understanding the experience and consequences of not knowing the dominant language - To take perspective on minority mistreatment in one of its most severe forms

Time: 15 mins (but needs to be separated, runs throughout the session)

Activity Breakdown: - Pass out the Language and Power Handouts as the participants file in or hand it out once they arrive. Hand it out to some participants in English and others in Afrikaans. Most will not be able to read the Afrikaans version and will experience confusion. If they ask questions, cut them off and tell them that it is self explanatory. - Give participants time to make a decision about their forms while running another activity, perhaps an icebreaker. At the midpoint (in between activities preferably) tell the students to present their forms. Check some and tell those who have not signed to stand and remain standing. You can allow this to go on for 2 mins or longer. (maybe throughout a whole activity if possible) If they wish to sit, tell them they are not allowed. (Having a co-facilitator to help is effective for this game).

Facilitation Method: Large Group

Materials Needed: - Language and Power Handouts

General Issue: Structural Racism Prerequisites: Some knowledge of key concepts i.e. discrimination, prejudice, etc.

Debriefing: - Ask participants for a show of hands for how many of them read the notices and how many of them understood the notices. Tell them that this is an actual language. If anyone could read the sign in Afrikaans, use that as an example of how rare that would be in such a circumstance and what a valuable commodity this person would be. - Ask those that had to stand how they felt and contrast with how those that could sit felt. - Remind participants of how language reinforces the power or authority of the people that write these notices and alternatively, how language can be used to exclude those who are not in authority and to take away their rights. - Ask participants to imagine how the day-to-day experiencing of such situations can create a feeling of inferiority. Some examples of this in the past have been colonial powers and indigenous people (the colonial powers would impose their own system of government which came with bureaucracy in the colonial language instead of the native tongue), migrant workers in European countries and communities with oral traditions (i.e. many Indigenous communities in South America).

LANGUAGE AND POWER CONTINUED Debriefing: - Some participants may have experienced these structural barriers first hand. Ask them if they would share some examples, such as not knowing the language or their parents not being able to find jobs in their own fields due to lack of Canadian experience. - Even if they have not experienced similar discrimination maybe the activity reminds them of incidents they may have seen in their own community. Ask them what happened. - Ask participants how they can work to eliminate language barriers in their community - Are there any existing services in Canada that work to reduce language barriers? - Is it possible to create services that extend language barrier reduction to minorities that have no other representation in their community (i.e. a refugee in a new community with no other members who speak his/her language).

Wrap up: Suggest that participants look at their own lives to see how language could exclude others i.e. labelling on cans of food, public and commercial signs and official forms. Take some suggestions and encourage them to continue looking for others. Remind them that they can and should identify unfairness, stand up for those discriminated against, bring together others to help in this, and raise these issues with adults.

Caution: Participants may be annoyed at having to stand while their peers are seated. If they chose to sit, do not restrain them but make a show of writing this down. Later, during the debrief, address their concerns.

Next Step: Any Responses to Racism Activities

Source Information: Minorities and Human Rights, International Federation of the Red Cross and Red Crescent.

IMPORTANT To avoid unnecessary wear and tear of school property, only those pupils who have signed below will be allowed to sit on the chairs provided in this room. PUPILS WHO DO NOT SIGN will have to stand for this presentation in this room. Please sign your full name here:

Please do not discuss this handout with your peers.

BELANGRIK Om Skoolgoed te beskerm, mag slegs daardie leerlinge wat hieronder geteken het, op die stoele in hierdie kamer sit. LEERLINGE WAT NIE TEKEN Sai moet staan gedurende alle lesse in heirdie kamer. Teken heir naam asseblief:

Gelieve te bespreken dit teken niet met uw edelen.

SILENT DISCUSSION Objectives: - Can be used generally to achieve all objectives - To identify the most prevalent expressions of racism

Time: 15 mins Materials Needed: - Copies of media - Flipchart paper - Markers - Tape

Activity Breakdown: - Put up the media in front of the participants. You can use a photo, a poem, a graffiti image, play a song, etc on a multiplicity of issues such as racism, tolerance, assimilation, integration, etc. To save Facilitation Method: time, if there are several participants, have multiple copies of the Large group, Silent media. Some suggestions are: o Poems General Issue(s): Any § On the Pulse of Morning/A Brave and Startling Truth/Just -:Butterfly Effect Give Me a Cool Drink of Water 'fore I Die - Maya Angelou Responses to Racism § My People/Montage of a Dream Deferred/A New Song - Vrantsis: A Poem: Langston Hughes Structural Racism § Racism Explained to My Daughter - Tahar Ben Jelloun § From the Republic of Conscience - Seamus Heaney Prerequisites: Depends on issue § Mandela's Earth, and Other Poems - Wole Soyinka § Shylock’s Soliloquy, Act 3, Scene 1, Merchant of Venice – addressed William Shakespeare o Photos § Pictures from Abu Ghraib § Rodney King Stills § Japanese Internment Camps § Holocaust § Rwandan Genocide § Ipperwash o Songs: § Strange Fruit – Billy Holiday § Changes – Tupac Shakur § Hurricane – Bob Dylan § Mr Cab Driver - Lenny Kravitz § American Skin - Bruce Springsteen § Fear of a Black Planet - Public Enemy § Like a King - Ben Harper - Have them think about it in silence. - Invite them to write up their comments/opinions/responses/ideas on flipchart paper without speaking. More than one person can be writing at one time. - Once the responses are up, tape them up on the wall and discuss them. Debriefing: § This really depends on the media. Discuss briefly how participants felt about the silent discussion and talk about the reactions as a group. Ask probing questions about what art can do about racism awareness and prevention such as: § Did the artist bring something to your attention about racism that you were not aware of before? § What feelings did the artist evoke in you? § What do you think the artist’s experiences with racism are? Is the artist’s perspective that of a member of a majority group? Minority group? Victim? Antagonist? § Is the artist’s message proactive or reactive? Does the artist pose a solution to racism in their artwork? If not, can you come up with a solution to their problem?

SILENT DISCUSSION CONTINUED § § -

Is art a more effective way of spreading awareness about racism, why or why not? If it is, how can we clearly express ways to prevent acts of racism through art?

If discussion is lagging, read out some of the responses and ask why people thought this or ask some questions, for example: o Sample Media 1: Butterfly Effect § What do you think the image is saying? (that together we can make a difference) § Do you think this solution is a good one? Why or why not? § How do you think that we can make a difference? i.e. working with the school to come up with an anti-racism policy for the students, not laughing at a racist joke, etc.

Sample Media 2: Vrantsis: A Poem § Have you ever had your name mispronounced or misspelt? How does it feel? § Have you ever adopted a different name or a different version of your name? How did that feel? What did you do about it? Wrap up: This depends on the core issue. If the issue discussed by the media is one of responses to racism, as with the Butterfly Effect, end by asking them what concrete steps they can take to stop racism. If the issue is one of identity or self esteem, as with Vrantsis: A Poem, remind them of the importance of a name to one’s identity. You can even bring up historic examples of migrants changing their names (or having them changed for them) when they arrive in their new homes to make them easier to pronounce. o

Caution: If people talk during the silent discussion, just walk closer to them and explain that the activity works better if people are silent. Next Step: This depends on the nature of the activity. A possibility is that if using the Butterfly Effect, end there after discussing steps that the participants can take, if Vrantsis: A Poem, go on to discuss Responses to Racism. Source Information: The Kit: A Manual by Youth to Combat Racism through Education, The United Nations Association in Canada based on activity from Grassroots and Growing: 1996 Youth Commission, M. Nawaz. Canadian Red Cross Society, 1996. and Butterfly Effect by Malory Vincent, Grade 12, African Heritage Literature, Eastern Shore District High School. Poem adapted from Racism. No Way! (Australia) www.racismnoway.com.au, Salimah Velji, 2001.

The Butterfly Effect â&#x20AC;&#x201C; Malory Vincent

Vrantsis: A Poem

V-R-A-N-T-S-I-S : Ana Vrantsis ‘Vrantsis,’ I said. Frances, she wrote. ‘No, V r a n t s i s,’ I repeated more slowly, Francis, she wrote, writing the ‘i’ over the ‘e’. ‘No it’s “V” for Victoria,’ I insisted. Vrancis, she wrote, changing the ‘F’ to a ‘V’. ‘It has a “t” not a “c”,’ I continued ‘Vrantis?’ she ventured. ‘No, it has an “s-i-s” after the “t”,’ I implored. She reached for the white out but the white out was dry. With irritation plain on her furrowed brow she reached for a clean sheet and began again. V-R-A-N-T-I-S she wrote with triumphant relief. ‘Oh, and there’s only one “n” in “Ana”.’

WHAT CAN I DO? Objectives: - To generate ideas about what can be done to combat racism - To empower students to stop racism proactively Activity Breakdown: - Break the students into groups - Give the students sheets of flip chart paper and markers - Ask for written answers to the question of what can they do about racism. Debriefing: - Have each group present their responses - Discuss their responses, encouraging them to pursue positive solutions from simple ones to not laughing at or encouraging racist behaviour or challenging their own or their friends’ assumptions or organizing events so your school can learn about anti-racism. Remind them that there are measures that they can take individually and although it may seem insurmountable, racism was created by people and so can be stopped by people.

Time: 15 mins Materials Needed: Flipchart Markers Tape Facilitation Method: Large Group Debrief General Issue: Responses to Racism Prerequisites: Knowledge of racism, discrimination, stereotypes, etc

Wrap up: You can collect the responses and post them or encourage participants to take action on the things that they have written. You can ask if you can read out examples from some of them and share them with the class. Thank the class and remind them of Gandhi’s words: That they have to be the change that they want to see in the world, that they have to act in a fashion that stops racism, whether that be not laughing at racist jokes, not making fun of someone for their differences, etc. Caution: Some participants may not take this seriously and give responses that are offensive. Have them question their own responses and if their behaviour becomes too disruptive, take them aside and speak to them. Next Step: None Source Information: Adapted from "Building a Culture of Peace", Youth TAP (Training— Action—Power), Canadian Red Cross.

VISUALIZATION AND PLEDGE Objectives: - To generate ideas about what can be done to combat racism - To empower students to stop racism proactively Activity Breakdown: - Take the participants through a visualization exercise: o Take a good look at the person next to you. I will ask you to recall this image later in the exercise. o Now put those aside and close your eyes o Clear your mind, relax. Deep breath, skin sink, bones heavy. o In your mind's eye, see yourself. Maybe hands and feet wiggle, in mind's eye see your smile. Feel/get a sense of your essence, what makes you, you. o I'll remind you there are no right or wrong answers. In your mind's eye, see your name. Do you like your name? Do you feel like your name? o Now in your mind, I would like you to picture… your favourite colour § Favourite sport or past time § Who is your best friend? § What does your house look like? § What is your favourite thing in your house? Could be a pet, a stuffed animal, a CD, a journal… § Picture a family member. What do you like about that person? What drives you crazy? § Picture your school. § See your community. o Now recall the person you looked at at the beginning of the exercise, the one I had you look at for 30 seconds or so. Once again I will remind you that there are no right or wrong answers. § Remember their face. Their eyes. See them smile. § What is their name? § Favourite colour? § Favourite sport or past time? § Who is their best friend? § What does their home look like? § What is their favourite thing in their home? § Picture one of their family members. What do you imagine they like about them? What drives them crazy? § Picture the way they see the school. § Picture the way they see their community. o Imagine you two met, and are going to have a conversation. What would you tell that person about your life? What would they tell you about theirs? o Continue your conversation together. What can you do to make your community better? Together? o Wave goodbye now to your new friend, and go back to your own family, your school, your community. Again, see those challenges you described in these places. o How can you contribute to make this community better?

Time: 10 mins Materials Needed: Paper Pens Tape Facilitation Method: Visualization General Issue: Responses to Racism Prerequisites: Knowledge of racism, discrimination, stereotypes, etc

VISUALIZATION AND PLEDGE CONTINUED Repeat after me: I cannot do everything, but I can do something. I will not refuse to do the thing that I can do. o o

Open your eyes, but remain silent. Take a big stretch, wiggle your fingers and toes, smoosh your face around. Shake your arms and legs, wiggle around like a fish. We're going to pass out some pens and paper. You've got some time now to reflect and write down what you are going to do to create a community without racism. I'll ask that you remain silent at this time.

Wrap up: You can collect the responses and post them or encourage participants to take action on the things that they have written. You can ask if you can read out examples from some of them and share them with the class. You can give some examples of things you yourself may do such as organizing one of the events listed in this handbook or on a more personal level, challenging the assumptions that you yourself have about race and people. Thank the class and remind them of Gandhi’s words: That they have to be the change that they want to see in the world, that they have to act in a fashion that stops racism, whether that be not laughing at racist jokes, not making fun of someone for their culture, etc. Caution: Participants may not be able to get engaged in the visualization but motion for them to be quiet if they are making noise. Next Step: None Source Information: Adapted from "Building a Culture of Peace", Youth TAP (Training— Action—Power), Canadian Red Cross.

Image By: Malory Vincent and Caitlin Smith, “We are all Connected”, African Heritage Literature, Eastern Shore District High School, 2003.

RED FLAG CARDS

Objectives: - To explore words and situations that are racist and to work on future responses to them - To empower students to respond in a way that stops racism in reactive situations

Time: 15 mins Materials Needed: Red Flag Cards Flip Chart Paper Tape Facilitation Method: Small and Large groups General Issue: Responses to Racism Prerequisites:

Activity Breakdown: Knowledge of racism, - Divide the students into pairs and give a Red Flag card to each pair; discrimination, some pairs will receive the same card. stereotypes, etc - Have students discuss the situation on their card and develop a positive, non-reactionary response. - Ask for volunteers to present their situation and responses to the whole group. If there are no volunteers, select some people. Discuss these responses. Many people may choose to just walk away from these situations and you can let them know that learning is a common response. Others may choose to voice their concerns to those who are making these racist statements or even organize with other youth to ensure that this does not occur again. - Ask the large group: o Has anyone experienced other situations of Racial Harassment or have you harassed someone else? o What did you feel / think at that time? o What were the stereotypes at play in this situation? o How did you respond? o Can you think of different responses now? - Discuss these situations and brainstorm about responses. Discuss the fact that discrimination is a behaviour and can be addressed by the legal system but prejudice is much harder to address.

Debriefing: Allow the participants to present and challenge each other. You can tell them that it may be hard to do the right thing and not laugh at a racist joke or even challenge your friends or even an authority figure but it is a step that you can make yourselves. -Did this exercise make you practice overt or covert racism? -Taking the covert form of racism into account (reading your flag) did you feel that you recognized prejudice more strongly as a harmful form of racism (i.e. you were forced to digest a racist belief). -When we see a prejudice in text, does it make it any more easy/difficult to act on that prejudice and exercise discrimination? -Do you think that if people were to see their own prejudices in writing as this activity exemplified, it would make it more difficult to act on them?

RED FLAG CARDS CONTINUED Wrap up: You can write out the responses and post them. Encourage the participants to engage in positive conflict resolution, such as discussion, raising awareness and in the ways that they have suggested above, and not in negative ways. Thank the participants and remind them of Gandhiâ&#x20AC;&#x2122;s words: That they have to be the change that they want to see in the world, that they have to act in a fashion that stops racism, whether that be not laughing at racist jokes, not making fun of someone for their culture, no reacting to racism but responding in a way which is positive, etc. Caution: Participants may choose negative responses to racism and the trainer will have to steer them away from these responses to more positive responses. Next Step: None Source Information: Beyond the Hurt Toolkit, RespectEd, Canadian Red Cross NOTES _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Red Flag Cards

A person calls you a racist name.

You walk past a building and see graffiti about your race.

You hear friends making racist comments about some of the kids in your school.

You are watching TV with a friend and he or she agrees with the racist comments made in the show.

A teacher makes a racist comment about your work.

A coach makes racist comments about your skill at sport.

Someone tells you a racist joke.

Your friend is in conflict with another friend and attributes the friendâ&#x20AC;&#x2122;s negative qualities to their race.

Image By:Fredricka Hendriks, African Heritage Literature,Eastern Shore District High School, 2003.

WORKSHOP OPTION 1: EVALUATION KNOWLEDGE / SKILL CHECKLIST Rate what you have learnt on the basis of the scale below:1= Strongly Disagree 2= Disagree 3= Ambivalent 4= Agree 5= Strongly Agree COMPETENCE

Rating (1-5)

You comprehend the nature of culture and can analyze your reactions to immersion in a different culture You can explain what stereotypes are and how they can lead to differential treatment You recognize that racism can be embedded in the system perpetuating the structures of power that exist in society You can describe the experience and consequence of being powerless You understand that even small changes by a single person can make a difference, in a sense, being the change you want to see in the world You have some ideas of positive steps that can be taken to combat racism within your own context OVERALL COMPETENCE

Comments: What did you like best about the workshop?

What did you like the least?

How can we improve this workshop?

Image by:Toni Daye, African Heritage Literature, Eastern Shore District High School, 2005.

WORKSHOP OPTION 2: 1. Introduction (5 mins) • Introduce yourselves, say you are from the Red Cross • Why the Red Cross, when it works during wars, times of disaster etc? The Red Cross believes in order to prevent conflict, it needs to encourage values that promote understanding. • Alternatively, if the students have been given a presentation on IHL, etc, prior to this, say that in order to prevent the kind of conflict that they have learnt about, they need to encourage values that promote understanding • Many conflicts begin because of misunderstandings about culture, race and ethnicity; education about anti-racism is vital to eradicating this type of conflict. • This kind of change in behaviour begins at home: Gandhi quote (Be the change you want to see in the world) • First, we must learn about racial discrimination... 2. See Outsider Game (Pg. 43) / Inner Circle (Pg. 44)/ Culture Corner (Pg. 45) (20 mins) 3. See Cultural Stereotypes (Pg. 46-48) (15 mins)

4. See What Can I do (Pg. 36)/Visualization and Pledge (Pg. 37-38)/Red Flag (Pg. 39-40) (10 mins)

Image by:Toni Daye, African Heritage Literature, Eastern Shore District High School, 2005.

OUTSIDER GAME Time: 20 mins

Objectives: - To understand how discrimination feels - To explore how the power of the in-group can be misused against the out-group - Understanding the arbitrary nature of the categorization of races of people and that race is not biological

Materials Needed: None Facilitation Method: Dynamic with Large Group General Issue: Structural Racism

Activity Breakdown: Prerequisites: None - Explain that this activity looks at discrimination and rejection. - Ask two students to volunteer to leave the room. - Have the remainder of the students divide themselves into groups according to something they have in common: e.g.: length or style of hair, type of clothing, height, color of shoes or socks, type of t-shirt, interest in a type of music etc. - The “outsiders” are called in and are to individually but at the same time walk around and decide which group they belong to. They are not allowed to ask the group questions but are just to observe and try and find the common element they have with the group. - When they decide what group they belong to they must state why they believe that group is their group. Ask the “outsider” first to sit separately from the group. If the reason for joining the group is wrong they may not join the group they have chosen. The “outsider” must be welcomed if the reason is right. - Ask for two more volunteers to leave the room; have students re-group with different commonalities; then bring the two “outsiders” in and repeat the process. This may be repeated a number of times depending on size of the group and time.

Debriefing: - After all “outsiders” have been included or not included in the various groups, have students discuss the following questions. 1. How do we behave when we belong to a group? 2. What happens when someone wants to join our group but they are different? 3. Who had the power to determine acceptance or rejection into a group? 4. How did the “outsiders” feel in trying to choose a group? 5. What were the “outsiders” feelings when the group rejected them? 6. How are prejudices formed? (Define prejudices as a body of unfounded opinions or attitudes relating to an individual or group that represents them in a specific light. It is an opinion or judgement (usually negative) based on irrelevant considerations or inadequate knowledge. Prejudice often leads to discrimination.) 7. Have you ever felt like an outsider or made anyone else feel like an outsider? Why? 8. Why are people discriminated against? 9. What did this exercise teach you about race? 10. Given what you learned about race, how can we use our enhanced understanding of race to diminish stereotypes that discriminate against groups of people based on their race?

OUTSIDER GAME CONTINUED Wrap up: Let the participants know that being a part of the out-group is difficult and one may feel that they have to change things about themselves to fit in but also that it is very simple for the out group to generalize about the in-group and, although they share a similarity, they are still very different. This will allow you to segue into an activity on stereotyping.

Caution: Run the activity more than once to engage the participants. It may be difficult to calm participants down to get them to discuss soon after so give that some time as well.

Next Step: Activities on Bias and Stereotyping.

Source Information: MacBeth & Fine, Playing With Fire, 1995 in the Beyond the Hurt Toolkit, RespectEd, Canadian Red Cross. NOTES _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

INNER CIRCLE Objectives: - To understand how discrimination feels - To explore the nature of structural barriers and the question of who has the power to erect those barriers. - To understand the arbitrary nature of the categorization of races of people and that race is not biological

Time: 20 mins Materials Needed: None Facilitation Method: Dynamic with Large Group General Issue: Structural Racism Prerequisites: None

Activity Breakdown: - Trainer makes everyone sit in a circle but if this is not possible, this activity can be conducted with participants seated at desks - Walk around and look at the participants and begin sending participants out of the circle for arbitrary reasons (related to the workshop) such as: o Baggy Jeans: Will all of you wearing baggy blue jeans leave the circle. I am not allowed to give the presentation to students that are wearing hazards. If there was a rampaging pack of wolves that ran through here, you wouldn’t be able to run away. o Hats: Vision would be impaired o Large Jewellery: Not responsible for any stolen goods, but I would rather not have you participate in the training because I don’t want to feel bad about it being stolen o Glasses: You need 20/20 vision to participate o Long Hair: People with long hair can’t possibly control it, we can’t include them - Keep excluding the participants until there is no one left. The above are merely suggestions. Invent your own or tailor them to the group.

Debriefing: - Have the students discuss the following questions: o What happens when someone wants to join our group but they are different? o Who has the power to determine acceptance or rejection into a group? o How did the “outsiders” feel when they were excluded? o How did the people that remained in the group feel? o What did you think of the reasons why you were excluded? o Have you ever been excluded or excluded anyone else? Why? o What can each of us do individually to improve social inclusion in our community? o How can people act together to improve social inclusion in their communities?

Wrap up: Remind the students that reasons behind exclusion and discrimination are often based on arbitrary characteristics. Question them on who challenges this criteria and why or why not and encourage them to begin challenging bias and prejudice in their own lives. This will allow you to segue into an activity on stereotyping.

INNER CIRCLE CONTINUED

Time: 20 mins Materials Needed:

Caution: None The game works best if you do not send out large groups at first. Also try to come up with arbitrary reasoning. If people refuse to leave, do not restrain them but makeFacilitation a show of Method: writing this down. Later, during the debrief, address their concerns. Dynamic with Large Group

Next Step: More information on Bias and Stereotyping Share more information on Race as a Social Construction

General Issue: Structural Racism Prerequisites: None

Source Information: Teach Me to Thunder: A Training Manual for Anti-Racism Trainers, Canadian Labour Congress. NOTES _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

CULTURE CORNER

Objectives: - To understand the complex nature of culture with all its variations - To identify ethnocentric elements in the process of stereotyping others - To create awareness of the consequences of perpetuating cultural stereotypes

Time: 20 mins Materials Needed: - Flip Chart Paper - Markers - Tape or Pins Facilitation Method: Small and Large Groups

Activity Breakdown: - Ask participants to identify elements of culture by asking what do we think of/mean when we use the term culture. Collect responses on a General Issue(s): flip chart and group them into main categories such as values and Dynamism of Culture beliefs including religion; traditions and celebrations; courtship and and Bias and marriage; education; child rearing; kinship systems (family Stereotyping structure); food; recreation; symbols; geography; government and politics. If a key concept is not mentioned, suggest it. Prerequisites: None - Divide the participants into small groups. Each group has to write a profile of Canadian culture, pretending that they are settlement workers from another country which will be receiving refugees and immigrants from Canada. They have to prepare a profile of Canadians drawing from the list collected above, i.e. Canadian marriage and courtship rituals, etc. - Ask each group to report back. You can ask for clarification at points and point out differences in what participants are saying.

Debriefing: - Once the generalizations are up, ask the participants how well this describes their lives. Point out differences in Canadians in the room. - Ask participants if all the Canadians would have answered questions in the same way (particularly if there is a lot of overlap in answers). For example, do you think that a 60 year old mother of 6 in rural Saskatchewan would answer the same as a gay 40 year old journalist living in Quebec as a member of the Parti Quebecois? What would the profile of Canadian culture be different if they wrote it? What would these differences be? - What barriers so you think social service professionals face when trying to describe culture? (example: personal bias) - Brainstorm best practices in social services to identifying culture in the community at large.

Wrap up: Reinforce the concept of culture as a dynamic and complex entity, not easily reduced, and infinitely varied for any individual. Ask if people in other nations are more homogenous than we are or do they just seem that way from the outside, i.e. Are all South Asian parents strict and do they all have arranged marriages?

CULTURE CORNER CONTINUED Caution: Keep the focus on Canadian culture even if participants were born elsewhere. Some groups may clue in and refuse to make generalizations about Canadian culture. Point out that many immigrants have been asked to explain themselves to others in this way. If this does not help, ask them to work on all the reasons why it is impossible to write a profile about Canadian culture.

Next Step: An activity that addresses racism more directly, i.e. on Structural Racism

CULTURAL STEREOTYPES

Objectives: • To examine the strength of stereotypes • To recognize that stereotypes affect us whether we are aware of them or not and to analyze how they work

Activity Breakdown: - Introduce the activity e.g. “This activity looks at stereotypes and where they come from.” - Ask if they know what a stereotype is and let them know that a stereotype is a generalization about a person or a group of people. - Pass out the cultural stereotypes handout and tell them to think of the first three words or phrases that come up regarding each of these groups. Tell them not to censor their responses and not to think about them and analyze them. Remind them that these may not be things they believe but things that they may have heard. - Tell them to rank their responses as positive, neutral or negative.

Time: 15 mins Materials Needed: Cultural Stereotypes Handout Flipchart Facilitation Method: Large Group General Issue: Bias and Stereotyping Prerequisites: Some discussion of dynamism of culture or harm of discrimination

Debriefing: - Go through the examples and ask students to share some responses and ask if these were negative. Write these on the flip chart. - Ask them if certain groups had more negative than positive responses and if so, why? - Would these groups change if this exercise were being practiced in another country around the world? - Remind them that talking about stereotypes can be uncomfortable and people are often surprised by how many negative stereotypes they know, even if they don’t believe them. - Tell them it is important to think about prejudice – when a stereotype is declared as a failing or a fault. (Link to earlier activities if relevant) Ask them to think about times that they were prejudiced against someone or someone was prejudiced against them. - Ask them how a group that is negatively labelled is likely to be treated. They may be asked or forced to assimilate: to give up their traditional way of life, to change their beliefs or actions and to become like the majority. This is contrary to the Canadian multicultural perspective. They may be isolated and only given certain positions in society, labelled and ridiculed, not given jobs or positions of power or even physically harmed. - This negative treatment is known as discrimination. Try to make links with some of the examples that the students have given, e.g: The stereotype is that x race cannot tie their shoe laces so there are laws made that they cannot wear shoes because it is supposed that they will trip themselves and others. - Remember, not all stereotypes are negative. People are naturally inclined to stereotype to better organize their social world. Are there positive stereotypes that you can think of for each group of people in this activity? - Do you think that individual commitment to focus on positive stereotypes would reduce the incidence of racism stemming from negative stereotyping?

CULTURAL STEREOTYPES CONTINUED Wrap up: Suggest that the participants, as a group, list some of their prejudices and question why it is that they think these things. Caution: Some may chose to say that these stereotypes are true and question the harm in repeating them. Remind them that stereotypes are generalizations and no one can be described by them all and are very harmful. Relate this back to Culture Corner or Outsider Game Version 1 & 2 on either the dynamic nature of culture (where it was difficult to make stereotypes about Canadians) or the problems that arise when stereotypes lead to exclusion.

Next Step: Any Responses to Racism Activities

Source Information: Beyond the Hurt Toolkit, RespectEd, Canadian Red Cross NOTES _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Cultural Stereotypes Handout:

First Nations People First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

Asians First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

Italians First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

East Indians First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

Irish People First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

Latin American First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

African Canadian First thoughts:

Positive/Negative/Neutral

1. _________________________________________

_____________________

2. _________________________________________

_____________________

3. _________________________________________

_____________________

The Butterfly Effect â&#x20AC;&#x201C; Malory Vincent

WORKSHOP OPTION 2: EVALUATION KNOWLEDGE / SKILL CHECKLIST Rate what you have learnt on the basis of the scale below:1= Strongly Disagree 2= Disagree 3= Ambivalent 4= Agree 5= Strongly Agree COMPETENCE

Rating (1-5)

You appreciate the changing nature of culture, that it cannot be static or rendered homogenous and is infinitely varying for all individual You recognize that discrimination is often arbitrary and race is not a biological but a social construction You are aware of structural barriers in society that are based on racist ideas as well as how these barriers are erected You can comprehend what stereotypes are and how they can lead to discrimination You understand that even small changes by a single person can make a difference, in a sense, being the change they want to see in the world You have some ideas of positive steps that can be taken to combat racism within your own context OVERALL COMPETENCE

TOTAL

Comments: What did you like best about the workshop?

What did you like the least?

How can we improve this workshop?

Brittany MacDonald, African Heritage Literature, Eastern Shore District High School, 2006.

Workshop Option 3: See Building Society 1 (Pg. 50-54) /Building Society 2 (Pg. 55-59) (50 mins)

Brittany MacDonald, African Heritage Literature, Eastern Shore District High School, 2006.

BUILDING SOCIETY 1 Objectives: - To understand how systemic barriers operate as an integral part of social structures - To learn how to break these barriers by understanding how they are formed - To visualize an equitable society and identify the barriers that need to be removed to achieve this

Time: 50 mins Materials Needed: Option 1: Building Society 1 Handout 1 Building Society 1 Handout 2 Flipchart Paper Markers

Activity Breakdown: - This activity begins as an imaginary city planning exercise with two role plays. As an alternative, both Part 1 and Part 2 roles can be given Facilitation Method: out simultaneously, and participants can practice working through Role Play in Small both sides of an equitable society debate. Groups and Large - Explain that the exercise may involve holding values that are different Group Debrief to their own. - In small groups, encourage participants to take on the role of city General Issue(s): planners. Give them Building Society 1 Handout 1. After 15 mins, Bias and Stereotyping Structural Racism and have the groups report back to the whole and collect these responses Responses to Racism on a flipchart. Use the following discussion questions: o What barriers did we create? Prerequisites: None o What was it like to design a community like that? How did you feel? o Was it hard to think of what to do? Which areas? Which ideas came more easily? Which were the most difficult? o Did everyone agree? Why not? Which points were easier? More difficult? - In the same groups, hand out Building Society 1 Handout 2. Encourage participants to take on the role of progressive city councillors, who are now trying to create a city without barriers. - After 15 mins, collect the groups and report back to the whole. Have an open discussion, collecting responses on the flipchart paper the ideas that the councillors came up with in dismantling their racist community. Debriefing: - Ask the following questions: o In what ways did the imaginary community resemble our society today? When and how did you see the similarities? What is different? o Have you ever experienced similar barriers in your own life or reinforced these barriers? o How can you apply the strategies you developed in the second half of the game to help change our society? How much would the strategies used in the game differ from the strategies you plan to apply in real life? Wrap up: Briefly identify barriers that operate in our society and ask participants to reflect on what elements in the activity apply to contemporary society and what ideas and strategies can be applied in changing society. Tell them that the activity was designed to help work through what systemic barriers are, how they are kept in place and how they support the social structure. These barriers can be totally integrated into every element of our society so that we may not be conscious of their existence as barriers, and instead accept their consequences as being the natural order of things, almost unconsciously. Tell the participants that if people put these barriers in place, then people can take them down.

BUILDING SOCIETY 1 CONTINUED Caution: Some participants may become discouraged as they recognize the parallels to contemporary society. Let them know that there will be an opportunity to work on strategies for change later in the game. Also, make sure that the game element does not overshadow the work. Some participants can get very much into role playing- watch out if this is happening in group dynamics, and encourage people to reflect on how it worked out and how it felt. Next Step: None Source Information: Teach Me to Thunder: A Training Manual for Anti-Racism Trainers, Canadian Labour Congress.

Image By: Laura McKinnon, â&#x20AC;&#x153;The Pillâ&#x20AC;?, African Heritage Literature, Eastern Shore District High School, 2005.

BUILDING SOCIETY 1: HANDOUT 1

City Council You have just been elected city councillor, with an overwhelming majority. Thanks to an anonymous international donor, you are being given a wonderful opportunity, to create an ideal community from scratch. You want a good community, in which you and your children will feel safe and comfortable, and in which you will be able to protect and transmit values that are very important to you. You are very fortunate in that almost all your fellow planners and councillors share your values and views. Above all, you want to ensure that your daughters or sons do not ruin their futures, and your community, by marrying somebody from a different racial background, as has been happening in neighbouring communities. At the same time, you do not want people to think that you are intolerant, biased or unfair, since people in other communities may not agree with your ideas, and you don’t want your community to have a negative reputation.

Questions: -

How do you structure your city? (Think about schooling, housing, taxation, business regulations, transportation, religion, work opportunities, recreation, etc.)

Can you ‘draw’ a map of your community/city?

Who lives there? Who works where? Who goes to school where?

What kind of media or public education campaign do you plan to develop to encourage ‘your type’ of people and discourage others? What types of images and messages do you present?

How can you make sure that your daughter, in her early teens, will never consider marrying someone from a different background? How can you do this without having to specifically forbid it?

BUILDING SOCIETY 1: HANDOUT 2

City Council You will have to use your creative imagination again, maybe stretching it a bit... imagine that many years have passed, and you now have a truly segregated society which is functioning just as you had originally hoped. However, there is one problem: you have changed some of your fundamental ideas and values about racially based divisions, and are now among those people who want to create a truly integrated community. New city council elections return a number of councillors who share your new views, although you are still not the majority. You are now hoping to be able to dismantle the barriers that were set up in the creation of your community; in fact, you want to create a community in which people are encouraged to mix socially, and to marry people from different backgrounds.

Questions: -

What needs to be done?

Who will be your allies and who will be your enemies in your campaign?

What kinds of resistance will you encounter? How will you overcome it?

When will you know that you have succeeded?

What is your first step?

BUILDING SOCIETY 2 Time: 50 mins

Objectives: - To understand how systemic barriers operate as an integral part of social structures - To learn how to break these barriers by understanding how they are formed - To visualize an equitable society and identify the barriers that need to be removed to achieve this Activity Breakdown: - Handout the folktale When the World was Created. Divide participants into three groups the Jails, the Curls and the Thralls. If there are too many participants, divide into six groups and assign two groups one identity. - Assign the first task by handing out Task 1 Handout, and after approximately 15 minutes, regroup the participants into new groups, consisting of one representative from each of the three original groups: one Jail, one Curl and one Thrall - Assign the second Task by handing out Task 2 Handout and after 10 minutes ask each group to report back to the whole. - Hand out Egalia’s Tale and Task 3 Handout and assign the same groups in the second task to the third task to develop a vision of society that is based on equality. After 10 minutes, ask each group to report back to the whole.

Materials Needed: When the World was Created Task 1 Handout Task 2 Handout Egalia’s Tale and Task 3 Handout Flipchart Paper Markers Facilitation Method: Role Play in Small Groups and Large Group Debrief General Issue(s): Bias and Stereotyping, Structural Racism and Responses to Racism Prerequisites: None

Debriefing: - After reporting back on the second task, discuss: o How were barriers between the groups created and enforced? o How did you feel in your position? o Were you content with your position in society? o Did you ask for changes? o What did you teach children about yourself and others? o In your committee: § Who spoke the most? § Who had the most power? § How much was your position in that committee determined by your overall position in society or by the expectations by the other members of the committee? - After reporting back on the third task, discuss: o What was it like to work towards a different social vision? o How did it feel? o How did the dynamics change among members in the group? o Was it easier or harder to work towards equality than reinforcing a divided society? Why? o Why do you think that between-group hierarchies exist in the real world? o Why and how do people justify this kind of social structure? Do people recognize institutional racism as a form of racism? If they did, how would this recognition eliminate racism? o When working towards equality, is it up to the people at the top of the hierarchy or the people at the bottom to make change? List pros and cons for both courses of action, then brainstorm a plan for change that involves people of every position in a social hierarchy.

BUILDING SOCIETY 2 CONTINUED Wrap up: Briefly identify barriers that operate in our society and ask participants to reflect on what elements in the activity apply to contemporary society and what ideas and strategies can be applied in changing society. Tell them that the activity was designed to help work through what systemic barriers are, how they are kept in place and how they support the social structure. These barriers can be totally integrated into every element of our society so that we may not be conscious of their existence as barriers, and instead accept their consequences as being the natural order of things, almost unconsciously. Ask them if they have ever experienced similar barriers in their own lives or have reinforced these barriers. Tell the participants that if people put these barriers in place, then people can take them down. Caution: Some participants may become discouraged as they recognize the parallels to contemporary society. Let them know that there will be an opportunity to work on strategies for change later in the game. Also, make sure that the game element does not overshadow the work. Some participants can get very much into role playing- watch out if this is happening in group dynamics, and encourage people to reflect on how it worked out and how it felt. Next Step: None Source Information: Teach Me to Thunder: A Training Manual for Anti-Racism Trainers, Canadian Labour Congress.

Image By:Fredricka Hendriks, African Heritage Literature,Eastern Shore District High School, 2003.

When The World Was Created

The story of Heimdal

“Once there was a god named Heimdal. Heimdal travelled throughout the country fathering children. One set of his children were short with dark hair. Another set was large and muscular with red hair. The Third was fair haired with piercing eyes. The dark haired children became the Thralls, the red haired ones became the Curls, and the fair haired ones became the Jails.”

Heimdal’s created these children to form a workforce: Fair Hair

Red Hair

Dark Hair

Jails

Curls

Thralls

Aristocrats Warriors Craftsmen

Labourers Slaves Serfs

Heimdal’s workforce was ethno-culturally closed and hierarchical. The social systems and all structures also reinforced and reflected the hierarchical nature of society.

Task 1 Handout: You have been selected by the God Heimdal as spokespeople for your group and you are being asked to contribute to the creation of the new society: one in which each group plays its assigned, god given role, without questions or overlaps. • • •

How do you organize society? What will schooling, housing, taxation, business regulations, transportation, religion, work opportunities, and recreation be like for your group? What do you tell people about your own group? What do you tell people about the other groups?

NOTES _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Task 2: Handout Many years have passed, and Heimdal has become aware of the importance of education in his new world. He now requests that you design a curriculum that will be taught in schools, one that will meet the needs of the work force, and ensure that the societal structures are supported, especially now that television has been invented. To accomplish this, you have been selected to participate on a joint task force which has representation from each of the social groups: one Jail, one Curl and one Thrall. It is your job to ensure that the right types of messages are delivered to all citizens in their formative years so they will not challenge in any way the societal stability which Heimdal so enjoys. • • • •

What do you develop for your curriculum? What do you teach each group of children (Jails, Curls, and Thralls) about themselves, about their abilities, about their skills? What do you teach each one about the other two groups? How do you manage to convey and to reinforce these messages within the educational plan for the nation?

Task 3: Handout The Story of Egalia Heimdal is no longer alone. There is now a new divine force, the Goddess Egalia. She has reached Heimdal’s world, and notices that there are some serious problems with his vision of society. The Goddess Egalia is sensitive to issues of divine territoriality and ego, and understands that she cannot simply exert her magical powers and change Heimdal’s world overnight. She is very creative, however, and, being a modern goddess, decides to do this by spreading a contagious virus: an equality virus that will infect a small number of receptive people. She has only a short time to work, being a very busy goddess with so many worlds to fix, so she is able to only infect the people who are in this room with a passion for fairness... Task 3: You arrive at your next curriculum task force meeting, feeling kind of excited because you sense that something is different about the way you view yourself and the world around you. All of a sudden, you realize that everyone in Heimdal’s world is human, and therefore, should be equal and have the same basic human and civil rights. Even more surprisingly, the representatives from the other two groups seem to have changed as well, and share your point of view. You decide to design a new curriculum, with a completely different approach, in which the values of equality and human rights are fundamental, and which will encourage future generations to achieve equality in society. •

What is this curriculum like?

•

What educational focus is there for Jails, Curls and Thralls?

•

What has to change?

•

What do you do about parents and teachers who were raised with different expectations and ideas? How will you get their support?

•

Who will resist most and how? How will you address their resistance?

•

Who do you need as your allies? How will you secure their support?

•

What is your first step?

Debriefing: § What obstacles were present in this activity when you were creating the new curriculum? § What obstacles do people face in the real world, including leaders, who try to make active social change towards equality and human rights? § How can we rally others around us to help us push for active social change?

WORKSHOP OPTION 3: EVALUATION KNOWLEDGE / SKILL CHECKLIST Rate what you have learnt on the basis of the scale below:1= Strongly Disagree 2= Disagree 3= Ambivalent 4= Agree 5= Strongly Agree COMPETENCE

Rating (1-5)

You understand what stereotypes are and how they can lead to bias and discrimination You can identify structural barriers to an equitable society that are based on racist ideas as well as how these barriers are erected and their role in society You recognize that these barriers were constructed by people’s actions and so can be removed by people’s actions You have some ideas of positive steps that can be taken to achieve an equitable society OVERALL COMPETENCE

TOTAL

Comments: What did you like best about the workshop?

What did you like the least?

How can we improve this workshop?

Image by: Joel Slade, “Breaking Down the Walls of Ignorance”, African Heritage Literature, Eastern Shore District High School, 2004.

MODULE 3 Launching the Campaign: Review, Practice and Plan • Getting Organized • Resources o Facilitation o Group Dynamics o Resource Listing

Image by: Joel Slade, “Breaking Down the Walls of Ignorance”, African Heritage Literature, Eastern Shore District High School, 2004.

GETTING ORGANIZED Event Planning: The Four Step Model I : GOAL SETTING Goal setting involves looking at goals and objectives for your group. Once you have determined your group membership, it is important to describe what your group hopes to accomplish during the coming year. It should take place soon after the group is formed and should involve all group members since each person’s time and energy will be needed in order to achieve these goals: Goals: Goals are broad statements describing the overall purpose, indicating your intentions and aims. E.g. To increase awareness at your school about racism. Objectives: Objectives are more specific statements of desired results, which identify the people, actions and conditions needed to achieve your goals. Here is an objective, which goes with the above goal: To give workshops to provide students with information about how racism harms. II: PROJECT PLANNING Here is a brief overview of how to plan a group project: 1. After setting the goals and objectives of your event, decide what type of project your group will do: fundraising, education, or fun activities for your group or school. 2. Have a large group brainstorming session to generate ideas for projects. Remember these basic rules for brainstorming: • List every idea – even weird, way-out, or confusing ideas • Write ideas down the way the person said it: don’t edit, don’t discuss, don’t judge • It’s OK to repeat ideas. 3. Once you have several ideas, choose one that your group will focus on. You may want to have a vote decide or try to get everyone in the group to reach an agreement. 4. Plan the activity by identifying all the steps you need to take in order have the event: • When will the activity take place? • What resources will you need? e.g. Money, people, tables, room bookings, etc. • Develop a budget – How much money will you need to start? How much will you make (if your activity is a fundraiser)? • Use the Event Planning Sheet to outline what needs to be done during approximately 6 weeks leading up to the activity – include all details about who will do what and when. Decide on a promotional strategy – How will you advertise your event? Task Find a speaker

Actions - Research speakers to find who is available - Call the short list of speakers - Call speakers and ask for their participation - Confirm participation

By whom Priya

By when Mar 2nd

Matt

Mar 12th

Complete?

III: IMPLEMENTATION Once you • • •

have planned your project, go to work! Plan more meetings to check-in on your group progress. Make sure that when the day of the activity arrives, everyone knows their role. Remember to publicize, publicize, publicize!

IV: EVALUATION AND FOLLOW-UP It is very important to conduct an evaluation of your activity when it’s all over. You may want to have a group meeting to write up the Youth Group Event Report including things such as: • Did the activity go as planned? Why or why not? What would you have changed? • How much money was raised? (if you did a fundraiser) • Would this activity be worthwhile to do again in the future? Don’t forget to thank all of the people who helped make the activity a success!

TIP: Use the Yearly Planning Calendar to organize your events for the year.

Image by:Toni Daye, African Heritage Literature, Eastern Shore District High School, 2005.

YEARLY PLANNING CALENDAR Anti- Racism Campaign August Training: - Leadership Training - Intro to the Movement

Year: September Specialized Training: Racism: It's in You(th) to Stop it: Module 1-3

October Initiative 1: i.e. Workshop conducted in classroom, awareness raising with flyers, an assembly, etc.

Youth Group begins meeting at their school and booking events in classrooms, etc

November Youth Group to confirm booking of all future events

December

January

Winter Break

Initiative 2 (end of month)

February Semester 2 Begins

March

April

March 21: International Day for the Elimination of Racial Discrimination Initiative 3 March is Red Cross Month

May Initiative 4

June

July

Social Activity with the Youth Group Recruitment for Next School Year

EVENT PLANNING SHEET Task

Actions

By whom

By when

Complete?

YOUTH GROUP EVENT REPORT Documented By:______________ Branch:____________________________ Activity Name (Title, Idea): _________________________________________________________________

Objective(s) of the Activity: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Who all participated in the activity? (planning , presentation/activity, de-briefing) _________________________________________________________________

How was the activity planned? (Briefly list the steps): _________________________________________________________________ _________________________________________________________________ How was the activity implemented? If it was a fundraiser, did you make a profit? (Describe how the activity finally looked; sequence of parts; who was doing what; the final set up; etc) _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What suggestion(s) would you give another youth group who wanted to do the same activity? (Briefly list them) _________________________________________________________________ _________________________________________________________________ Where was the activity held? _________________________________________________________________ Who attended?_____________________________________________________ What was the time commitment? (Planning, preparation, activity, de-briefing) _________________________________________________________________ _________________________________________________________________ Would the youth group do this activity again? If you do not feel it was successful, what could be done differently in the future? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

RESOURCES GROUP DYNAMICS Communication Skills Having good communication skills allows you to communicate your message in the best possible way. It also ensures that all ideas are heard and that everyone feels like a contributing member, fostering a feeling of community within the group. Tips on how to communicate: o

try to put yourself in the other person’s shoes

concentrate and be patient, do not interrupt and don’t judge

give praise when it’s due

Most forms of visual communication are universal (e.g. facial expressions & gestures). Show patience and courtesy using these forms of visual communication.

talk about your feelings instead of accusing others E.g. instead of “you make me feel awful when you do that” say “I feel awful when I am yelled at” Think about how these factors affect your communication style

Think about how you communicate. Be aware of: o

Tone of voice (angry, sad, happy)

Volume of voice (soft, loud)

Body language including facial expression

Listening skills (hearing is not the same as listening)

Pace of speech (fast, slow)

Biases, stereotypes, preconceptions/judgments

Speaking style (do you use slang, academic language, simple language, etc?)

Privilege and/or marginality

Life experiences

Cultural background

Source: Adapted from Fire It UP: A Toolkit for Youth Action, Youth Action Network, 2002.

DEALING WITH DIFFICULT PEOPLE 1.

Clarify the problem.

Define common areas of agreement.

Define common goals.

Focus on issues, not personalities.

Use simple wording, avoid words that are verbose.

Put facts in writing.

Rehearse positive interaction.

Keep interactions positive, recall positive results.

Clarify your own goals. Be clear about what you want and what you need.

10.

Dispense with old attitudes that inhibit positive interactions.

11.

Ensure that verbal and body languages are consistent.

12.

Avoid “small battles”.

13.

Speak in private if a difficult issue must be addressed.

14.

Avoid circular arguments. Make good use of your time.

15.

Follow up in writing, if necessary.

16.

Avoid taking arguments personally.

17.

Avoid discussing your dealings with many people. The walls have ears!

18.

Set a limit on what you will put up with…and stick to it!

There are no “winners” or “losers”: the goal is to create a tolerable working relationship, not to strive for personality change. We should be treating everyone equally, professionally and positively.

Source: Adapted from The Art of Active Listening, Canadian Red Cross.

ACTIVE LISTENING Active listening is a way of listening and responding to another person that improves mutual understanding. Most of the time when we think we are listening, we are formulating a response to what we think has been said. This can often cause conflict. Some ways to actively listen are: 1. Perception Checks: when a listener paraphrases what another person has said to him in an attempt to clarify a particular point. e.g. “Here’s what I hear you saying.” “Let me clarify for a moment. Did I hear you right?” 2. Seeking Clarification: when a listener requests that the speaker speaking to him, elaborate a little more fully on a particular point. e.g. “Can you tell me a little bit more about…? “Can you elaborate on…? 3. Behaviour Descriptions: when a listener makes a point of commenting on non-verbal actions made by a person speaking to him. e.g. “When you said that, you closed your eyes. Was there a reason for this action?” 4. Mirroring: when a listener feeds back feelings underlying what another person has said to him. The listener can often detect this feeling from the tone of voice of the speaker. e.g. “You seem pretty frustrated.” 5. Paraphrasing: when a listener feeds back content in his/her own words to another person speaking to him/her to indicate that he has heard the speaker. e.g. “You are fed up that everyone is picking on you.” 6. Summarizing: when a listener feeds back feelings or content to a speaker after a rather lengthy discussion. (Much like paraphrasing or mirroring but on a longer term basis.) This type of feedback usually occurs after a person has spoken for a rather lengthy span of time i.e. at the end of a conversation. e.g. “Here’s what I’ve picked up from what you’ve said.” 7. Concreteness: when a listener asks a speaker to be a little more specific in regards to a particular matter by making the situation a little more visible e.g. “Can you give me an example of what you mean?” 8. Risk Taking: when a listener makes a judgement or tends to evaluate a particular matter, based on what a speaker has told him. e.g. “Here is what I think is happening…” It seems to me that the real problem isn’t such and such but rather…” Attending Behaviour is the behaviour that a listener uses to indicate to a speaker that he/she is paying attention. Much of this behaviour is non-verbal. Some examples of attending behaviour are: 1. Eye contact, Posture, Gestures 2. Nodding of Head and Leaning Back in a Relaxed Manner 3. Minimal Verbal Encouragers (Comments) e.g. hmmmm, yes, go on 4. Physical Contact (depending on your relationship with the person) 5. Vocal Intonation 6. Dress and Physical Appearance Source: Adapted from The Art of Active Listening, Canadian Red Cross.

CONFLICT MEDIATION Conflict mediation is a means of finding a way to sort out a problem or conflict between two or more people or groups with the help of a person or group who can listen and suggest a compromise without being biased or judgmental. When? • The problem is too hot to handle for the people involved • The argument has been going on too long and you need to make a decision How? • Let people know you aren't there to judge or to be a problem solver – you are there to help them work through their problems • Keep the discussion confidential & make sure everyone knows that! • Make an agenda and time frame so that people know when they will be able to speak and when they need to listen, and for how long • Set a few ground rules to help the process move along smoothly (e.g. no interrupting, no name-calling etc.) • Make sure it is a safe space for people to express their views • Be an active listener • Don't take sides & be objective. Try to understand (not just hear) what each person is saying and why. If the conflict is intercultural, that is, between two or more people or groups that was either caused by cultural differences, or is more difficult to resolve because of cultural differences, you can use a cross-cultural mediator, a person from a different cultural background from the people in the dispute and who can listen and suggest a compromise without being biased or judgmental and appearing to be so. You can and should find out how different cultural backgrounds may have caused or contributed to the conflict. Ask each person to speak a bit about their background and how it affects the way they would deal with this conflict. Consensus Building Consensus refers to reaching a decision with everyone's agreement. It means that, even if people have different opinions or ideas on a topic, they can come to some sort of understanding and make a decision so that everyone feels a fair decision was made and everyone participates; there is no hierarchy. Here are some guidelines: • One person suggests an idea or an action for the group, and checks for agreement • Do a 'circle check': go around the room and ask for everyone's opinion on the issue • If there's a disagreement or concern, it should be discussed in the group • Someone can then suggest a new revised decision for the group to take, and again check that everyone is in agreement • Repeat the process if you still aren't in agreement • Do not assume you know everyone's identity, or that you need to highlight everyone's identity. Instead be sensitive & let people speak for themselves Source: Adapted from Fire It Up: A Toolkit for Youth Action, Youth Action Network, 2002. Image By:Mandi Hines,"Stephen Biko", African Heritage Literature, Eastern Shore District High School, 2004. "The most potent weapon in the hands of the oppressor is the mind of the oppressed." — "White Racism and Black Consciousness", in I Write What I Like.Stephen Bantu Biko (18 December 1946 – 12 September 1977) was a noted anti-apartheid activist in South Africa in the 1960s and early 1970s. A student leader, he later founded the Black Consciousness Movement which would empower and mobilize much of the urban black population. Since his death in police custody, he has been called a martyr of the anti-apartheid movement.

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FACILITATION REFRESHER During a session, you will at some point want to get the audience involved in some sort of discussion. Your role is to facilitate the flow of comments from participants. Although it is not necessary to speak after each person, periodically assisting participants with their contributions can be healthy. Here is a ten-point facilitation menu for leading discussions. 1. Paraphrase what a participant has said so that he or she feels understood and so that the other participants can hear a concise summary of what has been said. So, what you’re saying is that you have to be very careful about asking an applicant where they live because it might suggest some type of racial or ethnic affiliation. 2. Check your understanding of a participant’s statement or ask the participant to clarify I’m not sure that I understood what you meant. Could you please run it by us again? 3. Compliment an interesting or insightful comment. That’s a good point. I’m glad you brought it to our attention. 4. Elaborate on a participant’s contribution to the discussion with examples, or suggest a new way to view the problem. Your comments provide an interesting point from the employee’s perspective. It could also be useful to consider how a manager would view the same situation. 5. Energize a discussion by quickening the pace, using humour, or, if necessary, prodding the group for more contributions. Oh, we have lots of humble people in this group. Here’s a challenge for you. For the next 2 minutes, let’s see how many ways you can list to increase cooperation in your group. 6. Disagree (gently) with a participant’s comments to stimulate further discussion. I can see where you are coming from, but I’m not sure what you are describing is always the case. Has anyone else had an experience that is different from Jim’s? 7. Mediate differences of opinion between participants and relieve any brewing tensions. I think that Susan and Mary are not really disagreeing with each other but are just bringing out two different sides of this issue. 8. Pull together ideas, showing their relationship to each other. As you can see from Dan’s and Jean’s comments, personal goal setting is very much a part of time management. You need to be able to establish goals for yourself on a daily basis in order to more effectively manage your time. 9. Change group process by altering the method for increasing participation or having the group evaluate the ideas presented. Let’s break into smaller groups and see if you can come up with some typical customer objections to the products that were covered in the presentation this morning. 10. Summarize (and record, if desired) the major views of the group. I have noted three major reasons that have come from our discussion as to why people don’t delegate: 1) lack of confidence, 2)fear of failure, 3)comfort in doing it themselves, Source: Adapted from 101 Ways to Make Training Active, Mel Silverman

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DEALING WITH DIFFICULT DYNAMICS Problem DOMINATION BY A HIGHLY VERBAL MEMBER

GOOFING AROUND IN THE MIDST OF A DISCUSSION

LOW PARTICPATION BY THE ENTIRE GROUP

TWO PEOPLE LOCKING HORNS

ONE OR TWO SILENT MEMBER IN A GROUP WHOSE OTHER MEMBERS PARTICIPATE ACTIVELY

WHISPERING AND SIDE JOKES

Typical Mistake Inexperienced facilitators often try to control this person. “Excuse me, Mr. Q; do you mind if I let someone else take a turn?” Or, even worse, “Excuse me, Ms. Q, you’re taking up a lot of the group’s time...” It’s tempting to try to “organize” people by getting into a power struggle with them. “Okay, everybody, lets get refocused.” This only works when the problem isn’t very serious. Low participation can create the impression that a lot of work is getting done in a hurry. This leads to one of the worst errors a facilitator can make: assume that silence means consent, and do nothing to encourage more participation. A lot of time can get wasted trying to “resolve a conflict” between two people who have no intention of reaching agreement. People often use one another as sparring partners, in order to clarify their own ideas. “Mr. Z, you haven’t talked much today. Is there anything you’d like to add?” This may work when a shy member has non-verbally indicated a wish to speak. But all too often, the quiet person feels put on the spot and withdraws even further. Facilitators commonly ignore this behaviour hoping that it will go away. Sometimes it does, but it frequently gets worse.

Effective Response When one person is overparticipating, everyone else is under-participating. So, focus your efforts on the passive majority. Encourage them to participate more. Trying to change the dominant person merely gives that person all the more attention. Aim for a break as soon as possible. People have become undisciplined because they are overloaded or worn out. After a breather, they will be much better able to focus. Switch from a large-group open discussion to a different format that lowers the anxiety level. Often, idea-listing is the perfect remedy. If safety is a major concern, small group activities are very important.

Reach out to other members and say, “Who else has an opinion on this issue?” or, “Let’s step back for a minute – are there any issues that need to be discussed?” Remember: don’t focus your attention on the dominant minority, focus on the passive majority. “I’d like to get opinions from those who haven’t talked for a while.” Breaking into small groups works even better. Small groups allow shy members to speak up without having to compete for “air time”. With warmth and humour, make an appeal for decorum. If the problem persists, assume there’s a reason. Has the topic become boring and stale? Do people need a break? Or the

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reverse – maybe everyone needs time for small group discussions. MINIMAL PARTICIPATION BY MEMBERS WHO DON’T FEEL INVESTED IN THE TOPIC

Act as though silence signifies agreement with what’s being said.

POOR FOLLOW-THROUGH ON ASSIGNMENTS

Give an ineffective pep-talk.

FAILURE TO START ON TIME AND END ON TIME

QUIBBLING ABOUT TRIVIAL PROCEDURES

SOMEONE BECOMES STRIDENT AND REPETITIVE

SOMEONE DISCOVERS A COMPLETELY NEW PROBLEM THAT NO ONE PREVIOUSLY NOTED

Ignore them and be thankful they’re not making trouble.

Ignore it. “We didn’t really need that information anyway.” Put most of the responsibility on two people. Wait for the arrival of all the “people who count.” This obviously means starting late – but hey, what else can you do? When it’s time to end, go overtime without asking. If anyone has to leave, they should tiptoe out. Lecture the group about wasting time and “spinning our wheels.” Space out, doodle and think to yourself, “It’s their fault we’re not getting anything done.” At lunch, talk behind the person’s back. Tell the personin-charge that s/he must take more control. Confront the person during a break. Then, when the meeting resumes, act surprised when his/her anxiety goes through the roof! Try to come up with reasons why the group would need to not focus on that issue. Pretend not to hear the person’s comments.

Look for an opportunity to have a discussion on “what’s important to me about this topic?” Have people break into small groups to begin the discussion. This gives everyone time to explore their own stake in the outcome. Have people do assignments in teams. Build in a report-back process at midpoint before the assignment is due. This gives anyone having trouble a chance to get help. Start when you say you’re going to start. (Waiting encourages lateness.) If you must go overtime, call a break, so people can “phone home.” If going overtime is recurrent, improve your agenda planning. Have the group step back from the content of the issue and talk about the process. As the group asks, “What is really happening here?”

People repeat themselves because they don’t feel heard. Summarize the person’s point of view until s/he feels understood. Encourage participants to state the views of group members whose views are different from their own. Wake up! This may be what you’ve been waiting for – the doorway into a new way of thinking about the whole situation.

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ICE BREAKERS These are a useful way to get participants to know each other and get them energized! Instant Guessing Each person finds a partner. The facilitator asks a question such as “Does your partner like sugar in their tea?” Both partners guess and give their answer to each other. They tell each other whether they were right or wrong. They can also tell each other why they thought what they did. Change partners and this process can be repeated with other questions, such as “What political party does your partner support? What music do they like?” This activity encourages participants to think about assumptions they make and why they make those assumptions. The Clapping Game Everyone sits in a circle on the floor cross-legged and picks a different animal. Each makes up a fast hand action and sound to use for that animal. Everyone begins by clapping both hands on their laps twice and then together twice creating a rhythm. One person is selected to start. On the two claps together they do their animal symbol and sound instead. Then that person does two claps on their lap and then another person’s animal symbol and sound. This sends the turn to that person. They then repeat this beginning with their own symbol and send it to another person. When someone makes a mistake, they have to start over. Word Association Everyone sits in a circle and one person selects a word to begin. The next person says a word that relates to the first word. The next person says a word that relates to the last word. In one round a word can’t be used twice. (i.e. - cars –tires -rubber-tree-bird-feather) Two Truths and a Lie Time is allotted for each person to consider two outrageous events that have happened in his/her life (e.g. traveling to exotic places, attending special events, embarrassing moments, meeting celebrities, etc.) Then, each person considers one lie that sounds as outrageous as the true statements. Each person presents all three items to the group, and asks the group to identify the lie, or which item is false. As the group leader, ask the person to explain his/her true statements. Tips: this activity works best with lots of time to think about the three statements (i.e. ask the group to prepare the three items before the next meeting). Toilet Paper Introduction Bring a role of toilet paper to the meeting. As the group leader, tell the group that the office/conference centre is out of toilet paper, and someone from the office was sent to get some more toilet paper, but you are unsure when he/she will arrive. To ensure that everyone has equal access to the toilet paper, pass one toilet paper roll around the group. Ask everyone to take as much toilet paper as they think they will need for the day/weekend. Some people will take a few sheets some people will take many sheets. When the roll has been passed to everyone in the group, tell them that it was a joke and there actually is enough toilet paper for the meeting. However, now everyone must tell one interesting fact

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about themselves for every sheet of toilet paper they have in their hands. Therefore, the group members who took more toilet paper sheets have to say more about themselves. Tips: this activity works best when the meeting is long (a day or weekend), and there is a dire need to have toilet paper for the rest of the day! Pass the Egg The objective of this activity is to pretend to pass an inanimate object to the next person by being a mime. Generally, the group leader initiates the activity passing an invisible egg to his/her neighbour, who must carefully receive the egg, get rid of the egg, and pass a new object to the next person. It must be made clear to the other group members what you are passing along (i.e. pretend you are eating the egg, chewing a piece of gum, etc.) using actions and body language. The next person can do whatever they want with the object (i.e. they can swallow the fake piece of gum or throw it away) to get rid of it. Then the person must make up a new object, show it to the other group members, and pass it to the next person and a chain reaction occurs. This activity helps to get the creative juices flowing. Zoom A group tries to create a unified story from a set of sequential pictures. The pictures are randomly ordered and handed out. Each person has a picture but cannot show it to others. Requires patience, communication, and perspective taking in order to understand someone else’s’ point of view and recreate the story's sequence. Ways to get Attention Dexterity Check: Clap 5 times, clap 5 times, clap 3 times, and clap 3 times Yell: HO-BY HO! Someone yells: Backwards! Yell: HO-BY HO! Clap 3 times, clap 3 times, clap 5 times, and clap 5 times Claps: If you hear me clap once, if you hear me clap twice, if you hear me clap three times, if you hear me go shhhhhhhhh... Hey What: The facilitator calls out "Hey!" The group answers, "Hey what?" (This combination is done until the facilitator believes he or she has the entire group’s attention - usually about 3 or 4 times). Then the facilitator suggests an action (most often) of some sort - “Let's snap our fingers." The group responds, "Yes let's," at which point everyone starts snapping his or her fingers (as best as one can). After some good snapping the facilitator calls again, "Hey!" The group responds, "Hey what?" (Facilitator) "Let's get in a circle." (Group) "Yes let's... Source: Fundoing Facilitation Tips http://www.fundoing.com/notebook_threeone.htm

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Image By:Fredricka Hendriks, African Heritage Literature,Eastern Shore District High School, 2003.

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RESOURCE LISTING The following is a short list of resources that can be used in the classroom or in non-formal education settings. The items listed are not necessarily the “best” available, but merely an indication of the variety of materials available. Topic Area Anti Racism: Organizations

Resources Covering Topic Aboriginal Youth Network www.ayn.ca African Canadian Legal Clinic (ACLC) http://www.aclc.net/ Canadian Labour Congress Youth http://www.clc-ctc.ca Canadian Race Relations Foundation www.crr.ca Colours of Resistance (COR) www.tao.ca Human Rights Canada www.hri.ca/children/youth League for Human Rights of B’nai Brith Canada http://www.bnaibrith.ca Muslim Students Association (MSA) http://www.msa-natl.org Tiny Giant Magazine, Students’ Commission http://www.tgmag.ca UNAC Youth Forums Against Racism (YFAR) www.unac.org

Anti-Racism: NonFiction

Youth Action Network www.youthactionnetwork.org/ Anti-Racism Education: theory and practice. G. Dei. Halifax: Fernwood, 1996. Awareness, assessment, and action: a tool for educators working towards anti-racism in the school system. Mechthild Meyer & Alma Estable. Ottawa: Margin, 1996. Canada’s First Nations: a history of the founding peoples from earliest times. O. Dickason. Toronto: McClelland & Stewart, 1992. Closed Entrances: Canadian culture and imperialism. A. Itwaru & N. Ksonzek. Toronto: TSAR, 1994. Colour-coded: a legal history of racism in Canada, 1900-1950. Constance Backhouse. Toronto: U of T Press, c1999. The Colour of Democracy: Racism in Canadian Society. Frances Henry, Carol Tator, Winston Mattis, & Tim Rees. 2nd ed. Toronto: Harcourt, 2000. Criminal injustice: racism in the criminal justice system. Ed. Robynne Neugebauer. Toronto: Canadian Scholars’ Press, 2000. Educating Against Racism: An Annotated Bibliographic Tool of Anti-Racist Resources for Activists and Educators. Bina Mehta & Joëlle Favreau

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Canadian Race Relations Foundation, 2000. Finding Our Way: rethinking ethnocultural relations in Canada. W. Kymlicka. Toronto: Oxford University Press, 1998. Power, knowledge and anti-racism education: a critical reader. Ed. George J. Sefa Dei & Agnes Calliste. Fernwood, c2000. “Practical Doables for Unlearning”. Caleb Rosado. Message, September/October 1998, http://www.rosado.net/articles.html. Re/Visioning: Canadian perspectives on the education of Africans in the late 20th century. Eds. V. D’Oyley & C. James. Toronto: Captus, 1998.

Anti-Racism: Educational/Training Materials

Unthinking Eurocentrism: multiculturalism and the media. E. Shohat & R. Stam. London: Routledge, 1994. 101 Tools for Tolerance: Simple Ideas for Promoting Equity and Celebrating Diversity, Southern Poverty Law Center, http://www.splcenter.org/ "Building a Culture of Peace", Youth TAP (Training—Action—Power), Canadian Red Cross. Advocates for Youth http://www.advocatesforyouth.org/ Beyond the Hurt Toolkit, RespectEd, Canadian Red Cross. The Electronic Resource Centre for Human Rights Education http://www.hrea.org/erc The Kit: A Manual by Youth to Combat Racism through Education, The United Nations Association in Canada: Youth Forums Against Racism. http://www.unac.org/yfar/education_e.htm. Minorities and Human Rights, IFRC. Racism, no way! Anti-Racism Education for Australian Schools http://www.racismnoway.com.au/classroom/ Teach Me To Thunder: A Training Manual for Anti-Racism Trainers. Alma Estable. Canadian Labour Congress, 1997. World History of Racism In Minutes (W.H.O.R.M.). Tim McCaskell. Toronto Board of Education. Revised by Angie Mapara. Canadian Red Cross.

Conflict Mediation Event Planning

Racism. Stop it. March 21: International Day for the Elimination of Racial Discrimination, Canadian Heritage. www.march21.com. Youth Canada www.youcan.ca Plan of Action Activism Resources http://www.actionpa.org/activism/index.html Youth Fluence www.youthfluence.com

Facilitation, Icebreakers and Energizers

Youth Resource www.youthresource.com The Catalyst Centre http://www.catalystcentre.ca/ The FreeChild Project www.freechild.org The UK Youth Action Network www.youth-action.org.uk

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Image By:Fredricka Hendriks, African Heritage Literature,Eastern Shore District High School, 2003.

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KNOWLEDGE / SKILL CHECKLIST – RACISM: IT’S IN YOU(TH) TO STOP IT In order to ensure that learning objectives are met by the course: BEFORE THE COURSE: Rate your ability on a competence scale of 1-5 as follows: 1= No knowledge/skill 2= A little knowledge/skill but considerable development required 3= Some knowledge/skill but development required 4= Good level of knowledge/skill displayed, with a little development required 5= Highly competent – no/very little development required WRITE your numerical rating in the 1st column. AFTER THE COURSE: Repeat the exercise, writing your new rating, in the 2nd column ELEMENTS

PRE (1-5)

POST (1-5)

Can explain the role of the Seven Fundamental Principles of the Red Cross/ Red Crescent Movement in addressing racism in society Appreciate the changing nature of culture, that it cannot be static or rendered homogenous and is infinitely varying for every individual Understand what stereotypes are and how they can lead to bias and discrimination Recognize that discrimination is often arbitrary and race is not a biological but a social construction Can identify systemic barriers to an equitable society that are based on racist ideas as well as how these barriers are erected Can list concrete strategies to combat racism in your own context Am secure in explaining key concepts around racism such as stereotypes, prejudice, discrimination, institutional/structural racism or rights Am able to organize and implement an anti-racism initiative by using the four steps of event planning Am confident in delivering anti-racism workshops Option 1-3 in a classroom setting Am comfortable with conflict mediation in an inter-cultural context whether within the Youth Group or in a facilitation role OVERALL COMPETENCE PERCENTAGE CHANGE (2nd column total minus 1st ; divide answer by 1st column total; Multiply answer by 100):

Comments:

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Notes

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