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EHRC research update June 2016 | Equality and Diversity Forum

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EHRC research update June 2016 | Equality and Diversity Forum

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The Equality and Human Rights Commission (EHRC) Research Database Newsletter for June 2016 includes an equal pay and pay gaps reading list.

The EHRC research team provides a quarterly research database newsletter. Each newsletter has a specific theme as well as containing summaries of new research reports and a reading list of key literature on a particular topic.

All reading lists are available at: https://www.equalityhumanrights.com/en/our-research/reading-lists

Unless stated, all EHRC research reports can be downloaded from:
https://www.equalityhumanrights.com/en/our-work/our-research

To subscribe to the Research Database Newsletter or request PDFs or printed copies of research reports please email research@equalityhumanrights.com

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The Equality and Human Rights Commission (EHRC) Research Database Newsletter for June 2016 includes an equal pay and pay gaps reading list. The EHRC research team provides a quarterly research database newsletter. Each newsletter has a specific theme as well as containing summaries of new research reports and a reading list of key literature on a particular topic.

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Advice and Guidance | Equality and Human Rights Commission

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Advice and Guidance | Equality and Human Rights Commission

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Advice and guidance | Equality and Human Rights Commission

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Using our filter system you can search for advice and guidance on equality and human rights and find the right information for you.

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From peace to poverty: lesson ideas to help students grasp global issues | Teacher Network | The Guardian

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From peace to poverty: lesson ideas to help students grasp global issues | Teacher Network | The Guardian

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Years ago if we wanted to teach about a global issue, such as the fight against apartheid in South Africa, then we were probably confined to the odd newspaper cutting which would be photocopied and shared with the class, possibly a grainy snatch of video footage from the news or a snippet from a radio interview.

Now the world is quite literally at our fingertips. I think I would have been blown away as a student if my school had arranged a following his release from prison in 1990, but this is just what happened at Virginia Tech where the college managed to beam Burma's pro-democracy leader Aung San Suu Kyi live via Skype into their main hall to answer student's questions. She stayed for some 45 minutes patiently responding to queries.

This, says independent language consultant Joe Dale, is just one of the many ways teachers can use something like Skype to bring expertise into the classroom and engage students in a truly global issue, making their learning relevant to issues such as democracy and human rights. It could also be used to beam in Santa from the North Pole to talk to primary school pupils or to allow secondary geographers the chance to connect with a panel of climate change experts.

Dale said: "Getting teachers all over the world connected is the key to students getting a real knowledge of global issues. My advice to any teacher looking at something like a disaster is to try and talk to fellow teachers on the ground, use Twitter to connect and ask questions and find out what is happening in that country at that time."

Dale has a number of other lesson tips and ideas that could readily be adapted to fit in with your school's global issue awareness agenda.

He cites Flickr as a really useful tool for pulling together up-to-date content or using something like Google alerts to harvest interesting searches related to whatever global theme you are looking at. Technology is a great leveller, he explains, so use the 360° photo layer in something like Google Earth to transport your students so they can look at a classroom in Dakar and then they can compare it to their own classroom. It makes for a really engaging way of looking at poverty and many of the issues for developing countries.

"Using authentic images is really important, one project I heard of was encouraging students to look at diet and they used images of different diets from around the world so you have all the food for a week laid out on a table before the family. It makes quite a stark contrast looking at the food eaten by a family of six in Chad to the family of four in South Carolina, US. It's really important for teachers to make the content relevant."

At Bexhill High School, an academy on the south coast of England, pupils are using collaboration as the key factor in their lessons on a vision of utopia. The school has recently been successful in securing a bid to take part in the British Council's Connecting Classrooms programme and will be undertaking a handful of collaborative projects with Keke Senior High School in Lagos, Nigeria. Soon students aged 11 to 17 years-old will discuss, via the learning platform at Bexhill High, the issues of peace, conflict, fairness and equality, rights (with a particular emphasis on Children's Rights) and responsibilities and identity.

Sophie Ellis-Gilchrist is co-ordinating the project. She said: "All that they learn will inform them in their creation of their utopian societies. The students will discuss and notice the similarities and differences in responses and outlooks from across the cultures. They will then present their societies through art, music, video and the written word - each one will have its own constitution, flag and anthem.

"Life is competitive and through collaborative work with young people from other countries our students should be more able to cope with the difficulties and challenges that arise during project work, adapt and work flexibly. Through becoming more self-aware they should be able to empathise more easily and therefore understand the importance of challenging intolerant behaviour towards others in their communities."

Ellis Gilchrist's sentiments are echoed by teacher Olivier Bagnara from Huish Episcopi Academy in Somerset, a rural secondary school where the pupils are encouraged to understand the cultures of others by looking at fair trade and sustainability from a global perspective.

"It is paramount that students understand the world around them. They have to understand that fairness is not a given fact but most importantly that through teamwork and effort they can actually make a change."

The school holds regular themed Japanese days and annual Chinese days but one of their most popular projects has been a scheme that encourages the pupils to become lead learners. It asks pupils to investigate if trade has triggered world inequalities. Bagnara said: "Through the thread of trade and starting with the slave trade we are moving onto trade in general and more specifically chocolate trade; we want to change students', teachers' and communities views on sustainability and fairness. We make them aware of a sustainable and fairer world and make them realise they can make a positive contribution and change the world around them."

The school made contact with Shama Senior High school in Ghana last year and agreed to adapt both curriculums into themed areas for year 8 in England and form 3 in Ghana.

In English classes the pupils have been studying the work of Ghanaian poet Kwadwo Opoku-Agyemang, who wrote about the Cape Coast students and students have produced poems on identity and what it means to belong to a place and letters have been exchanged between the two schools. In art, the art department put on a fashion show themed around ethnic fabrics and looked at the traditional fabric the students create in Ghana and in music, after studying African instruments, the students were asked to compare and compose pieces with the same instruments. History lessons focused on the slave trade and PHSE lessons focused on the issue of fair trade.

"To contrast and compare experiences we have also set up pen pal exchanges between Ghana and England and we asked our Ghanaian students to research slave history within their families and explain in their letters which will be used in our history sessions," explains Bagnara.

The school is now preparing its second cross-curricular day for the whole school which is based around chocolate. A year 9 enterprise day will have the students looking at all aspects of selling a chocolate bar. By the end of the day, they will study the chocolate trade, pitch the product, design the packaging, advertising and plan a launch of a new chocolate product.

Bagnara said: "Lessons and activities like these help students to understand what it means to be British as it is through understanding and learning about others that you learn about yourself and your own culture."
From November 12-16 it will be International Education Week with the British Council. Take a look at some of the events and activities here.
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From peace to poverty: lesson ideas to help students grasp global issues

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Years ago if we wanted to teach about a global issue, such as the fight against apartheid in South Africa, then we were probably confined to the odd newspaper cutting which would be photocopied and shared with the class, possibly a grainy snatch of video footage from the news or a snippet from a radio interview.

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Infomation on the traditional foods eaten in Britain.The most popular British food eaten today is curry!

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HVF promotes values-based education. It aims to 'encourage, promote and develop human values among young people'. HVF's online shop offers a number of resources for sale that fit with SMSC and British values education. From £14.50.

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Newsletter Archives - Charity Email Gallery | Charity Email Gallery

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Newsletter Archives - Charity Email Gallery | Charity Email Gallery

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Newsletter Archives - Charity Email Gallery