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British Values Booklet

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Dr Pragya Agarwal explores the way our implicit or 'unintentional' biases affect the way we communicate and perceive the world, how they affect our decision-making, and how they reinforce and perpetuate systemic and structural inequalities.

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'Passionate and urgent.' Guardian , Book of the Week 'A must-read for all.' Stylist , best new books for 2020 'Cogently argued and intensely persuasive. Groundbreaking Work.' Waterstones, best new books of April 'Impressive and much-needed.' Financial Times , Best Business Books April to June 'Admirably detailed.' Prospect Magazine 'Practical, useful, readable and essential for the times we are living in.' Nikesh Shukla 'An eye-opening book that I hope will be widely read.' Angela Saini 'If you think you don't need to read this book, you really need to read this book.' Jane Garvey 'An eye-opening book looking at unconscious bias. Meticulously researched and well written. It will make you think hard about the judgements you make. An essential read for our times.' Kavita Puri, BBC Journalist and author Sway is a thoroughly researched and comprehensive look at unconscious bias and how it impacts day-to-day life, from job interviews to romantic relationships to saving for retirement. It covers a huge number of sensitive topics - sexism, racism, ageism, homophobia, colourism - with tact, and combines statistics with stories to paint a fuller picture and enhance understanding. Throughout, Pragya clearly delineates theories with a solid grounding in science, answering questions such as: do our roots for prejudice lie in our evolutionary past? What happens in our brains when we are biased? How has bias affected technology? If we don't know about it, are we really responsible for it?

For the first time, behavioural and data scientist, activist and writer Dr Pragya Agarwal unravels the way our implicit or 'unintentional' biases affect the way we communicate and perceive the world, how they affect our decision-making, and how they reinforce and perpetuate systemic and structural inequalities.

At a time when partisan political ideologies are taking centre stage, and we struggle to make sense of who we are and who we want to be, it is crucial that we understand why we act the way we do. This book will enables us to open our eyes to our own biases in a scientific and non-judgmental way.

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Amazon.com: Sway: Unravelling Unconscious Bias eBook : Agarwal, Pragya: Kindle Store

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Discrimination and prejudice against people based on their race or ethnicity.

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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This refers specifically to the ways in which institutional policies and practices create different outcomes and opportunities for different groups based on racial discrimination.

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The act of creating an environment in which any individual or group will be welcomed, respected, supported and valued.

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Physical or mental impairment that has a substantial and long-term effect on a person's ability to carry out normal day-to-day activities.

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It is the ongoing, active effort to challenge and oppose racism in society., and promote racial equality.

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The intentional and active process of unlearning values, beliefs and attitudes that have caused emotional, physical or mental harm to people through colonisation. This requires the recognition of systems of oppression.

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Race can mean your skin colour, or your nationality (including your citizenship). It can also mean your ethnic or national origins, which may not be the same as your current nationality.

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A comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalised group (such as a racial minority).

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Offensive actions or statements fuelled by prejudice or stereotyping of Muslims.

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The misappropriate use by members of a majority group to adopt cultural customs, elements and practices of a minority group in an exploitative or stereotypical way.

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Unconscious Bias can be defined as making judgements or decisions (social stereotypes) on the basis of our prior experiences, backgrounds, societal stereotypes and/or assumptions about various social groups.

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Prejudice or discrimination against individuals with a darker skin tone, typically among people of the same ethnic or racial group.

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It is the dislike or prejudice against lesbian, gay and bisexual people.

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Someone who does not consider themselves to be White.

The term has similar limitations to the term ‘BAME’ with regards to homogenising a large, diverse group of people and failing to account for the significant differences between ethnic groups.

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White privilege can be defined as the inherent advantages possessed by a White person on the basis of their race in a society characterised by racial inequality and injustice.

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World Religion Day - 18th January

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Mahayana (Buddhist) New Year

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LGBTQ+ History Month

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Race Equality Week

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Ramadan begins

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Holi

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International Women's Day

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Neurodiversity Celebration Week

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Eid al-Fitr

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World Autism Acceptance Month

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Good Friday

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Easter Sunday

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Passover

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Promoting Racial Literacy in Schools: Differences That Make a Difference

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Promoting Racial Literacy in Schools: Differences That Make a Difference

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Educators will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen.

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Promoting Racial Literacy in Schools: Differences That Make a Difference (0)

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Buy Promoting Racial Literacy in Schools: Differences That Make a Difference (0) by Howard Carlton Stevenson Jr (ISBN: 9780807755044) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Vaisakhi - Sikh New Year

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Anti-semitism is prejudice against or hatred of Jews.

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Mental Health Awareness Month

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Cultural Diversity Day

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Eid Al-Adha

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Pride Month

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World Humanitarian Day

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International Day for the Remembrance of the Slave Trade and its Abolition

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World Suicide Prevention Month

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Rosh Hashanah - Jewish New Year

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Youth Mental Health Day

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International Day of Sign Languages

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Black History Month

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Down Syndrome Awareness Month

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ADHD Awareness Month

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World Mental Health Day

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Diwali

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Men's Health Awareness Month

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Islamophobia Awareness Month

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National Stress Awareness Day

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Remembrance Sunday

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World Kindness Day

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Anti Bullying Week

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International Men's Day

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Howard Stevenson - Promoting Racial Literacy in Schools

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Howard Stevenson - Promoting Racial Literacy in Schools

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Why I'm no longer talking to White People about race

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Why I'm no longer talking to White People about race

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Reni Eddo-Lodge expresses her frustration with the discussions of race and racism in Britain being led by those who aren't affected by it.

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26 Mini-Films for Exploring Race, Bias and Identity With Students

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26 Mini-Films for Exploring Race, Bias and Identity With Students

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How do we get students to consider perspectives different from their own? How do we get them to challenge their own biases and prejudices? If, as Atticus Finch famously said, "You never really understand a person until you consider things from his point of view ... until you climb into his skin and walk around in it," how do we get our students to do that?

Teachers traditionally turn to literature, history and current events to open up these conversations, but it's always helpful to have a bigger toolbox to tackle such important and difficult issues. That's why we pulled together these 26 short New York Times documentaries that range in time from 1 to 7 minutes and tackle issues of race, bias and identity.

To help teachers make the most of these films, we also provide several teaching ideas, related readings and student activities.

In the comments, we hope you'll share how you use these films in your own classroom.

_________
The 26 Films

* The Collector "We Are Not That" (2 min.)
* The Activist "They Think We're Just Historical" (3 min.)
* The Seller "It's Weird to Me, but It Sells" (2 min.)

Hyphen Nation- What makes someone American? How do you define American identity? In these films, nine American citizens describe their struggle to belong in a nation that both embraces and rejects them.

* Mallika (2 min.)
* Jason (2 min.)
* Amanda (1 min.)
* Roy (1 min.)
* Russell (2 min.)
* Wendy (1 min.)
* Ayman (2 min.)
* Armando (2 min.)
* Michaela (2 min.)

The latter three series were produced in collaboration with " POV," television's "longest-running showcase for independent non-fiction films." For more educational resources from "POV," visit its website.
__________ Teaching Idea #1: Ask Open-Ended Questions for Reflection and Discussion

Horsing around with white friends in a parking lot as a teenager, only one person got singled out.

Sometimes the best way to prompt reflection and discussion after watching a film is simply to let students share their personal reactions. The four open-ended questions we use in our weekly Film Club are intended to encourage thoughtful and honest dialogue. Students might write a response first, or meet in partners or small groups before discussing with the class as a whole.

* What moments in this film stood out for you? Why?
* Were there any surprises? Anything that challenged what you know - or thought you knew?
* What messages, emotions or ideas will you take away from this film? Why?
* What questions do you still have?

While students watch the film, they can take notes using our Film Club Double-Entry Journal (PDF) to help remember specific moments.
Teaching Idea #2: Offer Students Choice

It doesn't get more American than putting your hand over your heart at a Yankees game. And it doesn't get less American than being called a terrorist at a drug store.

Different film topics might appeal to different students and classes. If you plan to watch one or more of these films as a class, you can do a quick survey to decide which film in a series to watch. Or, if students are watching on tablets or laptops, you can let them decide individually or as small groups which film or films they'll watch.

If students do end up watching different films, you can have them share their observations and reflections with the rest of the class in a jigsaw activity or class share.
Teaching Idea #3: Go Further With Short Activities

These 26 films raise all sorts of questions about how we see other people, how they see us, and even how we see ourselves.

Extending classroom discussions with formal activities can help push the conversation forward and help students draw connections between their own lives and the ideas expressed in these films. Here are just a few possibilities that can be used before, between or after watching.

Short readings that provide additional perspectives or entry points for exploring issues of race, bias and identity can also deepen the conversation. We selected the following from Facing History and Ourselves' collection of resources:

* "Little Things Are Big" by Jesús Colón (also used in our Text to Text lesson plan)
* "The Bear That Wasn't," an illustrated children's book by Frank Tashlin
* "The Danger of a Single Story" by Chimamanda Adichie
* "Orientation Day", a short personal essay by a 17-year-old student, Jennifer Wang
* Defining Race, short readings about "race" as a shifting social construct
* The Blink of an Eye, short readings about unconscious or implicit bias
* Words Matter, an interview with Niin, an Anishinaabe woman of both Cree and Ojibway descent
* The 'In' Group, a reflection by Eve Shalen, a high-school student
* Street Calculus, a cartoon by Garry Trudeau

For most of these readings, Facing History provides connection questions or even a related lesson plan.
Teaching Idea #5: Take Action

These films naturally raise questions about the daily choices we make, consciously or unconsciously, to treat others with respect and dignity. They also push us to think about the lengths we should go to as schools, communities, a nation and as a world to make sure that all people are treated fairly - so, as Dr. Martin Luther King Jr. stated, people "will not be judged by the color of their skin but by the content of their character."

Students can brainstorm:

* What can we do in our individual lives to make sure others are treated with respect and dignity, and not based on stereotypes and prejudice?

* What can we do as a class or as a school to make sure our community is welcoming of people from different backgrounds - different races, ethnicities, religions, disabilities, gender and sexual orientations?

* And what about as city, state, nation or world? What can we do to make a difference in promoting equality and understanding across divides and in the face of intolerance?

Then, as individuals or as a class, students can come up with their own plans of action to challenge stereotypes and fight against discrimination.

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26 Mini-Films for Exploring Race, Bias and Identity With Students (Published 2017)

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How do we get students to consider perspectives different from their own? How do we get them to challenge their own biases and prejudices? If, as Atticus Finch famously said, "You never really understand a person until you consider things from his point of view ...

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What is your first memory of racial difference? Mine is when I was 5 years old. My family had recently moved to Brighton from a small town in Surrey, and I was the only black child in my school. Some of the other children called me names (like 'poo face'). I cried a lot. I was very sensitive.

What is your first memory of racial difference? I ask this question when I run race awareness training course in companies I work with. The diversity of responses always fascinates me. I am amazed at how different people's experiences of 'race' are. It ranges from white people who went to multi-cultural schools. Who, are very racially aware and confident in the language they use and their knowledge of cultural difference. To white people, who didn't encounter racial difference until they interacted with people from different cultures in university or their first city-based jobs. To black Africans, who also didn't experience the concept of 'race' until they moved to the UK and were othered for the first time, no longer in a black majority.

What Is Race?

Literacy is defined as knowledge or skills in a specific area. The legal definition of race as defined by the Equality Act 2010 , can mean your colour or your nationality (including your citizenship). It can also mean your ethnic or national origins, which may not be the same as your current nationality. That sounds simple, but it's not really. Firstly, because all these things are not the same. Nationality is completely different to ethnic origin, and colour is completely different to citizenship. But somehow - ALL these things are 'race'.

If you imagine what happens when someone is racist. Probably some kind of verbal abuse comes to mind. And for someone to be racist, there has to be the notion of race.

This brings to light the second problem with this term of "race" - that is, that it doesn't really exist. The history of the concept that we have of race is based on a pseudo-science of racial difference with a very problematic history. Also, it has been proven that there is only the 'human race' in biological terms.

So how is it that we can talk with such passion and conviction about something that does not exist? Simply, because the impact of the creation of the concept of "race" (on geographical and historical grounds) does exist. Everyday racism, systemic racism and institutional racism are real. The concept of race was created as a societal construct, and today we live with the consequences of that.

What Does Racial Literacy Mean?

Unfortunately, our education system doesn't include a standard explanation to our young people of the history of the creation of the concept of race (or critical race theory). The implications being that we are all often fuddling through with concepts that we don't understand, with no knowledge of why race as we know it exists. And then we are expected to just get on with things. To tread sensitively around appropriate language, 'BAME', 'black', 'BME'; 'minorities' but not 'non-white'; 'person of colour' but not 'a coloured person'. And, one I quite like - 'the global majority'.

A recent Channel 4 documentary, The School That Tried To End Racism , gave some race theory experts (including Dr Nicola Rollock , an academic and consultant who specialises in racial justice in education and the workplace) the opportunity to use methods used in schools in the USA to make children in a UK school racially literate. One method being creating affinity groups, where all the white pupils and all the black and minority ethnic pupils went into different groups and discussed their ethnicity. The difference in the conversations between the groups was notable because this was the first time the white children had considered having a race.

Critical race theory is studied by academics across the world. And while there are some academics who have studied race extensively (often not recognised as part of the mainstream canon of academia), the really interesting studies that would push thoughts of race to a new and modern way of thinking, are the studies of whiteness. The most well-known is now Robin Diangelo's White Fragility: Why it's so hard for white people to talk about racism, written by a white woman in the USA exploring a discussion that is often missing about what it means to be 'white'. Particularly thought-provoking for white people who often don't see themselves in racial terms.

What are the implications of not being taught racial literacy? As an adult, do you feel comfortable talking about race? Would you avoid saying 'black people' to a black person? Have you ever said 'I don't see colour' or 'I don't see race' in order to make a person of colour feel comfortable? Perhaps the reason for this is because you aren't racially literate. Perhaps you aren't aware that by saying 'I don't see race' you are inadvertently putting a negative value on that person's race by suggesting it's not important to you. It's patronising, ignorant and ill-informed. And if this is your position then it probably isn't your fault - because no-one taught you how to be racially literate. This idea of being colour-blind is explored by Renni Eddo-Lodge, in Why I'm No Longer Talking to White People About Race (with accompanying podcast) and in Afua Hirsch's book, Brit(ish).

The Benefits Of Being Racially Literate

Imagine if your starting point was positive, that you saw a black person and your first thought was positive. Perhaps because you understood the history of the creation race linked to slavery, trade and colonialism. Perhaps you had some knowledge of the history of the continent of Africa, it's riches, culture and resources. Of the reason why there are black people in the Caribbean and the Americas and the role of western European countries in this racial geography. Of the rich intellectually advanced history of the African continent and their current blossoming economies.

View racial literacy the same way you view literacy of reading, writing and numeracy. People who lack these basic literacies do struggle in later life and in work. Sometimes it can be dangerous, for example, being unable to read warning signs. Without some racial literacy being taught to young people, they too are at a disadvantage in how they engage with people from different cultural backgrounds. Racial literacy is an essential skill for work and everyday life.

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Racial Literacy: What Does it Mean? - The Black Curriculum

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What is your first memory of racial difference? I ask this question when I run race awareness training course in companies I work with. The diversity of responses always fascinates me. I am amazed at how different people's experiences of 'race' are.

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Improving school staff knowledge and confidence around anti-racism

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Improving school staff knowledge and confidence around anti-racism

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Robin Diangelo discusses the difficulties white people have discussing race and providing practical steps to overcoming this.

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Students in the UK are not being taught Black British History and the Black Curriculum was set up to tackle this.

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We empower young people and educators across the UK to engage with Black British history 365 days a year.

One of our main goals since 2019 has been to embed Black histories into the UK national curriculum.

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We empower young people and educators across the UK to engage with Black British history 365 days a year. One of our main goals since 2019 has been to embed Black histories into the UK national curriculum.

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The Runnymede Trust generates research to challenge structural racism in Britain.

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Runnymede is the UK's leading independent race equality thinktank.

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Wish We Knew What to Say: Talking with Children About Race

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Wish We Knew What to Say: Talking with Children About Race

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A vital book that equips us to have conversations about race and racism with young people, ensuring we are all playing our part to raise the next generations as anti-racist.

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Wish We Knew What to Say: Talking with Children About Race

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Wish We Knew What to Say: Talking with Children About Race : Dr Pragya Agarwal: Amazon.co.uk: Books

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RESOURCES FOR TALKING ABOUT RACE, RACISM AND RACIALIZED VIOLENCE WITH KIDS

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RESOURCES FOR TALKING ABOUT RACE, RACISM AND RACIALIZED VIOLENCE WITH KIDS

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The UK's leading
anti-racism educational charity

Show Racism the Red Card was established in January 1996, thanks in part to a donation by then Newcastle United goalkeeper Shaka Hislop.
In 1990's Newcastle, Shaka was at a petrol station near St. James' Park when he was confronted with a group of young people shouting racist abuse at him. After one of the group realised that they had been shouting at Shaka Hislop, the Newcastle United football player, they came over to ask for an autograph.

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This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most

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The social group a person belongs to, and either identifies with or is identified with by others, as a result of a mix of cultural and other factors including language, diet, religion, ancestry and physical features traditionally associated with race.

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BEO works with partners and allies to address systemic racism in the education system, to ensure all Black children and young people can fulfil their potential.

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BEO will work with partners and allies to address systemic racism in the education system, to ensure all Black children and young people can fulfil their potential.

Look out for the launch of our own report looking at the experiences of Black communities in the UK.

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Each child in Britain deserves to experience dignity, belonging and joy in education. But Black children have historically been denied this right.

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The unequal treatment of members of various groups based on race, gender, social class, sexual orientation, physical ability, religion and other categories.

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Diversity simply means the range of human differences.

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The use of comments or actions that can be perceived as offensive, embarrassing, humiliating, demeaning and unwelcome.

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A social system where men control a disproportionately large share of social, economic, political and religious power - prioritising masculinity.

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A preconceived judgement that is usually rooted in unfavourable opinions formed without prior knowledge, thought, or reason.

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The framework we use for intervening when any member of our community hears or sees something discriminatory is:

Challenge

Reflect

Open it Up

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If you see, something, say something!

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When you see someone make a discriminatory comment/'joke', think about what their intention was.

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Speak openly about it and try to explain why making discriminatory comments is unacceptable and the effect it can have on a person.

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Scenes of anger and protest across the world by the Black Lives Matter Movement following the death of George Floyd in the USA, have highlighted the divisions that still exist and need to be addressed in society. As mental health practitioners, it's important we acknowledge the heightened anxiety and pain felt by members of our community.

One of Place2Be's school-based mental health professionals, Dianna Roberts, has held sessions with Year 6 pupils in her school about race and racism:

"Some of the children were quite anxious about asking questions or saying the wrong thing. We talked about how normal it is to feel uncertain and confused, and to have lots of questions. They wanted to know why racism had come back, or why people hadn't been protesting before. We also talked about where they were getting information from, and the majority said social media. Only a few said they'd spoken to a parent about it."

Here are some resources you may find useful when talking with children and young people on issues around race and discrimination.

Resources for parents and carers

A Parent's Guide to Black Lives Matter
This guide aims to provide resources, advice, and tips to ensure that children are aware of racial inequality, racial hierarchies, and white privilege present in modern-day society, as well as share tools and knowledge in which to combat racism today.

Racism and violence: helping children to handle the news
The Child Mind Institute have shared advice on helping children to deal with troubling news about race and violence

George Floyd: Why are there huge protests in the US and around the world?
BBC Newsround's report helps children to make sense of what has happened in recent days and weeks

How to talk to your children about race and racism
How to answer questions about race and racism? Entrepreneur, blogger and mum-of-one Freddie Harrel and Behavioural scientist and diversity consultant Dr Pragya Agarwal - who has three daughters - shared their personal experiences and tips with BBC Woman's Hour...

Resources for schools

Black Lives Matter - Book Trust Book List
Book Trust has selected books that examine the structural oppression experienced by the Black community, aimed at inspiring and empowering young children to talk about anti-racism.

Remember that if you are struggling with your mental health, there is always help available.

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Talking to children about race and discrimination - Place2Be

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We share some resources you may find useful when talking with children and young people about race and discrimination.

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Previously known as Breakfast Clubs Against Racism. We are an anti-racism education non-profit, ensuring every future is free from racism.

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Antisemitism Booklet

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Booklet on the term 'monkey'

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Understanding Colourism in the Black Community

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Not using the 'N-word'

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Anti-Homophobia booklet

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Differentiated Anti-Racism

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Anti-Racism Booklet