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Inverclyde council Inclusion and Equality Anti-Racist Education document

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Inverclyde council Inclusion and Equality Anti-Racist Education document

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Is My Skin Brown Because I Drank Chocolate Milk? | Beverly Daniel Tatum | TEDxStanford

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Some Do's and Dont's to Get You Started Part 1 

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Some Do's and Dont's to Get You Started Part 1 

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1. Introduction

This page describes the government's preferred style for writing about ethnicity.

It was last updated in December 2021.

2. Ethnic minorities and ethnic groups

Ethnicity and race

We refer to ethnicity and not race. This is because:

surveys usually ask people for their ethnicity and not their race

using consistent terms helps people to understand our data

Ethnic minorities

We use 'ethnic minorities' to refer to all ethnic groups except the white British group. Ethnic minorities include white minorities, such as Gypsy, Roma and Irish Traveller groups.

For comparisons with the white group as a whole, we use 'all other ethnic groups combined' or 'ethnic minorities (excluding white minorities)'. We also refer to 'white' and 'other than white' if space is limited.

We do not use 'non-white' because defining groups in relation to the white majority was not well received in user research.

You can see a List of ethnic groups recommended for use by the government, and find out how the groups were chosen.

Broad and specific ethnic groups

We avoid using 'broad' and 'specific' when referring to ethnic groups. For example, the 'broad Asian group' or the 'specific Pakistani group'. This is because these terms aren't widely used outside of data collection.

If we need to, we refer to either 'aggregated' ethnic groups or ethnic groups 'as a whole'. For example, 'the black ethnic group as a whole'.

Phrasing

In research, 'people from a black Caribbean background', 'the black ethnic group' and 'black people' were all acceptable phrases. 'Blacks' was not.

Similarly 'people from a white British background', 'the white ethnic group' and 'white people' are all acceptable.

However, we don't say 'mixed people' or 'mixed race people'. We usually say 'people with a mixed ethnic background' or 'people from the mixed ethnic group'.

Gypsy, Roma and Traveller ethnic groups

The term 'Gypsy, Roma and Traveller' has been used to describe a range of ethnic groups with nomadic ways of life.

In the UK, it is common in data collections to differentiate between:

Gypsies (including English Gypsies, Scottish Gypsies or Travellers, Welsh Gypsies and other Romany people)

Irish Travellers (who have specific Irish roots)

Roma, understood to be more recent migrants from Central and Eastern Europe

The term 'traveller' can also encompass groups that travel. This includes, but is not limited to, 'new travellers', 'boaters', 'bargees' and 'showpeople'.

We differentiate between Gypsy, Roma and Irish Traveller groups if data is collected for them separately.

We don't use slashes (/) in commentary as this can imply these terms are the same. Instead we refer to:

'the white Gypsy and Roma ethnic group' or 'white Gypsy and Roma people'

'the white Gypsy and Irish Traveller ethnic group' or 'white Gypsy and Irish Traveller people'

3. BAME and BME

We do not use the terms BAME (black, Asian and minority ethnic) and BME (black and minority ethnic) because they emphasise certain ethnic minority groups (Asian and black) and exclude others (mixed, other and white ethnic minority groups). The terms can also mask disparities between different ethnic groups and create misleading interpretations of data.

In March 2021, the Commission on Race and Ethnic Disparities recommended that the government stop using the term BAME.

One of the recommendations in the final report on COVID-19 disparities, published in December 2021, was to refer to ethnic minority groups individually, rather than as a single group.

This was supported by research commissioned by the Race Disparity Unit (RDU), which found that people from ethnic minorities were 3 times more likely to agree than disagree that the term 'BAME' was unhelpful.

4. Ordering and style

Capitalisation

The government's preferred style is not to capitalise ethnic groups, (such as 'black' or 'white') unless that group's name includes a geographic place (for example, 'Asian', 'Indian' or 'black Caribbean').

From December 2021, all RDU publications use this style.

Order of ethnic categories

Ethnic groups are ordered alphabetically in charts and tables, with 'other', and occasionally 'unknown', as a final category.

In user research, some people were offended when white was placed first in a list of ethnic groups, while others did not like inconsistent ordering.

Ethnicities and nationalities

These ethnic groups are also nationalities:

If there is a risk of users mistaking ethnicities for nationalities, we avoid ambiguity by writing:

'people from the Indian ethnic group', not 'Indian people'

'pupils from the Chinese ethnic group', not 'Chinese pupils'

Groupings

The government's preferred style is to write about ethnic or ethnic minority 'groups' and people from ethnic minority 'backgrounds'. We do not use the term ethnic minority 'communities'.

We want to make sure our content is relevant and helpful to all our users.

Contact us at ethnicity@cabinetoffice.gov.uk with your feedback.

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How we write about ethnicity, including our definition of ethnic minorities, words and phrases we use and avoid, and why we don't use BAME or BME

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Some Do's and Dont's to Get You Started Part 2

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Some Do's and Dont's to Get You Started Part 2

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Helping young children think about race in early years- Anna Freud

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Helping young children think about race in early years- Anna Freud

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Racism can present itself in different ways in a young child's life. A child may have direct or indirect experiences of racism, but the impact can be felt all the same.

For early years practitioners, it can be difficult to talk about race and racism, especially if you have never experienced it or talked about it yourself. Our Helping young children to think about race in the early years resource has been written by Dr Pamela Hamilton and Dr Bisi Showunmi, two Child Psychologists. Both have delivered anti-racism sessions for schools and local authorities, with the second author writing her thesis on race and identity development in school children.

The purpose of this booklet is to:

highlight the various ways that race and racism impact children in the early years

introduce the idea of racial socialisation and how it supports child development

start to think about ways to support racial socialisation in the early years

identify some ways to facilitate your journey in supporting racial socialisation in your setting.

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Helping young children to think about race in the early years

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Racism can present itself in different ways in a child’s life. This resource highlights the ways that race and racism can impact children in the early years.

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Jenna Sits down with our new co-host Liza Talusan to discuss principled partnerships across race.

Read More

In this episode, Elizabeth sits down with Elena Aguilar to talk about how race shows up in coaching relationships.

Read More

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100 books by authors of colour featuring characters of colour.

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Another bank of stuff!

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By Jayne Weaver Racism pervades every aspect of life in Scotland. In 1989, on our own doorstep in Cowgate, racist youths attacked Somalian student Axmed Abuukar Sheekh and his Somalian friend. ”..screaming racist abuse, the thugs repeatedly punched, kicked and stabbed the two students on the head, arms and body.”

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Tiney guide to Inclusive Anti Racist Education

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Tiney guide to Inclusive Anti Racist Education

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Some helpful reflective suppports

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Racial Literacy Guidance at Wellpark complete

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Anti racist Curriculum principles

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Promoting Anti-Racist Education in Scotland

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The title of the Anti-Racist Curriculum Principles, "Breaking the Mould," was coined by a Black young person and Member of Scottish Youth Parliament who co-designed the principles with anti-racist educators and experts.

"Breaking the mould" is about recognising and challenging aspects of outdated and Eurocentric perspectives in the curriculum and introducing modern, relevant and responsive contexts for learning for all children and young people. The Anti-Racist Curriculum Principles strengthen the opportunities to embrace, celebrate and embed equity, diversity and social justice. Our curriculum can create space to disrupt racism and other forms of discrimination. The Principles help value, respect, recognise and represent the diversity of all children and young people. They also promote global citizenship and a sense of belonging as part of an inclusive learning environment.

The Vision, Values and Call to Action from the National Discussion, has highlighted the importance of a curriculum that advances human rights, equity, inclusivity, and appreciation of diversity to recognise, respect, and represent the unique talents, characteristics, needs, interests, and potential of all learners. It is recognised that to fully value, respect, and represent the diversity of people in Scotland, it was important that this is reflected in the curriculum. Principles such as anti-racist education were identified as being paramount.

Educators are the key to bringing anti-racist education to life. They are key to "breaking the mould" to create a contemporary curriculum that prepares learners for the modern world. In working towards an anti-racist curriculum, educators will find support from the Scottish Government, Education Scotland, the Scottish Qualifications Authority (and their successor bodies), local authority personnel and other system leaders.

Creating an anti-racist curriculum is a process that requires understanding, reflection and commitment.

Educators, local authorities, schools and early learning and childcare settings can consider how they wish to enact the principles for and with their learners and wider communities. The principles can be used to support professional learning, dialogue and reflection for staff and self-evaluation. They promote the co-design of an anti-racist curriculum with learners.

The Principles should be engaged with and alongside children's rights and human rights, Sustainable Development Goals, education professional standards, Equality and Inclusion legislation and Scotland's Curriculum for Excellence.

Which aspects of your practice already align with the Anti-Racist Curriculum Principles?

What could be done differently to enact the Anti-Racist Curriculum Principles?

What support might you need to feel confident to co-design an anti-racist curriculum?

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Emerging from the Anti-Racism in Education Programme, these Anti-Racist Curriculum Principles have been designed to support , educators, leaders and learners understand what an anti-racist curricul...

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Scotdec draft Embedding Racial Literacy into Early Level Power Point

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Scotdec draft Embedding Racial Literacy into Early Level Power Point

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This is a working draft and not yet the final product.

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Copy of Info for trial EY practitioner group

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John Amaechi is a psychologist, a New York Times best-selling author and a former NBA basketball player. In the wake of the George Floyd killing and the Black Lives Matter protests, and at a time when many people want to learn how they can be better allies for black people, we asked John what it means to be anti-racist.

There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not.

Video Transcript Video Transcript

John: There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not. Think of an interaction. I'm afraid you've probably had one right? With somebody, maybe even somebody you respect, maybe even someone you love, who says something that's racist, does something that's racist, behaves in a way that's racist. Someone who's not-racist: they won't say or do anything in that moment. They want to not rock the boat. They don't want to be upstanding. Instead, not-racists: they tend to be bystanders. But afterwards, after the event, they'll find other people who are also not-racist and they'll talk to each other about, well, that was terrible, that thing that happened the other day. I would never say anything like that. Anti-racists are different and they come in all shapes and sizes. They come in all ages. Anti-racists are constantly looking around to say, what tools do I have available to make it clear that this is not acceptable? And this, this is what anti-racists do. It's not that they stand up at the dinner table when their uncle's a little bit racist and kick the turkey off. That's not it. But what they do is they say, I'm sorry uncle John. That's not acceptable. That's racist. Quietly and respectfully. What they do is they make sure that they never miss an opportunity to let the world know where they stand, even if they can t change everything. You're probably in a position where other people have a lot more power around you. I know how that feels. Sometimes, we sit and we look around us and we think, how can I possibly change all this? And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

Sometimes, we sit and we look around us and we think, 'how can I possibly change all this?' And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

If you need support

You should always tell someone about the things you're worried about. You can tell a friend, parent, guardian, teacher, or another trusted adult. If you're struggling with your mental health, going to your GP can be a good place to start to find help. Your GP can let you know what support is available to you, suggest different types of treatment and offer regular check-ups to see how you're doing.

If you're in need of in-the-moment support you can contact Childline, where you can speak to a counsellor. Their lines are open 24 hours a day, 7 days a week.

There are more links to helpful organisations on BBC Action Line.

It's important that you keep yourself safe when confronting racism. For support and advice, see the articles below.

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Not-racist v anti-racist: what's the difference?

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John Amaechi describes the difference between being not-racist and anti-racist.

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Dr Rudine Sims Bishop talks about the importance of children seeing themselves reflected back and seeing into other's experience.

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Anti-bias lessons help preschoolers hold up a mirror to diversity

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Toys promoting diversity and equity

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Welcome to the toy box revolution! #ToyLikeMe™ is a creative collective celebrating diff:ability in toys and calling on the global toy industry to positively represent 150 million kids with disability and different worldwide.

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Resources and support for anti-racist education practitioners across Scotland.

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For education practitioners in Scotland interested in embedding anti-racist education in their setting.

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Scottish Book Trust- Reading List

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Our author events, resources and book lists are designed to support anti-racism and promote BIPOC voices and experiences through literature.

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Early Level Books

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Prior to working in schools, I worked for Homestart as a family support worker which involved working with several third-party agencies to provide support and empower parents to provide safe environments where they can nurture their children and help them maximise their full potential .

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Halal refers to that which is permissible or lawful under Islamic law, a concept primarily applied to food but also encompassing ethical and business practices. For meat to be considered halal, it must be from a permitted animal species, be slaughtered by a qualified Muslim using a sharp knife after a blessing (Tasmiyah), and have all blood completely drained. Foods containing haram (forbidden) ingredients, such as pork or intoxicants, or that have been contaminated with them, are not halal.

Key Aspects of Halal Food

Permitted Animals: The animal must be a species permissible in Islam, such as poultry, ovine (sheep), and bovine (cattle). Pork is never halal.

Slaughter Method:

The animal must be alive at the time of slaughter.

A sharp knife must be used to make a swift, deep incision to cut the jugular veins.

The slaughterer must be a qualified Muslim who invokes the name of God (Tasmiyah) during the cut.

All blood must be completely drained from the animal.

Prohibited Foods:

Pork and any products derived from it are haram (forbidden).

Blood is considered harmful and prohibited.

Intoxicating substances, like alcohol, are not permitted.

Prevention of Contamination: Halal food can become non-halal if it comes into contact with haram substances during processing, packaging, distribution, or consumption.

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What do Muslims believe?

Muslims believe that Islam was revealed over 1,400 years ago in Mekkah, Arabia through a man called Muhammad.

Muhammad is so respected that it is usual for Muslims to say 'peace be upon him' whenever they mention his name.

Muhammad is believed by Muslims to be the last prophet sent by God (Allah). They believe God sent prophets to mankind to teach them how to live according to His law.

Jesus (Isa), Moses (Musa) and Abraham (Ibrahim) are other respected prophets.

Five Pillars of Islam

The Five Pillars of Islam are an important part of Muslim life. They are five things that a Muslim must do so they can live a good and responsible life. They include:

The declaration of faith (Shahada)

Praying five times a day (Salat)

Giving money to charity (Zakah)

Fasting during the month of Ramadan (Sawm)

A pilgrimage to Makkah at least once in a lifetime (Hajj)

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What is Islam and what do Muslims believe in? - BBC Bitesize

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Learn what Islam is and discover its religious teachings with this KS2 religious studies guide.

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During the month of Ramadan, Muslims won't eat or drink during the hours of daylight. This is called fasting.

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What is Ramadan and when does Ramadan happen? - BBC Bitesize

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Learn all about the holy Islamic festival of Ramadan with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Eid ul-Adha ('Festival of Sacrifice') is one of the most important festivals in the Muslim calendar.

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When is Eid-ul-Adha 2025 and what is it? - BBC Bitesize

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Eid-ul-Adha is known as the ‘Festival of Sacrifice’. Learn all about this Islamic festival with this KS2 Religious Education guide.

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Antiracist Critical Thinking Model- Planning tool

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Antiracist Critical Thinking Model- Planning tool

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Questions to ask yourself when planning for your area

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Learn all about the religion of Buddhism with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Annual Buddhist festival- Remembers the death of Buddah

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Learn all about the Buddhist festival of Nirvana Day with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Annual festival- Celebrates Buddahs Birthday

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Learn all about the Buddhist festival of Wesak with fun interactive videos, activities, downloads quizzes and revision guides for KS2 school children.

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What is Sikhism and what do Sikhs believe? - BBC Bitesize

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Learn all about the religion of Sikhism and what Sikhs believe with these fun interactive videos, activities, downloads, quizzes and revision guides for KS2.

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Guru Nanak is considered the first Sikh Guru.

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Learn all about the founder of Sikhism, Guru Nanak, with fun interactive videos, activities, downloads quizzes and revision guides for KS2 school children.

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Vaisakhi, also called Baisakhi, is the festival which celebrates the founding of the Sikh community, the Khalsa, in 1699.

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Learn all about the Sikh festival of Vaisakhi with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Learn all about the religion of Hinduism with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Hindu Festival- Marks the arrival of spring

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RAJ: Hi Rebecca.

REBECCA: You look so colourful, what happened to you?

RAJ: Thanks. I was at Holi, the Hindu festival of colours.

REBECCA: So what's Holi all about?

RAJ: It marks the beginning of spring, and there is a story about Hiranyakashipu, an evil King.

REBECCA: Really?

RAJ: Yeah, he was angry that his son, Prahlad, was worshipping Vishnu instead of him. The king's sister, Holika, had a special cloak to protect her from fire. The king asked her to trick Prahlad into sitting on her lap in a bonfire, but her cloak flew off and protected Prahlad instead. So on the eve of Holi we light bonfires to celebrate the triumph of good over evil.

REBECCA: But what about your clothes?

RAJ: Ah, right. That comes from another story we remember. On the day of Holi, we have a big festival where people throw coloured powder and water on each other to celebrate the love between Krishna and Radha.

REBECCA: That must be messy.

RAJ: It is. In India, everyone gets involved. It doesn't matter if you are rich or poor, old or young. It's a day for everyone to forget bad feelings towards each other.

REBECCA: That sounds like fun.

RAJ: It is. We also get presents and eat sweets and spicy foods.

REBECCA: Yum.

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What is the festival of Holi? - BBC Bitesize

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What is Holi about? Learn all about the Hindu festival of Holi with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 students.

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Hindu Festival- Festival of lights

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[MUSIC][DOOR CLICKS]

RAJ: Grandma!

GRANDMA: Hi sweetheart! Come in. I'll take your bags. Are you excited for Diwali?

RAJ: Yeah! Diwali is the best! I love the fireworks!

GRANDMA: Me too. Do you know why we celebrate Diwali?

RAJ: It's the festival of lights and marks the start of the Hindu new year.

GRANDMA: Good! And when do we celebrate it?

RAJ: It lasts five days around October or November.

GRANDMA: And do you remember the story of Prince Rama and Princess Sita?

RAJ: Yeah! Sita was kidnapped by the demon king, Ravana. So Rama had to rescue her with help from Hanuman, the monkey king. There was a fierce battle, but Rama finally defeated Ravana and saved Sita!

GRANDMA: Then what happened?

RAJ: Villagers from their hometown lit lamps to help them find their way home. Diwali means "Row of lights."

GRANDMA: That's right. We also pray to Lakshmi, the Goddess of wealth and good fortune. We light lamps so that she will visit our homes and bring us good fortune.

RAJ: And that's why we make Rangoli patterns out of colourful powder or petals.

GRANDMA: It is. I'm very impressed.

RAJ: Thanks, Grandma!

GRANDMA: In India, the streets will be full of people celebrating with drumming, and dancing, and of course, fireworks.

[ROCKET SCREECHES]

RAJ: Grandma, look!

[GRANDMA GASPS]

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Find out all about the Hindu festival of Diwali with fun activities, films and things to make at home.

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Learn all about Judaism with fun activities, interactive videos, learning resources, downloads and much more.

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It is a spring festival that begins on the 15th day of Nisan, the first month of the Jewish calendar

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Learn all about the Jewish festival of Passover with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Yom Kippur means Day of Atonement. It is the most sacred and solemn day in the Jewish calendar.

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What is Yom Kippur?

Yom Kippur means Day of Atonement. It is the most sacred and solemn day in the Jewish calendar.

Atonement means to put things right. That day is about people putting things right with God through prayers and sacrifice.

Yom Kippur is a day to reflect on the past year and ask God's forgiveness for any sins. Instead of work or school, many Jews attend the synagogue where they pray throughout the day. They break their fast in the evenings.

When is Yom Kippur?

Yom Kippur is celebrated in September or October in the UK. In 2024 Yom Kippur will begin in the evening of Friday 11 October.

Yom Kippur is ten days after Rosh Hashanah, the Jewish New Year, which celebrates the anniversary of the creation of the world.

What is the story of Yom Kippur?

When the Israelites escaped from slavery and left Egypt, they went to Mount Sinai. Moses climbed to the top of the mountain and God gave him two tablets of stone with the Ten Commandments carved on them.

The first commandment told people that they should not worship anyone other than God. However, when Moses went down the mountain, he found the Israelites worshipping a golden calf.

Moses was so angry that he threw the sacred carved stone tablets on the floor and they shattered. The Israelites then atoned for their wrongdoing. God forgave them and gave Moses a second set of stone tablets.

Quiz: The story of Yom Kippur

How is Yom Kippur celebrated?

The Days of Awe

The ten days between the Jewish New Year called 'Rosh Hashanah', and Yom Kippur are called The Days of Repentance or Days of Awe. During these days, many Jews think about everything they have done in the past year. If they've done something wrong, they can try to put it right, ask God's forgiveness, and promise not to do it again. Many Jews also give money to charity.

The Day of Yom Kippur

Many Jews mark the day of Yom Kippur by fasting (going without food) for 25 hours. They fast from sunset the day before to sunset on the evening of that day.

They also wear white and they don't wear make-up, perfume, or leather shoes. The most important part of Yom Kippur is the time spent in the synagogue. Even Jews who do not go to the synagogue very much will go on Yom Kippur. The day is spent in continuous prayer.

Click on the items in the image to learn about how Jewish people use them to mark Yom Kippur.

Start activity

JavaScript is required to view this activity.

Quiz: How is Yom Kippur celebrated?

Activity: Thinking points

Have a look at the thinking points below. You can discuss them with somebody else if you want to. There are no right or wrong answers so remember to be respectful if somebody else has a different thought or opinion.

1. Think about the last year. Is there anything you have done that you might want to be forgiven for? You can keep this thought private if you want to.

2. Yom Kippur is a time for reflection. Why do you think it is good to reflect back and think about your behaviour and decisions?

3. Why is it important to apologise when you have done something wrong?

4. Why do you think Jewish people give money to charity during Yom Kippur?

5. Do you think you should have to forgive somebody if they ask you for forgiveness?

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What is Yom Kippur? | Ages 7-11 | Bitesize Religious Festivals - BBC Bitesize

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When is Yom Kippur? Learn all about the Jewish festival of Yom Kippur with fun interactive videos, activities, downloads, and quizzes for KS2 school children.

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Hanukkah is the Jewish Festival of Lights

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Learn all about the Jewish festival of Hanukkah with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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Learn all about non-religious beliefs with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.

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How do well known Christians inspire others? - BBC Bitesize

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Read about how Christians can grow in their faith and be inspired by well known Christians in this CCEA KS2 Religious Education Bitesize article.

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Easter is a Christian festival celebrated all over the world.

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Celebrate Easter in this interactive guide for children in KS2.

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Lent is the period of six weeks (40 days not including Sundays) leading up to Easter, the most important festival in the Christian calendar

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Learn all about the Christian festival of Lent with fun interactive videos, activities, downloads, quizzes and revision guides for KS2 school children.