- the national approach to anti-racist education

- some definitions of racism-how to introduce these for learners

- what happens in our own settings

- some examples of good practice

- resources to support your PL and practise

- tools to develop an inclusive, diverse and anti-racist curriculum

You can find more about their resources on Signposts for Global Citizenship

If you require an editable version of the slides for accessibility reasons, please email edsBRL@educationscotland.gov.scot

On this webpage, there is further information about the programme and how to be notified about applications opening again (keep me informed signup: https://forms.office.com/e/HQh1GVugUh)

In addition to BRL, Education Scotland offers BRL+ webinars that educators can sign up on Eventbrite. The next one is planned for 17th March: BRL+ webinar: Alistair Heather on Scotland’s Hidden Colonial History | Events | Education Scotland

AdRESS was created by the Coalition for Racial Equality and Rights (CRER), an anti-racism charity that has been campaigning for racial justice in Scotland for over two decades.

While CRER primarily focuses on research, strategic policy work and campaigning, we regularly hear from parents and carers whose children have faced serious harassment and physical violence at the hands of their classmates.

In some cases, parents reporting incidents are dismissed, belittled and even bullied when trying to seek help for their children.

AdRESS helps to ensure that your voice is heard

Aligned with the Breaking the Mould anti-racist curriculum principles, the following types of curricular resources can be found:

• Early Level

• First Level

• Second and Third Level

• English and Literacy

• Coming soon: Maths

There are plans for the publication of a Whole School Approach to Responding to Racism and Racist Incidents (which complements the above guidance). This will be hosted on the Scottish Government website. The webinar launch of this resource is available for signup: Responding to Racist Incidents: Launch of the new Whole School Approach Tickets, Monday, Mar 23 from 4 pm to 5 pm GMT | Eventbrite

•Raise awareness of prejudice-based behaviours and hate crime in education settings.  

•Increase confidence in identifying early signs of prejudice-based behaviours and hate crime.  

•Develop an understanding of what to do when prejudice-based behaviours and hate crime occur, including how to report them and support those affected. 

This set of resources includes slides, facilitation notes and an information note summarising the content from the slides. They can be used on their own as self-directed learning, as part of a group or team, or to facilitate training as a bigger group. 

Skilled level | Inclusion, wellbeing and equalities framework | Leading professional learning | Professional Learning | Education Scotland 

Under the “Rights and Equalities” Tab. 

• The asylum system

• A clarification of roles and responsibility for local authorities / Home Office in the asylum system

• Rights and entitlements of people seeking asylum in the UK

• Statistics

• An overview of resettlement schemes and the different between resettlement and asylum

• Right to protest

• Hate crime

• Mis/Dis/Mal - information

• Violence Against Women and Girls

• how children are using social media

• online disinformation

• prejudicial conspiracy narratives

• online hate, extremism and radicalisation

• case analysis of the "manosphere" and far-right extremism

• counter-speech & strategic dialogue

  
  

• Pause: Before responding - pause. This allows for a short moment of silence, which acts to situate you in control of the dialogue while providing space for a calm response.

• Empathy: Address the behaviour or comments and don’t ‘label' the person - remind them of their positive qualities that behaviour or language like this contradicts.

• Ask: Questions to encourage critical reflection. Using open-ended questions invites the person to think deeper on their own, reflect, and sows seeds of doubt: “Why did you say that?”

• Correct: disinformation if you can by providing facts that directly challenge misconceptions

• Encourage: respect for others and fact-checking information

• Separating the person from the potential problem

When discussions become too heated it's easy for the conflict to become personal. Instead, a facilitator should try to pick-up and reword comments so that they focus on what the issue is rather than who is discussing it. Facilitators can do this by using clarifying statements/questions such as:
-    So what you’re saying is…
-    Am I hearing you correctly when you say…
-    Another way you might say this is…
From here, it will be easier to steer the discussion into a more productive space that is focussed on the learning and subject at hand. 

• Questioning 

Another approach is to switch the focus from conflict to questioning.  This helps the group lean into the difficult conversation in the pursuit of creating a compassionate space where people listen to understand, offer new information/perspectives and correct assumptions.

It is only in having these difficult conversations can people ‘Do better once they know better’. This can be referred to as, ‘calling in’ vs ‘calling out’ and Harvard University have created a user-friendly guide on this. 

Facilitators should encourage individuals to provide more information or explanation through gently probing questions such as:
-    What makes you say that?
-    "I'm curious. What was your intention when you said that?" 
-    Why do you think this is the case?
-    What do you think would happen if…?
-    What sort of impact do you think…?
-    How might someone else see this differently?

Depersonalising and questioning allows the group to explore the issue and fully understand what it is. It is possible that someone’s perception may be wrong – perhaps the conflict is based on incorrect or incomplete information, or it may be that the perception is correct, and the person is right to feel the way that they do. If this is the case, then the facilitator needs to address the situation in the appropriate manner

Take Things "Off Line"

One of the quickest ways to deal with severe or unsolvable conflict in a learning situation is to acknowledge it at the time but then arrange to fully follow it up at the appropriate time, location and with the correct personnel.

•Consider the importance of embedding diversity and equalities in the curriculum. 

•Explore a practical and simple approach – Mirrors and Windows – to embedding equalities in the curriculum. 

This set of resources includes slides, facilitation notes and an information note summarising the content from the slides. They can be used on their own as self-directed learning, as part of a group or team, or to facilitate training as a bigger group. 

The resource aims to provide inspiration and support for practitioners and children to explore and celebrate our diverse world with curiosity, empathy and respect. It includes the cross-cutting themes of anti-racist education, gender and nature connection and ideas for topics.

It also supports them to understand the context of apartheid South Africa; the life of Nelson Mandela and the connections to the Scottish anti-apartheid movement; draw links to examples of modern day injustice; develop their speech-making skills to raise awareness of real world issues.

We have collected lesson plans created by experienced teachers, primary sources, video clips and other resources on this website for use in teaching.

The resources created for the project have been designed for use in BGE, National 5, and Higher teaching.

The activities focus on topics like unpicking bias in historic and contemporary media, the importance of indigenous knowledge on expeditions through Southern and Central Africa, and centring African and marginalised voices in telling this shared history.

Encouraged to question why these narratives persist and whom they may serve, learners investigate the role of conflict minerals in war-torn regions and discuss how populations can remain poor whilst they live in the most resource rich nations of the globe. Learners further reflect on their personal stake, their ability to act and opportunities to foster positive change.

The roadmap outlines the different stages of developing policy. It includes case studies, resources and links to support the process. The roadmap is circular to capture the cyclical and ongoing nature of equalities work, policy review and development.

This professional learning framework:

• simplifies the professional learning landscape for inclusion, wellbeing and equalities

• supports capacity building and a common understanding, language and skills for all educators

• provides up to date information which can be adapted to suit the local context

• support individual educators to plan their own professional learning

What does the RSHP guidance update mean? - Time for Inclusive Education

The following Information for Parents on LGBT inclusive education may be helpful too: LGBT inclusive education information for families | Curriculum in Scotland | Parentzone Scotland | Education Scotland

It builds on previously published guidance: Schools - addressing racism and racist incidents: guidance - gov.scot

• how children are using social media

• online disinformation

• prejudicial conspiracy narratives

• online hate, extremism and radicalisation

• case analysis of the "manosphere" and far-right extremism

• counter-speech & strategic dialogue

  
  

• how children are using social media

• online disinformation

• prejudicial conspiracy narratives

• online hate, extremism and radicalisation

• case analysis of the "manosphere" and far-right extremism

• counter-speech & strategic dialogue