In week 8 we discussed what equality and diversity means, the legislation and how to embed equality and diversity into teaching.
To begin with the tutor read a story out loud to the whole group and we each were given a sheet with some statements on it. For example, ‘the builder was driving a van’ and we had to tick whether this was true or false according to the story the tutor read. This was a great exercise to get us thinking about stereotypes. The tutor then went through the whole passage and all the statements were ‘don’t know. This showed that we are all prone to stereotype.
We then went through the learning outcomes and ground rules and set some additional ones.
We were then asked the question; ‘what comes to mind when you think about equality and diversity’? Individually we had to write out thoughts on the white board.
In pairs we discussed examples of stereotyping, and or/ if when we have stereotyped other people and or / if to provide an example of when we have been stereotyped.
The question ‘where do prejudices come from’ was posed to us. Some of the suggestions were; media, parents, fear, experiences, self preservations, and lack of education/ ignorance.
We then discussed what this leads to when in action which is discrimination. Discrimination occurs when an individual is treated less favourably than another or if they treated differently. We then went onto discuss prejudice + power = discrimination. When we have power we have more opportunities to discriminate.
We then discussed anti- discriminatory practises. As a tutor we should always challenge discrimination and it is a role and responsibility of a tutor. We should as tutors, actively pro actively and positively challenge discrimination. We then went through the legislation before 2010 which only had 6 protected characteristics and then looked at the additional 3 added to the Equality Act in 2010.
We then worked in groups to discuss how we would include and protect the 9 characteristics to promote equality and make it inclusive.
We looked at teaching methods and management of the group. We were then asked as a whole group who we though were powerful people or sources which the tutor wrote on the while board, and some of the following were suggestions;
We then did an equality and diversity exercise where we looked at how we could as tutors or organisations make the course more accessible and here are some of the heading we looked at;
- Advertising and pre-course publicity
- Location, room layout and physical environment
- Teaching methods and management of the group
We then worked in pairs to explore how power can be used to empower learners and do you agree you have power as a tutor. I and my pair partner both agreed we have power as a tutor.
We then looked at the power me model the challenge continuum. In little groups of three’s we were given a scenario to work from and then had to discuss where on the challenge continuum we would challenge this issue.
How did I feel? What did I learn and/ or find useful?
I really enjoyed the session on equality and diversity. I learned a lot. Stereotyping is a cognitive tool. Equality – protected from negative where as Diversity – positivity of differences, positive and different attributes.
I learned and found useful the additional 3 protected characteristics which were; gender re-assignment, martial/civil partnership status and pregnancy and maternity. I also found useful the different types of power model and how the power can shift. In addition, I learned and found useful the challenge continuum and how to apply it and the different levels. It was useful to know low levels are effective challenges.
How will I apply that learning in my own teaching role?
I would as a tutor apply this in my teaching as I would not discriminate any students and if a student felt discriminated against by another class member I would challenge the discrimination and follow the correct procedures.
