man with intellectual disability who was smartly dressed in a shirt and tie apparently at work in an office (see August 2010 issue of The Psychiatrist) Cameron et al. Disability Non-disabled children in an - attitudes and behavioural Increased positivity towards 67 (2006) English School (6-10 years) intentions towards disabled disabled people, most read stories over a six- week and non-disabled pre- and pronounced when stories period that portrayed friendships post-intervention emphasised group between non-disabled and membership. disabled children, followed by small group discussion. Buchanan et al. Race Use of a Virtual Learning - engagement and evaluation Students showed an 33 (2008) Environment (VLE) to support of the VLE increase in knowledge of 41 students (31 from 7 - pre and post knowledge of racism and cross-cultural from South Africa and 3 from racism (quantitative) issues after discussion USA) to discuss racism - experiences of racism (qualitative) EHRC and Race Evaluated various interventions - new policies implemented by Some police force areas, 38 ‘Stop again’ (2013) initiated by different police police forces though not all, saw a forces (Thames Valley, - training needs reduction in race Leicestershire, Dorset, London - disproportionality in number disproportionality. Met, West Midlands) the of Black and Asian people EHRC and think again’ subjected to stop and search ‘Stop report (2010) Lloyd (2014) Race and Took existing heritage resources Following the and Participants adopted 42 religion and (e.g. film, images) from the images, students discussed positions that concurred belief nation’ exhibition at (focus groups and with their existing sense of ‘changing the National Museum of interviews) self, rather than dramatically Scotland into the classroom in - ethic identity altering their concepts of Scotland to stimulate discussion - national identity and - identity and belonging immigration, which were analysed
man with intellectual disability who was smartly dressed in a shirt and tie apparently at work in an office (see August 2010 issue of The Psychiatrist) Cameron et al. (2006) Disability Non-disabled children in an English School (6-10 years) read stories over a six- week period that portrayed friendships between non-disabled and disabled children, followed by small group discussion. - attitudes and behavioural intentions towards disabled and non-disabled pre- and post-intervention Increased positivity towards disabled people, most pronounced when stories emphasised group membership. 67 Buchanan et al. (2008) Race Use of a Virtual Learning Environment (VLE) to support 41 students (31 from 7 from South Africa and 3 from USA) to discuss racism - engagement and evaluation of the VLE - pre and post knowledge of racism (quantitative) - experiences of racism (qualitative) Students showed an increase in knowledge of racism and cross-cultural issues after discussion 33 EHRC ‘Stop and again’ (2013) Race Evaluated various interventions initiated by different police forces (Thames Valley, Leicestershire, Dorset, London Met, West Midlands) the EHRC ‘Stop and think again’ report (2010) - new policies implemented by police forces - training needs - disproportionality in number of Black and Asian people subjected to stop and search Some police force areas, though not all, saw a reduction in race disproportionality. 38 Lloyd (2014) Race and religion and belief Took existing heritage resources (e.g. film, images) from the ‘changing nation’ exhibition at the National Museum of Scotland into the classroom in Scotland to stimulate discussion Following the and images, students discussed (focus groups and interviews) - ethic identity - national identity and - immigration, which were analysed Participants adopted positions that concurred with their existing sense of self, rather than dramatically altering their concepts of identity and belonging 42