Own your own values: Speak from the or ‘I’ perspective e.g. ‘I feel’ ‘in my or all think If you are going to disagree experience’. Avoid ‘you should’ ‘you that’. with something, challenge the opinion or the behaviour, not the person. Be open and honest: Ask questions without fear of judgement. There is no such thing as a question. It is important to try to understand as much as possible. ‘silly’ If you are not confident about asking questions publicly, then speak to the facilitator privately. Respect confidentiality: Everything said in the room stays in the room. When sharing personal anecdotes, make sure you avoid using real names and don’t disclose any personal information about anyone else. Carefully consider what personal information you choose to share. You are encouraged to express your ideas and opinions. Take Share ‘air time’: it in turns to contribute. Help create a safe space where everyone is encouraged, and feels comfortable, to the discussion. You are not speak. Don’t monopolise obliged to speak; it is fine to ‘pass’. As you engage in discussions about racism, be aware that it may provoke strong feelings for some young people due to internalised prejudices, past experiences or because they have friends and/or family members with racist beliefs or they themselves have been the perpetrator of racism in the past. Carefully monitor time to debrief and process their feelings, and student’s responses, allow adequate provide further support and resources to young people when needed. Appendix C Secondary school workshop Facilitator notes – Wherever possible, move tables to the side of room and position chairs into a Workshop 1 (Approximately one hour)
Own your own values: Speak from the ‘I’ perspective e.g. ‘I feel’ or ‘in my experience’. Avoid ‘you should’ or ‘you all think that’. If you are going to disagree with something, challenge the opinion or the behaviour, not the person. Be open and honest: Ask questions without fear of judgement. There is no such thing as a ‘silly’ question. It is important to try to understand as much as possible. If you are not confident about asking questions publicly, then speak to the facilitator privately. Respect confidentiality: Everything said in the room stays in the room. When sharing personal anecdotes, make sure you avoid using real names and don’t disclose any personal information about anyone else. Carefully consider what personal information you choose to share. Share ‘air time’: You are encouraged to express your ideas and opinions. Take it in turns to contribute. Help create a safe space where everyone is encouraged, and feels comfortable, to speak. Don’t monopolise the discussion. You are not obliged to speak; it is fine to ‘pass’. As you engage in discussions about racism, be aware that it may provoke strong feelings for some young people due to internalised prejudices, past experiences or because they have friends and/or family members with racist beliefs or they themselves have been the perpetrator of racism in the past. Carefully monitor student’s responses, allow adequate time to debrief and process their feelings, and provide further support and resources to young people when needed. Appendix C Secondary school workshop – Facilitator notes Wherever possible, move tables to the side of room and position chairs into a Workshop 1 (Approximately one hour)
prejudice-unlawful-behaviour-anti-prejudice-projects-show-racism-the-red-card.docx