Equality & Diversity In The Curriculum

Editor's Notes

• #5: Group activity. Divide the group in to two: A - Tell me three facts about each of these three individuals (what we can see) B – Tell me three assumptions that people would make about each of these people if they knew nothing about them (personality). What you see on the outside isn’t the full picture. Before we start to look at “how” we can support our students individual needs…we need a clear understanding of “what” these needs are and “why” they have these need. How do we identify these needs (Initial and diagnostic assessment, talk to the students)…we’ll look more at this a little further on. Leah Totten – Apprentice Winner / Doctor. An eight-year-old maths whizz is thought to be the youngest person to have obtained an A* in a GCSE. Xavier Gordon-Brown Sophie Lancaster – victim of a vicious mob attack. Attended a grammar school and was taking a gap year – after which planned to study a degree in English.
• #6: Leads to discrimination or hate crime. The final picture and story highlights why it’s important to embed equality and diversity in all subjects so that instances such as these are reduced. I know that we embed equality and diversity because it’s legislation and it’s an ofsted requirement…but more important than any of that…it’s because we care about our staff and students and often something as simple as raising awareness of key topics / issues can reduce the risk of something potentially dangerous happening. Most of us recognise that we are stereotyping and stop but there are so many cases where people and organisations have been taken to court and lost millions (or in Sophie’s case – loss of life)… Equality and diversity is not something that you can do as a one off session…it’s important to keep recapping the key principles using various scenarios.
• #7: Until recently we only had 6 protected characteristics (known as strands): gender, race, disability, LGBT/sexual orientation, faith/belief and age – all required impact assessing, action planning, monitoring and reviewing….however… Gender, Race, Disability – Specific duties: revised every 3 years. Pregnancy/Maternity, Marriage/Civil Partnership, Gender Reassignment – New additions. Is there anyone in the group that doesn’t relate to any of these protected characteristics? Some people may relate to two or three of the characteristics. Ask if there are any areas that are not included in the protected characteristics? Explain that over the next two years there will me more additions to the Equality Act (April 2011: Public Sector Duty to include Socio-Economic Duty – Applications for employment (so if an applicant was refused employment and there was evidence to prove that it may have been on the grounds of his / her socio-economic status then the employer would be breaking the law and could be taken to court). Focus: To close the gap between rich and poor – Include; family background, earning levels, health inequalities, access to education, employment opportunities ...
• #8: -Equality: Often to be treated fairly we need to be treated differently. Eg: In order to provide a deaf student equal access to the lesson one would require the support of a signer. Diversity: There may be a student that needs a little more help with each task – the tutor can let the other students work on the task whilst giving a little more attention to this particular student...or pair students up. Diversity looks at individual differences within and exclusive to those groups – personality, lifestyle, weight, height etc.
• #9: Legislation – We must comply, otherwise we risk breaking the law – Legal case. Burden of Proof Regulations (2001) Once an individual can show that there is an issue of potential discrimination, the burden of proof shifts to the employer / provider to defend the case and show that the reason for difference is justifiable and non-discriminatory. Personal Liability – where an employer / provider can show that appropriate steps have been taken to avoid discrimination, it is likely that the discriminator will be personally liable. Business Case – maximising various talent for improved results. - Diversity of staff and students – We are all linked to at least one or two of the Protected Characteristics. 1) Inspection / auditing – goes beyond the images of diversity displayed on the walls: concrete examples of staff and student voice from a range of backgrounds, examples of how this has influenced changes on the course or service area. Examples of reasonable adjustment for staff and students across all protected characteristics: resources and access. Examples of how the area handles the implications of some philosophical, religious, scientific theories for customers, staff and students of some religions / beliefs (chaplain / tutorials / reasonable adjustment). Examples of how customers, staff and students are aware of their rights and how to lodge a complaint (Induction –what do you tell them?, on-going updates / training sessions on E&D, information in various formats). Examples of how tutors / trainers are treating students in a non-discriminatory way – Are they paying sufficient attention to the diverse learning styles in teaching and lesson planning. Do staff behave in a non-judgemental, open minded way? Avoid stereotyping, respect diversity in all interactions. 2) Develop and publish EDIMs with reference to relevant evidence – All FE and HE institutions are now required to develop and publish EDIMs. The institution must show that it has taken all of the 9 Protected Characteristics in to consideration. Institutions will need to provide evidence as to why they have not set an EDIM for a particular characteristic. National EDIMs will be agreed by government and disseminated to public bodies. Whilst FE and HE institutions must be able to demonstrate that they have taken the EDIM priorities into account, this does not mean that they are required to adopt them.
• #10: We are now going to look at the different ways in which you can discover Equality and Diversity in our curriculum…but before we do that it’s important that we remember 3 key points (slide). Hidden curriculum – Manners / punctuality / customer care / appropriate dress code / language (including body language).
• #11: Remember you think of your curriculum first and it’s where ever you can add value to it. You don’t have to embed all 9 PCs…its whatever will add value to the leaning experience. Think of your subject. Think of a group of students in that class…. Now think of any reasonable adjustments that you have had to make in terms of planning, resources, support or use of room to meet the needs of a specific student and note that down. 2. Note down any special religious or cultural events that you may be aware of that will affect the attendance of one or a few of the students…note it down. If you wanted, the next lesson you could spend 5-10 minutes with the students sharing their experience of the special event with the class. 3. Write down which of the above would naturally fit in to the curriculum.
• #14: Induction (interactive presentation) 9 Protected Characteristics, stereotypes, discrimination, who the key person is to speak to should you have any issues. Group Profile: Consider circumstances and needs – to ensure lesson is inclusive. Give students opportunities throughout the course to disclose disability (reviews) Challenge discriminatory banter….. Planning events– encourage students to share their own cultural, social, personal and religious traditions that could impact on their teaching and learning experience. Eg: you may need to think about assignment dates or enrichment activities clashing with religious festivals. Note this down on the scheme of work. Planning resources: Adapt resources to ensure that they are accessible by all the students (additional support/equipment) note this down on the scheme of work. Differentiation: variety of teaching methods – visual, auditory, kinaesthetic. Challenge discriminatory banter: “Men are all the same.” (All Muslims are terrorists) “Hairdressing is a job for women” (Cabin crew must be slim) “That’s just stupid” * Remember that we have a zero tolerance approach when it comes to any form of discrimination.
• #16: During inductions, students are made aware of the Equality act 2010 and also their rights and responsibilities at Maltham College (Same induction for all areas…online video). Images that challenge stereotypes. Behaviour contract (written and signed by students and tutor) – this is regularly reviewed and updated. Consider how equality related stories are portrayed in the media. Use these stories to help introduce topical equality material in to your session….”all muslims are terrorist…language like extremist and Jihad.”
• #18: Discuss objective interviewing techniques in recruitment and selection (in relation to the Equality Act 2010). Creating an inclusive culture (business and ethical case). Identify any anti-discrimination legislation / regulations which impact on the subject area or business (gender gap, flexible working). Customer care - working with clients, suppliers and contractors (identify equality and diversity employee competencies that students need to develop to meet the diverse needs of their customers).
• #20: Case studies representing non-traditional perspectives in the curriculum. Think of famous people (e.g. inventors or pioneers) in the field that you are delivering – did they overcome any barriers, did they face inequality? Can you think of any off the top of your head. Look at how global perspectives of your subject can be utilised within the course to aid understanding of the celebration of diversity (E.g: Business etiquette in another country. Art/ Construction – Look at Islamic architecture…the arches used for mosques and churches and temples. Catering: use of cakes for different occasions / allergies / Halal etc. Hairdressing and beauty therapy – IPL: Different skin tones , transgender. Hair colour – different hair types: Asian, African. Engineering/ICT – Equipment for people with disabilities. Plumbing / Motor Mechanics – Customer care: asking for the bill – elderly…hard of hearing etc.