Anti-Slavery’s approach to use of images and case studies and films in
education
Whist we have developed specific workshops and assemblies we also have a
range of other resources including photos, case studies and films that can be
used across the key stages to further deepen students’ critical understanding of
slavery.
An important ethos of anti-slavery is to respect and protect the human the human
rights of those who have had their fundamental right to freedom denied to them.
As such we endeavour to use the least dehumanising image – whilst slavery is
far from positive, we must remember that those affected by slavery do not expect
pity, but rather want to be able to assert their rights as human beings. Where is it
not possible to always present positive images, we hope that students will be
able to interrogate the photographs with views of empathy, not pity. We also hope
that as far as possible to refer to those in slavery as enslaved rather than
identifying them a ‘slave’ which infers that slavery is a state of being rather than a
process of dehumanisation. A small matter of semantics but one that can have a
big impact on pupils’ sense of empathy and understandings of shared common
values.
Please ensure that the following guidelines are adhered to when using AntiSlavery photographs:
Copyright and permission for reproduction
Permission must be sought before using any of our photographs and the
following rules must be applied at all times:
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The images may not be distorted in any way.
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There is no permission granted for archiving, sale or transferring to third
parties of any photographs.
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Permission is granted for single use only unless otherwise agreed.
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All images must be credited to Anti-Slavery International unless otherwise
directed.
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Images may only be used for a specified and agreed purpose.
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The images may not be used in any work that might conflict with their original
purpose, i.e. to raise awareness about slavery.
Copyright varies, with Anti-Slavery International holding the rights to most of its
images, but permission may need to be sought from the original photographer of
some of our contemporary images.
Contacts
For permission or further information on photographs contact Paul
Donohoe on +44 (0)20 7501 8934 or email p.donohoe@antislavery.org
Using photographs and case studies
Photographs provide a good basis for generating group discussions as
pupils with varying levels of knowledge of a subject can respond to the
same stimuli material. Photographs help pupils to ask questions and
explore bias and to develop analytical, enquiry and critical thinking skills
and can be used with even very young children to prompt questions,
challenge stereotypes, build empathy and develop respect for children’s
own and other cultures. The case studies can be used to provide
background information and for debriefing.
The following suggested activities can help to build skills and values:
Photographic displays around classrooms
Display the photographs around the room. Ask pupils in pairs to choose
one or two of the photographs and answer the following questions:
• What might be the purpose of the photograph?
• Who is it appealing to?
• What might be going on outside the frame of the photograph?
• Who took the picture?
• What different photographs could have been used?
As a class, come together and discuss how photographs can be taken for a
variety of reasons. Depending on their purposes, they may give a very
different impressions about people who are portrayed. For example, a
newspaper editor might choose to use a dramatic picture that will grab
readers’ attention. A local community organisation might choose a positive
picture of people working together to eradicate slavery and a government
department or international organisation may want to show positive images to
present progress in eradicating slavery.
Mind maps
Divide pupils into small groups and give each group a set of photos. Pupils in
their groups have to work out connections between the issues shown in the
pictures and put together a mind map using some of the photos given to them.
They have to justify their choices
Similarities and differences
Divide pupils into small groups, give each group two photos – ask them to
write down all the differences and similarities they can think of.
Bubbles:
Divide pupils into small groups and give each a photo with an empty speech
bubble. Ask them to fill it with what they think the people in the photo may
feel.
5 senses
Divide pupils into small groups and ask each group to describe a photo
according to the five senses: what do they see, feel, smell, taste, hear?
Contrasting pictures
Give pupils in groups two contrasting photos: which would they rather be in
and why
Captions
Ask pupils in groups to write their own captions for a photo, then compare
them to the original and promote discussion.
Freeze frame
Show whole class a photo on whiteboard. Ask whole class to recreate the
photo using themselves to represent objects (actual objects such as an axe, a
spoon etc) and things like items of clothing and visible body parts) and
abstract imagery in the photo (such as sky, the ground etc). After students
have positioned themselves tell them that you will take a photo in five seconds
and they must position themselves accordingly. Take phot and ask students
to come out of frame. Then ask each student what they had represented in
the photo and how they felt to be the item. What is the item’s relation to the
subject? How does item feel about subject’s situation?
Yes/no
Ask for a volunteer in the class and give him/her a photo. The rest of the
class has to guess what the photo is about but they can only ask closed
questions – those that require a yes/no answer.
Only one question
Divide pupils into pairs or small groups and ask them to formulate only one
question they would like to ask the person/people in the photo. The most
thoughtful answer will get an award.
Asking open questions
Ask pupils in small groups to think of the who, what, why, where and when of
a photo, then discuss their answers.
Performing
Divide pupils into small groups and give each a photo or a number of photos
related to a topic they have been working on. Ask each group to develop a
five minute group performance or a series of freeze-frames representing the
photo/s.
Poetry
Divide students into small groups and ask them to write a poem inspired by
the photos.
Drawing
Divide pupils into two groups – ask group one to look at a photo for 30
seconds and then meet with group 2 and tell them everything they can
remember about it. Group two then draws what they have heard.
Case study and films activity
Case studies are useful in helping to deepen students understanding of issues of
slavery, sharpen their interrogation skills and heighten their empathy. Presented in a
first person form, we hear the voice of the person in slavery and have a deeper
understanding of their situation and possible solutions. The case study should be
presented with the corresponding background information presentation in order for
students to have a greater understanding of the situation and be better able to
develop a more rounded presentation.
Each of the case studies and corresponding film can be used along with the
background information to encourage students to carry out the following activity
which can be performed at a whole school assembly.
Divide class into four groups and distribute one case study from per group and the
Information Guide.
Ask each group to read their case study and complete the information guide. Each
group should appoint a broadcaster, reporter and two interviewees. Groups should
prepare a scene for a TV news broadcast, like the six o’clock news. Not every case
study will have complete information, so encourage students to think creatively and
tap into their empathic understanding of the situation.
Roles:
Essential characters:
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Broadcaster: introduces the news story and gives background information.
Reporter: interviews all other characters
Child/person in slavery
Employer/master
Optional additional characters:
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Another child in slavery
Charity worker working on issue of child slavery
Authority figure i.e Police Officer/Prison Officer/Government official
Each group should have the opportunity to present their broadcast to an assembly
and fellow students can ask questions to the characters.