The University of Huddersfield
The PCET Consortium
School of Education and Professional Development
Equality & Diversity Resource Pack
Sandra Rennie
2007
Sandra Rennie
Sandra Rennie first worked in Equal Opportunities as a Project Officer at the
University of Bradford in the early 1990s. She has enjoyed and learned from 17
years spent working as a lecturer on Access courses and 5 years in teacher
education and as a manager in Further Education. She recently completed a 1
year research project on Equality and Diversity for the Consortium for PCET at the
University of Huddersfield. Sandra is at present working as a consultant for
SEQUALS engaged in research, training and development projects on equality and
diversity issues.
Email: Sandra@sequals.co.uk
Acknowledgements
Thanks are due to Denise Robinson, Lyn Ashmore, Alison Gorf and Julie Dalton
from the University of Huddersfield for reading this resource pack and providing the
author with helpful comments and suggestions for amendments. Thanks are also
due to workshop participants at the York and North Yorkshire Learner Providers
Equality and Diversity Network who tried out and evaluated some of this material
and provided suggestions for amendments and to Bob Walker of SEQUALS for his
comments and for proof-reading.
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Equality & Diversity Resource Pack
Contents
page
1. Introduction
4
2. LLUK Standards and Equality and Diversity
6
3. Key Current Equality Legislation
9
4. Definitions and Labels – Discussion material
 Race
 Disability
 Disclosure of Disability and Sexual Orientation
13
5. Celebrating Diversity
 Defining Diversity
 Values and ethics
 Celebrating Diversity
18
6. Assessment
 Learner Assessment
 Impact Assessment
22
7. Embedding Equality and Diversity in a Subject
 Health, Care and Public Services
 Hairdressing and Beauty Therapy
 Management and Business Studies
 Construction
 Information and Communication Technology
28
8. Positive Action
35
9. Monitoring for Equal Opportunities
37
10. Inclusion
 Insider or Outsider
 Telling jokes
 Planning an inclusive lesson
 Inclusive language
41
11. Additional Resources
 Multi-media
 Periodicals and research reports
 Toolkits
 Web and e-mail based
47
12. Appendix
 Bibliography
 Web sites consulted
50
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1.
Introduction
These materials have been designed as sample resources that can be used by
Teacher Educators in Initial Teacher training in the Learning and Skills Sector.
The resource pack aims
 To provide a first point of reference for further research and information
gathering on Equality and Diversity in the Learning and Skills Sector.
 To describe the wide ranging and pervasive nature of equality and diversity
concepts and issues.
 To act as a catalyst to encourage others to produce and share teaching and
learning materials with a similar focus.
The field
Other specialist publications already exist covering specific aspects of diversity or
focusing on the needs of particular interest groups. For example, NIACE has
recently published a useful guide to support adult education providers, curriculum
managers and tutors in thinking through how they can work effectively with adult
learners from black and minority ethnic groups. (White and Weaver, 2007). Many
current teacher education text books e.g. Reece and Walker (2000), or Petty
(1998), cover the relevant and related topics of “differentiation” and “inclusion”.
These books give ideas and advice on how to consider the individual differences of
learners when lesson planning or how to manage a classroom to ensure that all
learners are included. Good teaching practice already incorporates the values of
equality and diversity and the task of the teacher educator may simply be to help
the trainee teacher identify when this is the case.
Education policy has an impact on equality and diversity. For example the funding
and expansion of Basic Skills Programmes and Access to Higher Education
courses has improved and widened access to education. On the other hand,
changes in the sources of funding for Adult Education may prove to reduce access
for certain excluded groups. OFSTED inspectors are instructed to look for
evidence of Equality and Diversity not only in the providers’ policies and action
plans, but also in classroom practice e.g. Inspectors may look to see whether
teachers direct their questions to seek responses from a range of learners.
External Moderators and Verifiers from awarding bodies are also charged with
looking for evidence of equality and diversity e.g. Moderators consider whether
assessors provide a range of different assessment methods and whether they plan
assessment to take into account the those learners with particular learning
requirements or difficulties.
The contents of this pack
The sections on equality legislation and the LLUK standards provide the framework
of essential knowledge for all trainees.
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The choice of the content of the teaching and learning materials was informed by
the findings of the Equality and Diversity Research project carried out in
Consortium for PCET Centres in 2005/6. This research found that,
“for most trainees, their understanding of “equality” was fairly
unsophisticated and based on the old concept of ‘Equal Opportunities’ as
used in the 1980s and early 1990s. That is, at that time, the concept of
‘Equality’ was commonly taken to mean treating everyone the same”
(Rennie, 2006)
The discussion material on definitions and concepts should be read before using
the practical activities. The discussion material aims to enable trainees to make a
realistic judgement of how far their own values are in accordance with the
principles of equality, diversity and inclusion. Some of the language used in the
materials pack may be quite telling and worth reflecting on. e.g. in Disability
legislation the term “mental impairment” is used and such language indicates
legislators are here using a medical model rather than a social model of disability.
When necessary and to illustrate a point, the original term coined by legislators is
used in the pack rather than a more acceptable phrase today, which in this case
would be “mental health issues”.
A section is included on embedding diversity into a subject as several teachers
contacted the researcher to ask practical questions of the order, “How would I
embed diversity into teaching Biology?”
Sections are included on impact assessment and on positive action as these are
topical issues in educational institutions.
Using the materials in the pack
All the materials are mapped into the Lifelong Learning UK Standards for teachers,
tutors and trainers. The codes for the relevant standards are marked in a circle
on the bottom right hand corner of each activity or piece of information.
The activity material is designed as stimulus material to be photocopied and used
in group learning situations in a variety of ways. As such, lesson plans and lesson
aims and objectives are not included but, where further explanation is considered
necessary, there are notes appended to the activity.
The web site addresses are of particular importance for professional teachers to
use in order to keep up to date as the field of Equality and Diversity is changing
rapidly at the present time.
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2. LLUK Standards
and Equality and Diversity
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LLUK Standards and Equality and Diversity
The values of equality and diversity underpin all the cognitive domains in the
Lifelong Learning UK Standards for teachers, tutors and trainers. The core value is
stated as;
Teachers in the lifelong learning sector value
AS3 Equality, diversity and inclusion in relation to learners, the workforce and the
community
In addition to this there are certain more detailed standards that focus in particular
on equality, diversity and inclusion. They are described in the four boxes below.
Domain A
Professional values and practice
Teachers in the lifelong learning sector know and understand
AK3.1 Issues of equality, diversity and inclusion
AK6.1 Relevant statutory requirements and codes of practice
AK 6.2 Ways to apply relevant statutory requirements and the underpinning
principles
Teachers in the lifelong learning sector:
AP 3.1 Apply principles to evaluate and develop own practice in promoting equality
and inclusive learning and engaging with diversity
AP 6.2 Demonstrate good practice through maintaining a learning environment
which conforms to statutory requirements and promotes equality including
appropriate consideration of the needs of children, young people and vulnerable
adults.
Domain B
Learning and Teaching
Teachers in the lifelong learning sector are committed to
BS1 Maintaining an inclusive, equitable and motivating learning environment.
Teachers in the lifelong learning sector know and understand
BK 1.2 Ways to develop and manage behaviours which promote respect for and
between others and create an equitable and inclusive learning environment.
BK 5.2 Ways to ensure that resources used are inclusive, promote equality and
support diversity.
Teachers in the lifelong learning sector
BP 1.2 Establish and maintain procedures with learners which promote and
maintain appropriate behaviour, communication and respect for others, while
challenging discriminatory behaviour and attitudes.
BP 5.2 Select, develop and evaluate resources to ensure they are inclusive,
promote equality and engage with diversity.
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Domain D
Planning for Learning
Teachers in the lifelong learning sector are committed to
DS1 Planning to promote equality, support diversity and to meet the aims and
learning needs of learners
Teachers in the lifelong learning sector know and understand
DK 1.1 How to plan appropriate, effective, coherent and inclusive learning
programmes that promote equality and engage with diversity
Teachers in the lifelong learning sector
DP1.1 Plan coherent and inclusive learning programmes that meet learners’ needs
and curriculum requirements, promote equality and engage with diversity
effectively.
Domain E
Assessment for learning
Teachers in the lifelong learning sector know and understand
EK 2.1 Issues of equality and diversity in assessment.
Note: S =Scope; K = Knowledge ; P = Practice
Reference
New overarching professional standards for teachers, tutors and trainers in the
lifelong learning sector, LLUK (2007)
The codes for the relevant standards listed above are marked in a circle on
the bottom right hand corner of each activity or piece of information.
LLUK
Standards
Reference
code
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3. Key Current Equality Legislation
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Key Current Equality Legislation
The Race Relations Act 1976 Under the Race Relations Act, it is unlawful to
discriminate against anyone on grounds of race, colour, nationality (including
citizenship), or ethnic or national origin. All racial groups are protected from
discrimination
Definition of Race. Discrimination arises when a person or group is treated less
favourably than another in similar circumstances 'on racial grounds'. These are
defined as colour, race (which is given no further definition in the Act), nationality
(including citizenship), or ethnic or national origins. See the web site of the
Commission for Racial Equality for further information on definitions. At
http://www.cre.gov.uk/diversity/wordsandmeanings/essay2.html
The RRAA Race Relations (Amendment) Act 2000 introduced the race equality
duty which requires public authorities to monitor their functions and policies for any
adverse impact on race equality. They are also required to assess the likely
impact of any proposed policies on the promotion of race equality. There are
specific duties for Institutes of Further and Higher Education. Included in these
duties they are required to:
 Write a policy : Prepare a written statement of their policy for
promoting race equality.
 Monitor impact : Monitor, by reference to those racial groups, the
admission and progress of students and the recruitment and career
progress of staff
 Assess impact : Assess the impact of their policies, including their
race equality policy, on students and staff of different racial groups
including, in particular, the impact on attainment levels of such
students.
 Publish results : Take such steps as are reasonably practicable to
publish annually the results of their monitoring under this article.
For further information, Commission for Racial Equality at www.cre.org.uk
The Gender Equality Duty came into force in April 2007. It requires public
authorities to promote equality between women and men and eliminate unlawful
sex discrimination and harassment. This means the public sector will have to
develop policies, design services and have employment practices with the different
needs of women and men in mind.
For further Information, the Equal Opportunities Commission at www.eoc.org.uk
The Disability Equality Duty came into force on 4 December 2006.
This legal duty requires all public bodies to actively look at ways of ensuring that
disabled people are treated equally. All of those covered by the specific duties
must also have produced a Disability Equality Scheme, which they must now
implement.
For further information, Disability Rights Commission at www.drc.org.uk
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Definition of Disabled
Section 1 of the Disability Discrimination Act (DDA) defines a person as having a
disability “if he or she has a physical or mental impairment which has an effect on
his or her ability to carry out normal day-to-day activities.” That effect must be:



substantial (that is, more than minor or trivial), and
adverse, and
long-term (that is, it has lasted or is likely to last for at least a year or for the
rest of the life of the person affected).
The scope of the DDA was extended in 2005 to cover, effectively from the point of
diagnosis, people with HIV infection, cancer or multiple sclerosis. For a fuller
understanding and explanation of the concept of disability under the Act, refer to
the Government publication ‘Guidance on matters to be taken into account in
determining questions relating to the definition of disability’
Why are the Race Equality Duty, the Disability Equality Duty and the Gender
Equality Duty important?
This is the first major change in discrimination legislation for thirty years. They shift
the onus away from individuals complaining of unfair treatment, and instead put a
positive duty on colleges and universities to promote equality in all their policies
and practices.
Employment Equality (Sexual Orientation) Regulations 2003
On 1 December 2003, the Employment Equality (Sexual Orientation) Regulations
2003, which ban discrimination on the grounds of sexual orientation in employment
and vocational training, came into force. This legislation specifically bans direct
and indirect discrimination, harassment and victimisation because of sexual
orientation. Harassment is defined as unwanted conduct that violates people’s
dignity or creates an intimidating, hostile, degrading, humiliating or offensive
environment.
For further information, Stonewall at www.stonewall.org.uk
The Employment Equality (Religion or Belief) Regulations 2003, ban
discrimination on the grounds of religion or belief in employment and vocational
training. Religion or belief is defined as 'any religion, religious belief, or similar
philosophical belief', but excludes 'any philosophical or political belief unless that
belief is similar to a religious belief'. ‘
For further information, ACAS at www.acas.org.uk
The Employment Equality (Age) Regulations 2006
The Employment Equality (Age) Regulations 2006 came into force on 1 October
2006 . The regulations ban age discrimination in terms of recruitment, promotion
and training and ban unjustified retirement ages of below 65.
For further information www.agepositive.gov.uk/
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The Equality Act 2006 establishes the Commission for Equality and Human
Rights (CEHR) that will come into being in October 2007. The Chair will be Trevor
Philips, current chair of the Commission for Racial Equality. For further information,
CEHR at www.cehr.org.uk
Direct Discrimination, Indirect Discrimination and Victimisation
The legislation with regard to race, gender, disability, age, religion and belief and
sexuality all cover direct discrimination, indirect discrimination and victimisation.
Direct discrimination occurs when factors unrelated to the merit, ability or
potential of a person or group are used as a reason for discriminating against
them. E.g. An admissions officer deciding not to offer a disabled person a place on
a course solely because of their disability.
Indirect discrimination occurs when there are rules, policies or procedures in
place that can have a discriminatory effect on certain groups of people. E.g. A rule
that required women to wear knee length skirts would discriminate against women
from certain cultures and religions.
Victimisation occurs when a person is punished or treated unfairly because they
have made a complaint of discrimination or supported someone else making a
complaint. E.g. An employer who gave a lecturer a bad employment reference
because he had made a complaint of discrimination.
Impact assessments
In accordance with the requirements of legislation (the RRAA 2000 and the DDA
2005), each Higher Education Institution (HEI) and FE college has to produce their
own race equality action plans and disability equality schemes. Many HEIs have
chosen to extend the required impact assessment to include other equality areas
such as gender, disability, religion and belief, age and sexual orientation .
LLUK
AK 6.1
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4. Definitions and labels
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Definitions and labels : Race – Discussion materials
Race
“Does race exist? The Collins English Dictionary defines ‘race’ as ‘a group
of people of common ancestry’ and that ‘the principal races are Caucasoid,
Mongoloid and Negroid’. This categorisation is reductive and dangerous.
Grant applications often ask applicants to state their ‘race’, and monitoring
is implemented with the very best of intentions. But in the twenty-first
century, is the term in need of deeper examination? Even the Commission
for Racial Equality cannot offer a clear definition of race.” Julia Pascal in
Catalyst 20th November 2006
No definition of “Race” as a legal category exists, although there have been some
medical and biological definitions made by academics. Because of this ambiguity
some people may dispute whether or not “Race” is a valid category at all. The
Race Relations legislation in the U.K. describes what “discrimination on racial
grounds” means in practice. The Race Equality Duty, enshrined in law, requires
that public authorities and education institutions monitor the impact of their policies
on “racial groups.”
The Commission for Racial Equality has published several brief essays on the
issues behind what we mean when we use the term “Race”
e.g. essays on : Culture and heritage , Race, ethnicity and national origin ,
Nationality and citizenship , Migrants, emigrants and immigrants etc. Available on
the CRE web site at
http://www.cre.gov.uk/diversity/wordsandmeanings/essay2.html
Ethnic group
The House of Lords has provided a definition of 'ethnic group' as a group that
regards itself, or is regarded by others, as a distinct community by virtue of
characteristics that will help to distinguish the group from the surrounding
community.
Two of the essential characteristics are
 a long shared history
 cultural tradition of its own
Other relevant characteristics may include common geographical origin or
ancestry, a common language, a common literature, a common religion and the
status of either a minority or a dominant group within a larger community
Discuss – Why might the following professionals use the category of “race” in the
course of their work?
a) a teacher b) a manager c) a doctor d) a lawyer e) a politician
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LLUK
AK 3.1
A view from Biology and Medical Science
Some geneticists and epidemiologists use the term “race” when carrying out
scientific research into medical conditions and diseases that may be more common
amongst certain racial groups. E.g. Alpha thalassaemia, which is caused by the
inheritance of a defective gene and occurs most commonly in people from southeast Asia and China.
“Medical science has in any case had race thrust upon it, since it is obliged
to use socially-defined racial categories to evaluate treatments. One result
is the marketing of a drug combination known as BiDil for ‘heart failure in
self-identified black patients’. Leaving the definition of race to the patients is
a neat device, which affirms race as biologically meaningful without getting
caught up in the difficulties that arise from trying to formalise it as a scientific
concept.” (Kohn, 2006)
A view from Psychology
“We do not see the world as it really is. Moment by moment, we are
compelled to process so much information that we must take shortcuts. We
simplify, and by doing so we create the ideal psychological climate for
nurturing inter-group conflict. In the process of simplifying, we divide our
social world into useful categories, including ‘us’ and ‘them’. … This process
of simplification is enhanced by the fact that we take greater account of
some categories than others. Features of socially important categories such
as race, sex, disability and age are detected within milliseconds of laying
eyes on another person.” (Kremer and Schermbrucker, 2006)
A view from Sociology
“ Black people are over-represented in robbery statistics (both as
perpetrator and victim) leading to a wide spread belief that there is
something in black culture ( or even in black nature) that gives rise to
criminality. .. with careful analysis of the data race and ethnicity drop out of
the picture.. ..Street crime is much more likely in areas in which there is a
high population turnover and a combination of young people who are living
in poverty with others who are not just more affluent but also likely to own
gadgets like mobile phones or iPods… The category ‘lives in an area of high
population turnover with a mixture of poor people and affluent trendies’ is
not a politically salient group.” ( Malik, 2007)
Reference
Kremer, John and Schermbrucker, Ian (August 2006) The Psychology of
Difference, Catalyst, CRE
Malik , Keenan, (Feb 2007) Thinking outside the box, Catalyst, CRE
Kohn, Marek, (June 2006) Colour Shift, New Statesman, UK
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LLUK
AP 3.1
Definitions and labels : Disability - Discussion material
The Medical or Individual versus Social Model of Disability
“The ‘medical or individual model’ of disability is seen as a form of social
oppression by many disabled people. In its place the disabled people’s
movement supports the ‘social model’ approach which believes disability is
located not in individuals but in society and seeks to identify sources of
pervasive oppression in institutions, structures and attitudes in society. The
social model approach sees disability as resulting from interactions between
someone who has an impairment and his/ her environment and the way in
which that environment is designed which may make it less than fully
accessible. For example, someone whose sight is impaired and who can
only read written material if it is at least font size 16. The cause of the
disability lies in the limited font size, not in the person.” (Hill, J et al, 2005)
The definition of disability according to the Disability Discrimination Act (DDA) is “a
physical or mental impairment, which has a substantial and long-term adverse
effect on his ability to carry out normal day to day activities.” The phrase “long
term” usually means over a year. At present some disability groups are lobbying for
phrase “long term” to be removed. In general, the DDA does not define disability by
condition; a person with diabetes may or may not be disabled, a person with
dyslexia may or not be disabled. The exceptions to this are those people who have
been diagnosed with HIV /AIDs, Cancer and Multiple Sclerosis who are
automatically defined by the legislation as disabled from the point of diagnosis,
whether or not they have disabling symptoms.
Case study
Ms V. Keen has been diagnosed with breast cancer 9 months ago. She has
received treatment for this and the tumour has been removed. Her doctor has told
her that there is a 90% chance that the cancer will not return and she is now as fit
as she was before the diagnosis and treatment.
Ms H. Working has had a car accident. She has fractured a bone in her leg and
has a whip-lash injury to her neck. Her doctor has told her that the effects of her
injuries should be gone in 6 months time. In the meantime she is unable to carry
anything heavy and is using crutches.
Discuss which of these two women are disabled?
a) Disabled by their condition
b) Disabled according to the law
c) Disabled according to your opinion
d) Disabled by structures and attitudes present in society
Reference
Hill, J et al, (2005) A-Z Equality and Diversity, the Equality Challenge Unit.
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LLUK
AK 3.1
Disclosure of Disability and Sexual Orientation
It is difficult to be accurate about the numbers of disabled learners or the number
of Lesbian, Gay and Bisexual learners as this information is assumed to be underreported by learners. Disability and sexuality may be both hidden and concealed
or, on the other hand, they may be seen as part of a personal identity and openly
discussed by individual learners.
Hidden impairments are impairments that are not at first sight noticeable to
another person but nevertheless can affect the learners’ educational experience;
for example, epilepsy, asthma, sickle cell, heart conditions, mental impairments,
allergies to “household” substances such as fibres, hair or chemicals.
Some impairments are consciously concealed by disabled people as they
recognise that these conditions are stigmatised in society e.g. Mental impairments,
HIV or life threatening conditions like heart disease or cancer.
Sexual identity is also something which may not be visually obvious or may be
consciously concealed. Some people choose to fabricate a heterosexual identity or
to reveal nothing about their personal relationship preferences.
Identity Exercise
Give out 2 coloured post-it notes to each class member. On one post-it note each
person should write the answer to,
*
What are 3 different words that you would use to describe your identity to
a stranger ? (do not write your name)
On the other post-it note ask each person to answer the following question
*
What barriers exist for you in your work environment.? NB. The word
barriers can mean both physical barriers like stairs, or social barriers like
attitudes.
Compare the responses to these two questions.
Do the same people who have described some barriers at work also describe their
identity as disabled?
Which question was easiest to answer? Why?
Multiple Identities
“people experience a multiplicity of identities. They identify with one more than
others, depending on the particular occasion. It is a labyrinth of experience, tied up
with similar features, contradictions and tensions“ (Brothers, 2003)
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LLUK
AK 3.1
5. Diversity
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Defining Diversity




How does the dictionary define diversity and how do you understand it?
In your opinion is diversity a positive thing? Why / Why not?
When could “being different” be an advantage at work?
When could “being different” be an advantage in education?
Diversity is about respecting and valuing everyone’s differences. Teaching about
diversity entails ensuring the learner is aware of the many different backgrounds
and social contexts people come from. For the education provider, supporting
diversity means acknowledging, valuing and working with these differences.
“Equal Opportunities” or “Diversity”, which do you prefer?
If difference is seen as a problem to be tackled we can say that an “Equal
Opportunities” approach to policy is being used. If difference is seen as something
to be celebrated then a “Diversity” approach is in use.
“The Equal Opportunities Committee (of the University of Huddersfield) is
committed to the celebration of diversity in the University rather than simply
the observance of legal requirements….The concept of diversity recognises
the benefits gained from differences. The idea of ‘equal opportunities’ on the
other hand has been seen traditionally as legislation against discrimination.
The two approaches can be differentiated as follows“ *
Equal Opportunities
Diversity
Externally initiated e.g. by government
Internally initiated (onus on
organisation)
Quantitative focus i.e. improving the
Qualitative focus i.e. improving the
numbers
environment
Problem-focused
Opportunity-focused
Assumes assimilation
Assumes pluralism
Reactive
Proactive and systematic
Concentrates on race, gender and
disability
‘melting pot’ vision
All differences considered
‘Tapestry’ vision
* Extract from the newsletter “Towards Diversity” November 2002, University of
Huddersfield. Note the Equal Opportunities Committee of the University of Huddersfield
has now been replaced by separate committees for each of the University’s Schools and
Services.
In 2007 the term “Equality and Diversity” is now more commonly in use rather than
the term “Equal Opportunities”.
LLUK
AK 3.1
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Values and Ethics - Discussion
Religion and Belief
“Some people think that matters of religion have no place on the college
campus …. Most students however do not share that view, according to a new
poll by Focus Consultancy carried out by colleges across the country. More
than three-quarters of the students asked told researchers they think that
further education colleges should make provision for people’s faith needs. More
than half – 55% - say ‘values, beliefs and faiths’ are important in their own lives,
and two-thirds say they are more likely to feel part of a college that actively
encourages dialogue and activities between people and communities of diverse
faith and backgrounds.” (Kingston 30/01/07)
 Do you believe that religion has a place on a college campus ?
 Do you believe that religion has a place in the workplace?
 Why / why not?
Disability
“The Mental Health Action Group (of the DRC) is concerned that the huge
investment in new genetic technologies could lead to assumptions that 'mental
illnesses' and 'personality disorders' could ultimately be screened or engineered
out of the population. It is vital to keep these developments under close review
and to intervene in public debate, to put forward the view that diversity is
positive, both genetically and socially.” (MHAG, 2003)
 If you had been told that a child of yours had a 50% chance of being born
deaf, would you consider putting yourself forward for medical screening for
the disability?
 Why /why not?
 Would your decision be any different if you had been told that a child had a
chance of being born with a degenerative condition and would not survive
into adulthood?
References
Kingston, Peter (30/01/07) in The Guardian Newspaper,
MHAG (2003) Coming Together – Mental Health Service Users and Disability
Rights, published on the Disability Rights Commission Web Site, Feb 3rd 2007
http://www.drc-gb.org/
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LLUK
AK 3.1
Celebrating Diversity – Contacts for Resources
Are you interested in working with learners to run an event to celebrate diversity?
Below is a list of suggestions for dates for events or themes.
LGBT History Month in February www.lgbthistorymonth.org.uk
International Women’s day March 8th http://www.internationalwomensday.com/
Deaf Awareness Week in May coordinated by the UK Council on Deafness
http://www.deafcouncil.org.uk/daw/
Black History Month in October http://www.black-history-month.co.uk/
Religious festivals occur in every month. Use the calendar of religious festivals
available on the BBC web site to find out the when the festivals are that will be of
most interest and relevance to your learners. It is also useful to use this calendar to
avoid clashes with the more important religious festivals when planning short
courses and day events etc. http://www.bbc.co.uk/religion/tools/calendar/
Pride and Mardi Gras calendar of events on the Stonewall web site
http://www.stonewall.org.uk
LLUK
BS 1
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6. Assessment
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Learner Assessment : Discriminating between approaches
How would you describe the purpose of assessment?
Purposes of assessment
A
B
C
D
E
F
G
Order of
importance
To act as a sieve for employers needing to screen out those
people not skilled enough to do a job
To measure how effective the teacher is.
To measure how effective the educational provider is (e.g. the
college)
To provide information to the learner on how extensive their
skills and knowledge are compared to other people.
To motivate the learner to work hard and learn more
To provide information for employers on the current skills,
knowledge and understanding of a particular job applicant.
To improve a learner’s self confidence
I
To grade whether a learner’s performance is good, average or
poor compared to a most people.
To measure how much the learner has learnt
J
To measure a learner’s current skills and knowledge
H
.
 Choose the 3 purposes of assessment you consider to be the most
important from the above list and rank them in order of importance.
 Now look at the chart of the equality implications arising from the choices
you have made (overleaf)
 Consider - Are you currently taking an “equal opportunities” approach to
assessment or a “diversity” approach?
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EK 2.1
A
B
C
D
E
Purposes of assessment
To act as a sieve for employers
needing to screen out those
people not skilled enough to do a
job.
Equality implications
The focus is on what people can’t do
(their disabilities) rather than on their
abilities. An “equal opportunities
approach”. Does not encourage
“diversity”
To measure how effective the
The focus is on making teachers
teacher is.
accountable to stakeholders. An
“equal opportunities approach”. Does
not encourage “diversity”
To measure how effective the
The focus is on making providers
educational provider is (e.g. the
accountable to stakeholders. An
college)
“equal opportunities approach”. Does
not encourage “diversity”
To provide information to the
Norm referenced assessment.
learner on how extensive their
Implies that being normal is valuable.
skills and knowledge are compared Does not promote diversity
to other people.
To motivate the learner to work
Improves learning. Encourages and
hard and learn more
values diversity
To provide information for
employers on the current skills,
knowledge and understanding of a
particular job applicant.
To improve a learner’s self
confidence
An “equal opportunities approach”.
Does not encourage “diversity”
H
To grade whether a learner’s
performance is good, average or
poor compared to a most people.
I
To measure how much a learner
has learnt
J
To measure a learner’s current
skills and knowledge
The focus is on discriminating what is
good from what is poor performance.
An “equal opportunities approach”.
Does not encourage “diversity”
Implies there should be both an initial
assessment and a summative
assessment. The focus is on the
progress of the individual learner.
Encourages learning and diversity
A value neutral purpose. Could be
used as a basis to encourage
diversity.
F
G
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Improves learning. Encourages and
values diversity
Assessment paradoxes
A)
Assessment implies making a judgement about the performance of skills,
and about the knowledge and understanding of a learner. When we make
assessments we are discriminating between the performances of different
learners. This discrimination can be “fair” insofar as it is applied equally to
everyone, or it may be “unfair” insofar as some learners may receive more
favourable assessments than others.
“Teachers in any assessment system use a subconscious process of
compensating even when asked to apply the criteria strictly. … a ‘halo’
effect leads teachers to make other compensations if a normally competent
learner performs in a uncharacteristically poor way”. (Ecclestone, 2003)
B)
Assessment inevitably involves making a judgement about what a learner
can not do. When giving feedback to learners about their performance, it is
important for this to be constructive i.e. to focus on what they can do and what they
have the potential to improve on, rather than what they have failed to do.
“Put simply we want to avoid a viewpoint which locates the difficulties or
deficit with the student and focus instead on the capacity of the educational
institution to understand and respond to the individual learner’s
requirements” (Tomlinson, 1996)
C)
Assessment results are used by employers and by education providers in
order to select applicants for courses and jobs. These judgements may be valid or
invalid. E.g. If a selector decides to select an applicant on the basis of their
possession of GCSE English, when this is not a necessary qualification. This
would be unfair treatment and, in some circumstances, may be illegal.
“The different status given to Key Skills testing and to GCSE passes in the
academic and vocational tracks are clearly unfair and counter-productive.”
(Torrance, 2005)
References
Ecclestone, K (2003) Understanding assessment and qualifications in postcompulsory education NIACE
Tomlinson (1996) Inclusive learning. The Tomlinson Committee Report. Coventry
FEFC
Torrance, H et al (2005) The impact of different modes of assessment on
achievement and progress in the learning and skills sector, Learning and Skills
Research Centre
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EK 2.1
Impact assessments
An impact assessment is the thorough and systematic analysis of a policy to
ensure that it is not discriminating against any particular group. The impact
assessment process involves gathering information to see if a policy has any
discriminatory elements to it, (direct or indirect discrimination), consulting with
relevant stakeholders and then adapting policies if necessary.
Courses offered at Alpha College
Alpha College is a college for adults aged over 21 years old. The college has a
policy of offering only full time courses. The courses are all held between 8.30 am
and 5.00pm from Monday to Friday
In small groups, discuss which equality legislation this policy may be contravening.
Then carry out an equal opportunities impact assessment of this policy using the
chart below:
Is there any evidence that different groups have different needs, experiences and
issues in relation to this policy?
Yes
No
Not known
Age (older and younger)
Disability
Gender (male and female)
Racial group
Religious belief
Sexual orientation
Where you have ticked the “not known” box, carry out further research into the
needs of this group
a) through the internet or
b) through asking for an opinion with regard to this policy from three people from
the particular group you don’t know about
Reference
The Disability Equality Duty in Further Education – Impact Assessment Toolkit ,
UCU/ Unison 2007, http://www.ucu.org.uk/
Conducting impact assessments for equal opportunities in higher education – a
guide to good practice, (October 2004) HEFCE, The Equality Challenge Unit
http://www.ecu.ac.uk
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AK 6.2
Curriculum Development
If you were planning a new programme of your course at College Alpha, an adult
education college, what times and days would you adopt and why?
Which of the following would you consult when planning this?
1) Potential learners
2) Accreditation bodies
3) Funding agencies
4) Employers
5) Disabled people
6) College policies
Notes - Impact assessments
College Alpha would be in contravention of the Employment Equality (Age)
Regulations 2006 as it stipulates a minimum age for its students.
Depending on how this policy is implemented, it may also lead to indirect
discrimination in terms of disability, gender and race. E.g. If classes were
compulsory at certain times on a Friday, this may make it more difficult for Muslim
or Jewish students to attend. If no part time classes are available this may
discriminate against those disabled people only able to attend on a part time basis
or against women who are more likely to be carers of young children and not
available for full time courses.
“Stakeholders” are any organisation or group who have an investment in terms of
money or time in the operation of a particular policy e.g. HEFCE, the Learning and
Skills Council or UCAS
Further information about legislation can be found on the web sites listed in the
chapter “Key Current Equality Legislation”
Reference
For case studies of how different learning providers have ensured their curriculum
provision is inclusive, see Smith, Vicki and Armstong, Anne (2005) Beyond
prejudice, inclusive learning in practice, LSDA
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7. Embedding Equality and Diversity
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Embedding Equality and Diversity in a Subject Area
Equality and diversity issues can be learned through any subject. There follows
some examples of how subject based activities can be designed to also provide
opportunities for learners to learn about equality and diversity issues. These
examples are from the following areas:





Health, Care and Public Services
Hairdressing and Beauty Therapy
Management and Business Studies
Construction
Information and Communication Technology
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Health, public services and care
Subject based activity
“Fitness Standards Formal Investigation: The Disability Rights Commission
launched a general formal investigation on 22 May 2006 looking at the
barriers people with impairments and long-term health conditions face in
trying to pursue careers in teaching, nursing and social work. We are
focusing on the issue of fitness standards because we are concerned that
people with impairments and long-term health conditions are sometimes
seen as not fit to work in these occupations – perhaps because they are
considered to be a risk to the public or because these jobs are seen as too
demanding for people with impairments or long-term health conditions to
cope with.” (DRC website 18/01/2007)
Examples of a “fitness standard”
Nursing and Midwifery Council (Education, Registration and Registration Appeals)
Rules 2004’ mention “good health and good character”
The ‘Registration of Social and Independent Health Care, Wales, Regulations
2002’ requires a statement confirming that the applicant is “physically or mentally
fit for the purposes of the work which he or she is to perform”.
? What is Health? How can you recognise it? Can you be both disabled
and healthy?
? What is Fitness? Fit for what?
? Do people working in the Health and Social Care sectors need to be
physically and mentally fit and healthy? Why? / Why not?
________________________________________________________________
Notes
People working in the health and social care sector may be more used to the
stereotype of a disabled person as a patient, customer, client or resident. Like all
employees, Health Care workers with disabilities and chronic health conditions are
covered by the Disability Discrimination Act.
Look up information on the medical model of disability and the social model of
disability on the Disability Rights Commission web site.
http://www.drc-gb.org/ Consider which of those models apply to your experience
of work in health or social care sector.
Reference
Disability Rights Commission Web site January 18th 2007 http://www.drc-gb.org/
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AK 6.1
Hairdressing and Beauty Therapy
Subject based activity
Is it inevitable that we will discriminate against people who are not of average
appearance e.g. physically disabled, older, shorter, fatter or thinner than average?
How does this picture make you
feel?
This picture was produced using the
distorting tools in Adobe Photoshop.
Many mobile phones have a similar face
morphing facility.
On the BBC Slink magazine web pages ( aimed at teenage girls), web surfers are
invited to deface pictures of celebrities by morphing their faces using a game
called “DFACE” http://www.bbc.co.uk/slink/play/games/ Have a go at this morphing
game or make your own morph picture of a face as above.
Discuss in pairs
Would it be fair to do that to a picture of a friend? Or to a picture of yourself? Does
it feel different to deface the picture of a celebrity?
If you change your face, if you cover your face or if you present a different image to
others, do you change who you are?
Do other people’s reactions to how you look affect your every day activities?
Notes
What is a beautiful face? Some scientists have argued that we are biologically
‘hard wired’ to be attracted to a healthy and symmetrical face or a young face.
Theorists like Judith Langlois have argued that we are attracted to faces that have
an average shape and size of features (1990) and that as a child we develop a
stereotype in our minds of what is an attractive face.
The definition of disability according to the Disability Discrimination Act (DDA)
includes “severe disfigurement “. A wine bar refused to allow entry to a person
who had a skin condition, which was found to be a disfigurement as defined under
the DDA. This case highlights the social barriers confronting people who do not fit
the stereotyped view of “averagely attractive”.
Go on the web site of the Disability Rights Commission, http://www.drc-gb.org/.
Key in “disfigurement” and search for legal cases that have been taken about this
issue. Consider, as a customer, how you would react in this situation.
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AK 6.1
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Management and Business studies
Subject based activity
“The only way to ensure your business is diverse and reaps the benefits of
diversity is to adopt a strategic approach to the issue ….Diversity has to be
positioned in an organisation as part of the way things are around here. In
other words how people are treated and how people treat each other”
(Mohammed Ali, Chief Executive of QED UK, in Telegraph and Argus, Bradford and District
Newspapers, 15/1/2007)
Examples of managed approaches to diversity and image
? In Shipley College there are posters on the wall of each classroom
saying “EVERYONE MATTERS.”
? The Grimsby Institute of Further and Higher Education celebrates
diversity with an annual Diversity Week. In 2004 the Diversity week
had a multicultural theme with both staff and students taking part in
activities ranging from Indian and Chinese dancing to discussions
about racism in sport.
? The University of Huddersfield published “Towards Diversity”- a sixpage colour newsletter, covering :-how to create a fair and inclusive
environment in the university, why the university monitors equality
data, equality and diversity training and the accessibility of buildings.
Which of these approaches would you consider to be the most effective?
Why? Can you suggest any other approaches?
Notes
All colleges, HE Institutions, training organisations and all public sector bodies
should have Equality and Diversity policies. They have a legal duty under the
terms of equality legislation to : promote racial equality, to promote equality
between men and women and to actively look at ways at ensuring equality for
disabled people.
Equal Opportunities approach : Some organisations do the legal minimum
necessary, that is; they monitor data and assess and report on the impact of their
policies on different racial groups, on women and men and on disabled people.
Diversity approach: Some organisations are more proactive and aim to promote
diversity in all aspects of their work – in their employment practice and in their
customer base. Their policies also include promoting diversity in religion and
political belief, economic background, sexuality and age.
Look at the “aims” section of your organisation’s policy on Equality and Diversity
and consider whether, in your opinion, they take a narrow, “equal opportunities”
approach or a broad “diversity” approach.
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AP 3.1
Construction
Subject based activities
Find out what building adaptations would be necessary for learners with the
following difficulties to get around a college building.
A wheelchair user who is able to self-propel his wheelchair
An electric wheelchair user
A learner who walks using crutches
A learner who is unable to manage stairs due to a heart condition
A learner with a visual impairment
A learner who has difficulty finding their way from room to room
Sources of Building Access information
Centre for Accessible Environments : http://www.cae.org.uk
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BP 5.2
Information and Communication Technology
Subject based activities
Find out how you can make sure the computers you use are accessible to learners
with a mobility difficulty. E.g. The use of joy sticks, key guards and track balls.
Investigate web accessibility for learners with visual difficulties and dyslexia
Sources of information on Assistive Technology
SKILL - National Bureau for students with disabilities. http://www.skill.org.uk
TechDis - http://www.techdis.ac.uk
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BS 1
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8. Positive Action
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Positive Action
Positive Action is legal. Positive Discrimination is not.
“Positive Action is not about special treatment of one particular
group but rather the fair treatment of all people. It is concerned with
leveling the playing field so that everyone has access to the same
opportunities.” (2005 ECU)
Check you are sure of the difference between the Positive Action and Positive
Discrimination.
Positive Action Strategies
“In order to meet the requirements of the legislation, many additional
Positive Action strategies need to be employed, such as consultation and
communication with relevant stakeholders. This can involve using methods
such as focus groups, surveys, pilot projects, interviews and requests for
feedback.” (2005 ECU)
One type of Positive Action that is often controversial is action which attempts to
counter-balance the under-representation of a particular group. E.g. The
Consortium for PCET with Leeds Thomas Danby College held a 3 day taster
course to encourage the recruitment of BME (Black and Minority Ethnic) teachers.
These words appeared on the front of the leaflet:* This course has been designed to encourage people from black and ethnic minorities to consider the
teaching profession in the Learning and Skills Sector. These groups are currently under-represented in
teaching in the Learning and Skills Sector. This course is a positive action strategy under the terms of the
Race Relations Act 1976 and the Race Relations (Amendment) Act 2000.
Other forms of Positive Action could be: - encouraging applications in job
advertisements from particular groups, mentoring schemes and networks e.g. the
Black Practitioners and Learners Network.
From the statistics provided on your course, find out which of the following groups
of people are the most seriously under-represented on the course you teach:
? Disabled people - Are there less than 20% ?
? Men – Are there less than 50% ?
? Women – Are there less than 50% ?
Consult with 3 people from the disadvantaged group you have identified and
provide a suggestion of a scheme to increase the numbers of learners from this
group in your class.
Describe how your positive action scheme would work and what are the likely
barriers or difficulties you might encounter.
Reference
Equality is Challenging .. Positive Action, 2005, ECU Equality Challenge Unit
booklet, http://www.ecu.ac.uk/publications/pubs_guidance.html
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DS 1
8. Monitoring for Equal Opportunities
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Monitoring for Equal Opportunities
Education organisations are required to monitor the numbers of their students or
trainees in order to check whether particular groups are being discriminated
against.
Scenario 1 Enrolment day
You are working as an admissions tutor at an enrolment day in your training
organisation. A man named Peter Jain completes a form with you to register on a
part -time course. After he has left, you pick up the completed form and notice that
he has not completed the equal opportunities information below. You remember
that Peter was non-white and walked with a limp. You need to do something about
this as your line manager is considering planning some Positive Action events for
under-represented groups of students and so is keenly checking the equal
opportunities figures. Below is an equal opportunities monitoring form.
Equal Opportunities Monitoring - Please tick as appropriate
Ethnic Background
A) White B) Mixed C) Asian or Asian British D) Black or Black British
E) Chinese F) Other Ethnic Group (Please specify)
Gender: Male / Female
Disability: Yes / No
Would you be most likely to:
? Tick the categories that you think are appropriate on his behalf – if so
which ones would you tick?
? Report to your manager that he refused to give this information.
? Telephone Peter and ask him what categories he would fit into.
In pairs, discuss honestly what you would do in this situation
How would your course of action be influenced by:
? Your knowledge of the use that the figures will be put to
? Your own personal experience of completing equal opportunities
monitoring forms
Read the Kingsland article about the effect on black students of completing an
ethnic monitoring form before taking a test and comment on the research findings.
Reference
Kingsland, James; (2006) Tracking the tick box effect, Catalyst, Issue Jan-Feb
2006, pp15 -17 CRE website
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AP 3.1
Scenario 2 The Induction Session
Peter Jain has arrived at an induction session for a part time course. You notice
that he is no longer limping, so you decide to check with him whether or nor he
considers himself to be disabled. Peter does not like the question, he tells you that
he is not disabled, that he doesn’t want to “owe anyone any favours” - he says
that he just wants to be treated like everyone else. One of the other students
overhears this conversation and tells you that he is acquainted with Peter and
knows that Peter has had a long term chronic illness that he doesn’t like to talk
about.
What would you do in this situation?
? Accept Peter’s word and respect his right not be defined as disabled
? Explain to him that disability monitoring helps to make sure that
learners have the resources they need to support them in their
learning.
? Something else – if so what?
Definition of Disabled
Section 1 of the Disability Discrimination Act defines a person as having a disability
if he or she has a physical or mental impairment which has an effect on his or her
ability to carry out normal day-to-day activities. That effect must be
 substantial (that is, more than minor or trivial),
 and adverse, and long-term (that is, it has lasted or is likely to last for at
least a year or for the rest of the life of the person affected).
The scope of the DDA was extended in 2005 to cover, effectively from the point of
diagnosis, people with HIV infection, cancer or multiple sclerosis. For a fuller
understanding and explanation of the concept of disability under the Act, refer to
the Government publication ‘Guidance on matters to be taken into account in
determining questions relating to the definition of disability’ www.drc.org.uk
Give out post-it notes to each member of the class and ask each person to write
the following on. These will be anonymous.
 DD - if they would be defined as disabled under the Disability
Discrimination Act
 D - if they might have been defined as such in the past and
 U - if they consider that they are not disabled and never have been
These post-it notes should be kept anonymous and the results counted. If less
than 20% of them have a D written on them then there may be cause for concern
that disabled people are not attending your course.
Reference
Rose, Christine, (2006) Do you have a disability – yes or no? or is there a better
way of asking?, LSDA
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Notes - Monitoring for Equal Opportunities
The 2001 Census defined disability in the same manner as the Disability
Discrimination Act does,
“having any long term illness, health problem or disability which limits daily activity
or work that can be done.”
Using this definition, the Labour Force Survey and the General Household Survey
have arrived at a description of how many disabled people are present in the
population.
“In Autumn 2001, nearly one in five people of working age in private
households had a long-term disability (3.7 million men and 3.4 million
women). Around three and a half million disabled people were in
employment, an employment rate of 48 per cent compared with a rate of 81
per cent for those without disabilities.” (Smith, 2002)
Under this definition we would expect 19% of the working population to have a
disability.
Might the learning population have more or less individuals with disability? Why?
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AP 3.1
10. Inclusion
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Inclusion - Insider or Outsider exercise
Give out a piece of paper or post-it note. Each learner should follow these steps.
Step 1
Draw a shape to represent the organisation you are in at the moment, e.g. the
college or your course team. The shape can be any shape or size. It can be a
circle, a square or any other shape you feel like drawing.
Step 2
Make a mark anywhere on the paper to indicate where you feel you stand in
relation to the organisation.
Step 3
Explain your drawing to a partner. Tell your partner why you chose to draw what
you have drawn? Write down your partner’s explanation of their drawing.
Notes
This is an open ended exercise that many people feel uncomfortable doing and
some people may refuse to do. However it is useful for initiating a discussion on
“Inclusion”. The exercise enables individuals to examine what it means to feel
included in a group and what it means to feel excluded. In an Equality and
Diversity Questionnaire, 700 trainee teachers were asked to indicate through
drawings and written comments where they saw themselves in relation to their
college. The results suggest that half the trainees did not feel positive about their
inclusion in the College. Their views could be plotted on a continuum from the
negative description of “Outsider”, through other types of descriptions, to the more
positive idea of “moving up in the organisation or moving to the centre” and being
an “Insider.” (Rennie, 2006)
Do all trainees feel included in their college or centre?
Peripheral 3%
Outsider
13%
Insider 41%
At the edge but
inside13%
Moving up 9%
Bottom of
hierarchy 7%
Negative
Positive
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BS 1
Inclusion -Telling Jokes
Ask learners to bring in examples of jokes. The lesson will examine the role of the
“outsider” in our jokes and the use and abuse of humour in the classroom. If none
of the jokes produced are suitable then you could use this one.
OFSTED joke
A head teacher was taking a walk in a park one evening with her golden retriever.
She was desperate to relax after a particularly gruelling week of OFSTED
inspections. To her discomfort she saw the OFSTED inspector coming towards her
in the park and realised that she would have talk to him, out of politeness sake.
The inspector stopped to chat and admire her dog, patting its head. Keen to
impress the Inspector with at least one thing, the head teacher threw a stick across
the pond for her dog to fetch. The dog raced after the stick, came to the pond, and
walked delicately across on the surface of the water, picked up the stick on the
other side and returned it to the Head, without getting its feet wet. The dog wagged
its tail with enthusiasm. The Head looked proudly and expectantly at the inspector
and waited for his reaction. The inspector looked down at his notes and then said,
“That is the first dog I have seen that doesn’t know how to swim!”
“From politicians hiring comedians to add lustre to their speeches to
personal ads stressing the need for a GOSH and office workers and school
kids relaying lines from the sitcom of the moment, comedy is seen as
unifying. It has the ability to transcend sexual, cultural and racial boundaries
in one peal of laughter. But while jokes can create inclusive moments,
exclusion is simultaneously taking place. Jokes have a tripartite structure
along with the teller and the audience there is also the butt. The joke is
always on someone.” (Dunn 2007)
Discuss
? Who is the butt of this joke?
? Does this joke use negative stereotypes?
? When is it acceptable to use humour in the class room?
? What jokes would you define as unacceptable? Why?
? How would you deal with unacceptable jokes in the classroom?
Reference
Dunn, Abigail (Feb 2007) No laughing matter, Catalyst, Commission for Racial
Equality
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BK 1.2
Planning an Inclusive Lesson
Read the Case Study extracts in the box below describing 3 learners with mental
health difficulties.
“Learner B feels that her medication slows her down and that she ‘has cotton wool
between her ears’. When you ask her to explain this she explains that at a recent
meeting of the service group she goes to they were discussing an outing they were
planning. She found that she struggled to keep up with the conversation because
by the time she had thought through what was being said they had moved onto
another subject. ….She also explained that since she has gained weight she thinks
that other people are looking at her, and because she is self conscious she shies
away from social situations.”
“Learner C gets very panicky and agitated when people are sitting or standing
behind her. She says she manages this by sitting with her back to the wall and by
avoiding busy places and queues. It also helps to have someone she knows and
trusts with her – reassurance and support help her to remain calm….”
“Learner D hears voices. When he is tired he finds them more overwhelming and
then finds himself talking back to them. On the other hand there are times when
the voices go away, for example when he is really engrossed in an activity…..”
Reference
Page 50 -52, James, Kathryn, (2007) Supporting learners with mental health
difficulties, Learning and Skills Network LSN, London
a)
You are planning a lesson in your subject and there are 15 learners in your
class, including the above 3 learners. Which of the following teaching and learning
methods would you choose to use to ensure that all learners were included?






Individual research at the computer
Pair work discussion
Small group discussion
Role play
Completing written work sheets
A combination of more than one method
b)
How would you organise the classroom? Consider : -seating positions,
choice of group discussion leader/ facilitator, access to computers and visual aids.
For further information about Mental Health
MIND at http://www.mind.org.uk/
SANE at http://www.sane.org.uk/
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DP 1.1
Inclusive Language
Write down whether, in your opinion, the following 3 words have a positive,
negative or neutral meaning
Tolerance
Freedom
Discrimination
In the box below are some examples of how these words are used when
describing the physical world.
Tolerance : Not objecting to something you don’t like and consider harmful, e.g I
can tolerate cigarette smoke. ( Neutral )
Freedom : Lacking control or limits on behaviour, e.g. the firework freed itself from
its holding pin and went whizzing though the crowd of people. (Negative)
Discrimination : Making a choice of something based on a judgement of its
quality, e.g. He was a wine expert so was able to discriminate between fine wines.
(Positive)
When we use words in a social context they communicate a meaning based on:
1. Intention – what did the speaker mean to say
Disabled
2. Perception – how does the hearer perceive this word
Black
Male
Consider the terms in the speech bubble
Gay
commonly used to describe people.
Muslim
Do you perceive these terms to be
a) pejorative b) affirmative or c) descriptive ?
Think of a learner whom you know well. What connotations do you think these
words would have to that particular learner?
Write a list of words commonly described as the “politically correct” term to use.
Do any of the words on your list make you feel uncomfortable? Why?
References
A-Z Equality and Diversity (2005), published by Equality Challenge Unit,
www.ecu.ac.uk
Walker, Phil and Poppy, A. M. (2004) Good Talking, the HE Communicators
Equality and Diversity Toolkit, HEFCE www.ecu.ac.uk
Code of Practice: Freedom of Speech: (2002) University of Huddersfield,
Guidance for staff and students : Inclusive Language: University of Huddersfield :
http://www.hud.ac.uk/equality/documents/?v=all
Consortium for PCET, University of Huddersfield, 2007
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Notes
This activity is designed for trainees to consider the values and emotions that
underpin the language they use. Sometimes language is used in an objective,
technical sense e.g. “The human body can develop a tolerance for alcohol.” The
same words can also be used in a value laden sense e.g. “We should encourage
religious tolerance”. Trainees need to be able to recognise those contexts where
the words have changed from being objective descriptions to the point where they
have acquired a subjective value.
This activity is also designed to encourage trainees to question how language is
perceived by fellow learners. Words that appear pejorative and abusive to some
people may be experienced as affirmative by others. E.g. “Gay” or “Disabled”.
When trainees design learning materials they may choose to use one of the many
guidance documents available on “Inclusive language”. However it is important that
these documents are not simply followed slavishly but are used in the context of an
understanding of the values they promote. The value attached to words change
with time, usage and political understanding. Words that were considered
appropriate and descriptive in the past e.g. ”mentally handicapped” are no longer
considered acceptable today. This change is constantly taking place and so,
rather than solely learning what vocabulary is acceptable to use, it is necessary for
trainees to learn to question what a word means to them and what it might mean to
the person who reads it or hears it.
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LLUK
BP 1.2
11. Additional resources
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Additional resources
Multi-media : Cd-ROMs, videos and media clips
Trail and Error – Learning about racism through citizenship education,
FRONTLINE TRAINING, www.defes.gov/citizenship
(available free to secondary schools)
BBC News Clip on pupils in secondary school talking about what it means to be
British http://news.bbc.co.uk/1/hi/education/6294643.stm
Altogether Better – from special needs to equality in education, (1994),
Charity Project/ Comic relief. Links by Griff Rhys Jones and Sarah Plunkett. Video
cassettes and booklets available at University of Huddersfield library.
The disabled century, (1999) a three part BBC TV series documenting the history
of disabled people in the twentieth century, Video cassettes available at University
of Huddersfield library.
Periodicals
Catalyst :a thought-provoking magazine discussing current ideas around race and
ethnicity, published by the Commission for Racial Equality and available free
either in hard copy or on line at http://www.catalystmagazine.org/
Towards Diversity, November 2002. Internal Newsletter, University of
Huddersfield available at http://www.hud.ac.uk/
Research Reports
Aveyard, Kate et al ( 2006 ) Addressing the Barriers to Promotion of Women and
Black and Minority Ethnic Staff at the University of Leeds
http://www.equality.leeds.ac.uk/ed/news/addressing-the-barriers-to-promotion/
Toolkits
The anti-racist toolkit, Centre for Ethnicity and Racism Studies, Department of
Sociology and Social Policy at the University of Leeds.
http://www.leeds.ac.uk/cers/toolkit/toolkit.htm
The Disability Equality Duty in Further Education – Impact Assessment Toolkit,
UCU/ Unison 2007, http://www.ucu.org.uk/
Enabling not disabling, 2007, University and Colleges Union, www.ucu.org.uk
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Web Networks and email contacts
Below are examples of the many web-based networks available nationally and
regionally in 2007 that aim to promote equality and diversity issues. These are
changing and developing all the time and some may quickly become out of date.
When looking for a speaker on a particular subject or for advice on starting your
own local network, these networks and contacts would be a useful starting point.
Race, Ethnicity and Religion
Black Information Link www.blink.org.uk
Black Practitioners and Learners network (NIACE)
http://www.niace.org.uk/bpln/Default.htm
Network for Black Managers http://www.nbm.org.uk/
UCU Equality Officer - Race and Religion or Belief, Chris Nicholas –
cnicholas@ucu.org.uk 0207 837 3636 Ext. 3273
BBC Action Network – Ethnicity and Identity
http://www.bbc.co.uk/dna/actionnetwork/C2415
Gender and Sexuality
UCU Equality Officer - Gender and Sexual Orientation - Kate Heasman –
kheasman@ucu.org.uk 0207 837 3636 Ext 3225
BBC Action Network – Gender
http://www.bbc.co.uk/dna/actionnetwork/
Gendys network (gender reassignment)
http://www.gender.org.uk/gendys/
Disability and Age
LSC Disability Equality Duty Support Programme
http://www.lsncommunity.org.uk/vle/research/login/index.php
Radar – disability network, http://www.radar.org.uk/radarwebsite/
UCU Equality Officer - Disability and Age, Charlotte Nielsen –
cnielsen@ucu.org.uk 0207 670 9719
Choice and Rights (Hull and East Riding of Yorkshire)
http://www.choicesandrights.org.uk/
General Equality Issues
Regional Citizenship network, Learning and Skills Network
www.post16citizenship.org/regional/
The Yorkshire and Humberside Regional Equality and Diversity Forum for
Practitioners, hosted by the Grimsby Institute of Further and Higher Education,
contact Alex Baghurst email: baghursta@grimsby.ac.uk
Consortium for PCET, University of Huddersfield, 2007
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LLUK
BK 5.2
12.
Appendix
Bibliography
ACAS, (Dec 2006) Religion or Belief in the workplace – A Guide for Employers
http://www.ecacas.co.uk/cgibin/perlcon.pl
Barnett, Phil et al, (Dec 2006) Equality and Sexual Orientation, Centre for
Excellence in Leadership.
Bruce & Tomlin, Richard; (2000) Towards a more inclusive profession: teacher
recruitment and ethnicity, European Journal of teacher education, Vol.23, no. 2,
Carfax publishing, Association of Teacher Education
Brothers, Michael (2003) It’s not just about ramps and Braille. Disability Rights
Commission
Commission for Black Staff in Further Education (2002) Challenging racism:
further education leading the way, Association of Colleges, London
Commission for Black Staff in Further Education (2003) Good Practice Guide,
Book 1, Recruitment and Selection -Attracting people who want to get in,
Association of Colleges, London
Commission for Black Staff in Further Education (2003) Good Practice Guide,
Book 2, Retention and progression - keeping people who want to stay, Association
of Colleges, London
Commission for Black Staff in Further Education (2003) Good Practice Guide,
Book 3, Staff Development - Training people who need to know - Race Equality in
Further Education Colleges, Association of Colleges, London
Dunn, Abigail (Feb 2007) No laughing matter, Catalyst, Commission for Racial
Equality
Ecclestone, K (2003) Understanding assessment and qualifications in postcompulsory education, NIACE
Faith Regen ltd. (November 2005) Faith Communities Toolkit, Centre for
Excellence in Leadership, London
Hill, J et al, (2005) A-Z Equality and Diversity, the Equality Challenge Unit,
pubs@ecu.ac.uk
James, Kathryn, (2007) Supporting learners with mental health difficulties,
Learning and Skills Network LSN, London
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Kremer, John and Schermbrucker, Ian (August 2006) The Psychology of
Difference, Catalyst, CRE
Kingsland, James; (2006) Tracking the tick box effect, Catalyst, Issue Jan-Feb
2006, pp15 -17 CRE website
Kohn, Marek, (June 2006) Colour Shift, New Statesman, UK
Law, Ian; Philips, Deborah; and Turney, Laura; (2004) Institutional racism in the
academy? Comparing the Police and University in Midshire, Trentham Books,
Lumby, J et al (2005) Leadership development and diversity in the learning and
skills sector, LSRC Research report, London, LSDA, ISBN : 1845721039
Malik , Keenan, (Feb 2007) Thinking outside the box, Catalyst, CRE
Modood, T and Shiner, M (2002) Help or Hindrance? Higher Education and the
route to Ethnic Equality. British Journal of Sociology of Education, Vol 23, no2
Natfhe / Unison (February 2006) Lesbian Gay Bisexual Transgender Equality -an
Issue for us All, Negotiating and Organising Guidance for members in the Higher
and Further Education sector, www.ucu.org.uk
National Centre for Social Research, The British Social Attitudes Survey 2006/7,
Sage Publications
Noel, P, Retention and Achievement in CPCET programmes (August 2004),
Huddersfield, Consortium for Post Compulsory Education and Training,
http://consortium.hud.ac.uk/
Osler, Audrey; (1997) The education and careers of black teachers, Open
University Press, Buckingham
Petty, G (1998) Teaching Today, Stanley Thornes (publishers) ltd, Cheltenham
Rennie, Sandra. (2006) Promoting Equality and Diversity in Consortium for PCET
Teacher Training courses. Huddersfield, Consortium for Post Compulsory
Education and Training, http://consortium.hud.ac.uk/
Reece, I and Walker, S (2000) Teaching, Training and Learning – a practical
guide, Business Education Publishers, Sunderland
Rose, Christine, (2006) Do you have a disability – yes or no? or is there a better
way of asking?, LSDA
Smith, Allan and Twomey, Breda; (August 2002) Labour market experience of
people with disabilities, Labour Market Trends, Vol, 110, no.8, Office of National
Statistics, ISSN: 1361-4819, Stoke-on-Trent
Smith, Vicki and Armstong, Anne (2005) Beyond prejudice, inclusive learning in
practice, LSDA
Tomlinson, M (1996) Inclusive learning, The Tomlinson Committee Report.
Coventry, FEFC
Torrance, H et al (2005) The impact of different modes of assessment on
achievement and progress in the learning and skills sector, Learning and Skills
Research Centre
Walker, Phil and Poppy, A. M. (2004) Good Talking, the HE Communicators
Equality and Diversity Toolkit, HEFCE
White, L and Weaver, S (2007) Curriculum for Diversity Guide, NIACE, Leicester
Consortium for PCET, University of Huddersfield, 2007
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Websites Consulted
Organisation and
Web address
Action on Access
http://www.actiononaccess.org
Age Concern
http://www.ageconcern.org.uk
Age Positive
http://www.agepositive.gov.uk/
Construction Skills - Construction
Industry Training Board (CITB)
www.citb.org.uk
Centre for Excellence in
Leadership (CEL)
www.centreforexcellence.org.uk
Commission for Equality and
Human Rights
http://www.cehr.org.uk/
CRE
Commission for Racial Equality
http://www.cre.gov.uk/
DRC
Disability Rights Commission
http://www.drc-gb.org/
Direct.gov
http://www.direct.gov.uk
EOC
Equal Opportunities Commission
http://www.eoc.org.uk/
Equality Challenge Unit
http://www.ecu.ac.uk
Function re Equality and Diversity
A co-ordination team appointed by HEFCE
and LSC to support their Widening
Participation (WP) strategies for England
Linked with National Disability Team
A campaigning organisation aiming to
promote the well-being of all older people
and to help make later life a fulfilling and
enjoyable experience.
A government information website
The Sector Skills Council for construction.
To foster and support leadership
improvement, reform, transformation,
sustainability and quality improvement within
the Further Education system.
Government commission that brings together
(and replaces) the EOC, the CRE and the
DRC. Aims to reduce inequality, eliminate
discrimination, strengthen good relations
between people and protect human rights.
An independent agency, set up by the
government to work towards the elimination
of racial discrimination and to promote
equality of opportunity.
An independent body established by Act of
Parliament to stop discrimination and
promote equality of opportunity for disabled
people.
Government Information Website re Services
and Benefits
An independent agency, set up by the
government to work towards the elimination
of sex discrimination and to promote equality
of opportunity.
Provides advice and promotes equality in
Higher Education
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Escalate
http://escalate.ac.uk/
Fair Play Partnership
http://www.fairplaypartnership.org.
uk
Produce and disseminate resources for staff
and students in Higher Education and
Further Education involved in Education
Studies, Continuing Education and Lifelong
Learning and Initial Teacher Education.
Aims to mainstream equality and diversity in
the workplace and public and community life
through projects, initiatives and programmes.
Higher Education Funding Council
HEFCE
www.hefce.ac.uk
HE Academy
www.heacademy.ac.uk
Intute: Social Sciences
http://www.intute.ac.uk/socialscien
ces//
Funds HE
Supports Aim Higher initiative
Lifelong Learning networks with LSC
Supports institutions, subject and staff
development and national policy in HE
Lists HE Web resources for the social
sciences, including law, business, hospitality,
sport and tourism.
Islamic Human Rights
Commission http://www.ihrc.org/
Institute for Learning
http://www.ifl.ac.uk
An Islamic campaign, research and
advocacy organization.
Professional association supporting the
development of teachers and lecturers in the
Learning and Skills Sector
A project to encourage and support women
and girls into engineering and construction
careers
Lets Twist Project
www.bilk.ac.uk/college/extraweb/t
wistweb/index.htm
LLUK
Lifelong Learning UK
http://www.lifelonglearninguk.org
LSN
Learning and Skills Network
http://www.lsneducation.org.uk/
NIACE National Institute of Adult
Continuing Education
http://www.niace.org.uk
OFSTED
Office for standards in Education
http://www.ofsted.gov.uk/
Quality Improvement Agency
http://www.qia.org.uk/
The new sector skills council responsible for
the professional development of all those
working in the field of lifelong learning
Aims to improve education and training in the
Post-16 sector in the UK
NIACE Campaigning and lobbying
organisation for Adult and Continuing
Education
Hosts Black Practitioners and learners
network
Inspects FE colleges and schools and
publishes inspection reports and good
practice reports as a result of Inspection.
A government sponsored agency aiming to
improve the quality of the learning and skills
sector provision. Provides access to
Teaching and Learning materials through its
Excellence Gateway
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SCIPS
http://www.scips.worc.ac.uk/
A web based resource that provides
strategies for creating inclusive programmes
of study
Skill: National Bureau for Students Promotes opportunities to empower disabled
with Disabilities
young people and adults to realise their
http://www.skill.org.uk/
potential in further and higher education,
training and employment in the UK.
Stonewall
Works to address the needs of lesbians, gay
http://www.stonewall.org.uk/
men and bisexuals in the wider community
UCU University and College
The largest trade union and professional
Union (formerly NATFHE and
association for lecturers, trainers,
AUT) http://www.ucu.org.uk/
researchers and managers working in FE
and HE in the UK
Unionlearn
An organisation established by the TUC to
http://www.unionlearn.org.uk
promote lifelong learning for union members.
Publishes information on Equality and
Diversity
Women in Science Engineering
A government (DTI) web site promoting
and Technology
Science Engineering and Technology for
www.set4women.gov.uk
Women
Working with Men
A charity supporting work that benefits the
http://www.workingwithmen.org
development of men and boys.
W3C
A Web industry co-operative,
The World Wide Web Consortium
http://www.w3.org
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