Everyone will have a chance to share and be heard by the group. Facilitators should encourage students to be creative. Make it clear that it is acceptable to write poetry, list adjectives that describe them, include humor, etc. If your group is large, break into diverse small groups of five or six to make sure everyone has an opportunity to share their story.
Ask for volunteers to get the group started and tell participants they can share their stories from memory, or read them. Discussion When everyone has shared, ask participants how it felt to share their stories. Why is this activity important? What did you learn? Definition Privilege is a right or exemption from liability or duty granted as a special benefit or advantage. Oppression is the result of the use of institutional privilege and power, wherein one person or group benefits at the expense of another.
Objective The objective of this activity is to confront entrenched systems of power and privilege, and identify common situations when privilege is not acknowledged, to the detriment of the disadvantaged and oppressed.
Discussion What is privilege? We all have privileges. What are yours? Were you surprised by any of the privileges you found in your invisible knapsack?
This should not be confused with the biological male and female sexes. Instructions Break participants into small groups and give them a printout of the chart below. Instruct participants to convert the suffixes of the nouns into gender-free, inclusive terms by changing the noun root word or substituting a non-gender-specific root word from another language.
Tell participants that since male endings are so pervasive, it is OK to invent new words by replacing the endings of existing words with something non-gendered.
The facilitator should ask the following questions of the group while also encouraging them to share personal experiences that speak to their point. What happens when someone falls outside of this norm? How do the words we use influence the way we think about certain professions? Definition Race is a social construction that has real consequences and effects.
Technically, however, race is based on national origin, sociocultural groups and self-identification. The U. For a full explanation of how each racial category is defined, refer to the U. Census About Race page. In a historical context, race has played a large part in how our society has evolved, and it shapes the way we see others and how we experience our lives.
Objective The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis.
Objective The purpose of this activity is to explore the diversity among the members of our community. How a person identifies can affect many facets of his or her life. We will use this activity to get to know one another on a deeper level. What are our values, backgrounds, and visible and invisible labels? This activity requires everyone to step outside of his or her comfort zone.
Participants being vulnerable can help the group learn more about the identities they do not share. Instructions Have all participants line up in a straight line facing the facilitator. If the room is too small to have each participant standing shoulder to shoulder, an alternative is to have the group stand in a circle and step into the circle. The facilitator should explain that they will read a statement.
If the statement describes you, then silently step across the line. Everyone should quietly notice who stepped across the line and who did not. After a moment, the facilitator will thank those who stepped forward and will then have everyone step back in line. This toolkit was designed to address human issues that everyone faces and help participants recognize how they can better understand and work toward solving, or at least improving, these issues.
Participants were often forced to confront socialized and entrenched notions of privilege, identity and social justice. Participants should feel better equipped with newfound knowledge and empathy, and prepared to apply the lessons they learned in their own lives and communities. Activity Affirmation Mingle Source: Objective To practice giving positive feedback and to have participants leave the workshop feeling energized. Repeat several times so that each person gets feedback and support from different people in the group.
If there are an odd number of participants, the facilitator should address the odd person out each time. Completing this training is not the end, but merely the beginning. Hopefully, this toolkit has helped to create new understanding among your participants.
Those interested in this type of work may be interested in a career in social work, facilitation, advocacy or sociology. At the end of the training, facilitators should be prepared to provide additional resources for participants who want to learn more about issues of identity, power and privilege. Below we cite several resources to help you get started. Facebook LinkedIn Pinterest Twitter. Start Your Application Today. They will not be lectured or told what to believe.
This is not an indoctrination. This is a participatory workshop that is intended to help guide all participants to better understanding and to address difficult issues. Setting a Stage for Discussion. The integrated pattern of human knowledge, belief and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations.
A set of shared attitudes, values, goals and practices that characterizes a group of individuals or an institution or organization. Distinguishing characteristics. The condition of being the same with something described or asserted. An agent group has the power to define and name reality, and determine what is normal, real and correct. Differential and unequal treatment is institutionalized and systematic.
Psychological colonization of the target group occurs through socializing the oppressed to internalize their oppressed condition. Individual — feelings, beliefs, values. Interpersonal — actions, behaviors and language. Institutional — legal system, education system, public policy, hiring practices, media images. Most individuals are both a target and an agent of oppression, due to: Internalized subordination.
Beneficiaries Practitioners in primary education. Countries Ireland. Date of creation of toolkit and periodicity of updates Purpose of the toolkit Guidance on best practices to improve the design of policies and practices. Type of guidance given to users For each section, the toolkit provides advice and how-to guidance on the implementation of an inclusive school and on liaising with families.
Downloads Toolkit for diversity in the primary school. Related resources Publications Publications. First Day teaching toolkit. Bush, C. All of us: Health and physical education resource: Understanding gender diversity, sexual diversity and intersex topics for years 7 and 8.
Chesworth, A. Gender is not uniform. Department for Education. Policy: Supporting gender diverse, intersex and sexually diverse children and young people. Gender diverse and intersex children and young people support procedure. Department of Education. Guidelines for supporting sexual and gender diversity in schools and colleges. Department of Education, Training and Employment. Diversity in Queensland schools — information for principals.
Also has a Policy Template. Edmund Rice Education Australia. Equal Opportunity Commission of Western Australia. NSW Department of Education. Bulletin 55 — Transgender students in schools.
New South Wales Teachers Federation n. Gender, Sexuality and Identity kit. Pearce, J. Radcliffe, J. Safe schools do better. Supporting sexual diversity, intersex and gender diversity in schools. Melbourne: Safe Schools Coalition Australia. Riggs, D. Schools working with gender variant children. Gender Identity Australia.
A guide for schools. Trans Hub. Educators inclusion guid e. Newtown: Twenty Ward, R. Guide to hosting inclusive school formals.
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