Protected characteristics: definitions
1533525-805815HDCHD (London) Consultants Ltdhdconsultants@ 07834 322158.ukTraining for SUCCESS00HDCHD (London) Consultants Ltdhdconsultants@ 07834 322158.ukTraining for SUCCESSE&D in the Curriculum HandbookPrepared forWorkers’ Educational AssociationCONTENTSSession discussion notesWhat you should know about your learners2Suggested strategies3Curriculum and course planning - 10 stages to consider5A checklist to ensure E&D is embedded in teaching, learning and assessment6Case Study activities7E&D in lesson planning9Sample session plan10Additional InformationProtected Characteristics - definitions13Equality & Diversity in Language14Sexual Orientation awareness and terminology18Disability awareness and terminology19Race and cultural awareness - terminology23EMBEDDING EQUALITY AND DIVERSITYAdapted from The Quality Improvement Agency for Lifelong Learning (QIA) Equality and Diversity Help Sheet; Teaching and Learning Programme, 2008 do you know about your learners?What else do you think you should know?To maximise your effectiveness as a teacher, trainer or assessor, you need to work to establish and develop productive relationships with your learners. The following suggestions are to help engage you and your learners in this process.Find out some basic facts about your learners’ cultural backgrounds and religious traditions, including where their family is from, and the names of influential professionals in your subject or vocational area from different ethnic backgrounds. Where appropriate, these can be incorporated into your teaching and learning.Consistently resist and challenge stereotypical thinking by using language that reinforces the point that opportunities are for everyone. For example, in group work or team tasks, refer to a chairperson rather than a chairman.Do not assume that all disabled learners, or all black and minority ethnic (BME) learners, are the same. Do not make assumptions, for example, that visually impaired learners are not interested in engineered products, construction materials or computer hardware. Blind learners may welcome being introduced into the sighted world, rather than being excluded from it.Encourage learners to share with you their own cultural, personal, social and religious traditions and any information that could impact on their teaching and learning experience. For example, you may need to think about assignment dates clashing with religious festivals.Examples of Embedding E&D in the Curriculum and Suggested Strategies – Teaching, Learning & AssessmentExample 1: Develop an equality and diversity subject-specific resource bank.An important challenge for teachers, trainers and assessors working particularly, but not exclusively, with diverse groups of learners, is to ensure that teaching and learning materials are inclusive, engaging and relevant and prepare their learners to live and work in today’s society.Managers and staff can address these issues by creating a shared subject-specific equality and diversity-sensitive resource bank. Some suggestions to help create and maintain this are given below.Ring fence some money for purchasing alternative materials, resources, facilities or support.Involve learners and ask them for suggestions.Embed the new resources into your teaching, for example, in schemes of work or session plans.Review any existing recommended reading list, research themes and assignments.Liaise with the learning resource centre staff and encourage them to source the resources you need more widely. Give them your assignment or project outlines.Ensure that you undertake regular reviews and updates so that the resource bank is sustainable.Example 2: Carry out an equality and diversity audit of teaching and learning processes and resources.Teaching and learning resources and processes can become outdated, ineffective and ‘unfit for purpose’ over a relatively short time. It is therefore important that teachers, trainers and assessors carry out a regular review, thinking about the following questions.Are my teaching and learning resources and processes inclusive and accessible to all learners? If not, what do I need to do to make them so? Do my teaching and learning resources and processes draw on the potential experiences of all my learners, thus promoting and celebrating diversity?Do my resources and processes reflect awareness of people’s different cultural, social and religious backgrounds?Am I confident that my resources and processes do not reinforce stereotypes or discrimination? What processes have I used to inform my decision?How can I use the pedagogy Quick start guide for Equality and diversity (in the Effective teaching and learning area of the website) to help me review my teaching and learning approaches, and to try new ways to promote equality and diversity through my teaching?Example 3: Challenge learners’ stereotypical thinking. Learners will come to learning programmes with a range of views about other learners and adults. Some of these views may be inappropriate, offensive and inaccurate. It is important that teachers, trainers and assessors consistently challenge such views by ensuring that:equality and diversity is a central part of the induction programmeequality and diversity is a core component of the tutorial process (and not a one-off topic)equality and diversity issues are embedded into the subject areaan agreed equality and diversity code of conduct (protocol) is developed, which all learners sign up to.Example 4: Agree and set assignment timescales.Teachers, trainers and assessors can find it difficult to ensure the timely and effective completion of assignments by learners. When designing and setting timescales for assignments, you should consider the following key issues.What rationale have you used to arrive at your timescales?Are there any religious, festival or ceremonial dates or events that could negatively impact on some learners’ ability to complete the assignment within the stated time? What contingency arrangements have you made, or can you put in place?Is the topic or theme sufficiently flexible and inclusive to motivate all learners?Will learners require access to specialist equipment, resources or people? If yes, are there any equality and diversity implications for you to consider?Example : ‘That’s so Gay’Teacher : “Even though we have a short week due to the long weekend, we will still have our weekend quiz this Friday.”Student : “That’s so gay!”Teacher: “I’m sorry Aaron, what are you trying to say? I mean what’s your thought about having a quiz this Friday?”Student : “Nothing”Teacher : After waiting 10 seconds. “No, you have a thought, an opinion about it and I really want to know what it is.”Student : “Well, it only gives us four days instead of five to prepare.”Teacher: “A reasonable point. If we postpone the quiz to Monday, we’ll have the same problem next week. An idea… the quiz this week will only be 10 questions instead of the usual 15. I’ll take into consideration that you have only four days instead of five to prepare.” pause .......... “As for the other words you used to indicate your concerns and displeasure about the timeline, those words are inappropriate because they can be hurtful. If there was something else that you had an issue with and you responded with ‘That’s so Chinese’, I would be hurt by that statement. It would seem to me that Chinese meant that you had a negative thought about something and that Chinese was a word to indicate something not very positive. When I hear “that’s so gay” it sends me a negative message about people who are homosexual. Remember what our ground rules are…”Ten steps to making your course/programme inclusive from the planning stageA checklist of guidance for course/programme teams to ensure that Embedding E&D takes place from the planning stage Complete Date Assess the level of diversity within the course/programme team and the diversity knowledge of course/programme team members and agree steps to address any imbalances. Assess the accessibility of your course/programme for students with disabilities and plan adjustments as early as possible. Provide the course/programme team and any external contributors with a copy of links to any provider guides and policies on E&D. Discuss and document opportunities for integrating diversity into the course/programme to ensure it is relevant to diverse and where applicable international markets. Ensure the guidance for the external assessor or verifier includes a requirement to comment on diversity and accessibility in their report.Recruit critical readers with diverse backgrounds and experiences. Ensure the guidance for critical readers asks them to comment on diversity and accessibility of the course/programme. Write the descriptions of the course/programme for web, prospectus and campaigns so that it is free from bias, omission and complex or culturally exclusive language and ensure that information about course/programme accessibility is accurate and comprehensive. If your course/programme is in a subject area where there is segregation or under-representation, decide how you will challenge student assumptions about who the course/programme is for (eg. through course/programme descriptions or through targeted campaigns). Schedule demographic data analysis (participation, completions, attainment) to coincide with review points for the course/programme (course/programme review meetings)What I need to think about as a tutor/assessor to ensure equality in my teaching, delivery and assessment practice?PlanningDo the course documents take into consideration the individual needs of the learner? (Initial Assessment, Scheme of work, ILP) Is the learning environment conducive to learning? (layout, accessibility) Are there a variety of learning styles included in the teaching – auditory, visual and kinaesthetic? (Schemes of work, lesson plans) Delivery Is time allocated during learner’s induction for information and discussion on equality and diversity, including policies, etc? (Scheme of work, lesson plans, ILP, complaints procedure) Setting appropriate ground rules with learners (Lesson plan) Are appropriate assessment methods used for all learners? (Differentiation) Using appropriate and sensitive language and challenging inappropriate use of language Diversity Is diversity included within teaching – making reference and using examples from a variety of cultures, religions, traditions, exploring stereotyping and other topics around equality? (Lesson plan, resources) How is prejudice and stereotyping challenged in the classroom? How do you build on learner diversity as an educational resource? Resources Are teaching resources accessible for all learners? Do learners require additional resources to help them to access information? (Initial assessment, ILP) Are people from diverse backgrounds, socioeconomic, cultural, people with disabilities visible in course materials? Additional Support Are learners given the opportunity to discuss additional support at the beginning and throughout the course? 2057400-914400EMBEDDING EQUALITY AND DIVERSITY ACTIVITYBackgroundIn assigned groups you will be given a short scenario that involves considering E&D approaches and strategies you might use in a teaching, learning or assessment situation.Task1. Discuss the scenario with your colleagues. Identify the issues that you are faced with considering your knowledge of the importance of embedding equality, diversity and where relevant safeguarding strategies into your planning, delivery and assessment approaches.2. Feedback on your discussions.Scenario 1You have been asked to go to a trainee’s place of work to discuss steps to be taken about a situation that has arisen. One of your learners who has a dog as a helper has been told that they cannot go into the workshop as a member of staff has complained that they suffer from asthma with allergy difficulties and is being affected by the close proximity of the dog. Scenario 2You have been advised that a learner who is deaf is on an apprenticeship programme and is supported by a sign language interpreter. What will you need to consider in your preparation for your visit to see him at the training centre?Scenario 3 It is nearing the end of your session and you are talking to a small group of learners about the work based assignment. You over hear from the other side of the room another group making offensive comments as another student gets up and heads for the door.You are aware that this particular student is gay and there are murmurings that he has been bullied about his sexuality, both at the centre and at his work placement. You have not witnessed this yourself, nor has the learner reported anything to you. One of the group then says loudly ‘”At last ….go on … we don’t want your kind around us”. The rest of the group starts to disperse quickly before you have time to call them back.Scenario 4Every two weeks you have a tutorial session with a group of 16 apprentices, 6 of whom are from an Afro-Caribbean background. The group of 6, on the whole are well-behaved and work well when they are together. They always sit and work together when they are at the training centre and don’t mix with the others. They have become friends and meet up after work and during their lunch break on a regular basis. Reports from their workplace indicate that they are not mixing with other staff groups. What steps can you take to address this?Scenario 5An ESOL learner is not engaging with his colleagues in the work environment. Other than her mentor, no other staff at the garage speaks to them and the trainee is often left alone to work out problems at work by herself. You have noted that during sessions at the centre she is reluctant to answer questions even when directly asked. The initial assessment indicated that her language, literacy and numeracy skills were at the appropriate level to join this programme, but you are not easily able to assess whether the she understands the sessions or how she is doing at work.Scenario 6You teach a group first thing in the morning with two learners who have childcare issues and are therefore always late. You have been told that this session is to be observed and are concerned that this will be picked up. These are ‘genuine cases’ and you’d rather the learner turn up late than not at all but you don’t want a negative outcome for your observation.Scenario 7 “That’s So Gay!”Teacher – “Even though we have a short week due to the long weekend, we will still have our weekend quiz this Friday.”Student – “That’s so gay!”Finish this dialogue - give two anticipated student responses and 2 tutor responsesE & D IN LESSON PLANNINGThe difference between ‘differentiation’ and ‘equality and diversity’‘Equality and diversity’ shares some common outcomes and values with ‘differentiation’ (commitment to meet individual needs). However, it is very important to recognise that there are clear differences between the two terms. DifferentiationThe key focus of differentiation is on meeting learners’ cognitive and social educational needs. For example, you should consider:What range of ability is there in your teaching situation (classroom, workshop, workplace)? For example, are there learners with personal experience of a topic through a hobby or interest, as well as those who have no prior experience?What do you expect the learners to know at the end of this session? For example, will you expect all learners to achieve the same learning outcomes or will you expect learners to achieve different learning outcomes?What are the potential constraints that could affect your teaching and learning management? For example, will your planning need to take account of limited access to resources such as computers or other materials?How will you be able to monitor and support individual learners’ learning? For example, will you offer a range of assessment opportunities when running a project or activity?How will you ensure that all learners remain challenged and engaged throughout your sessions? For example, do your assignment and activity briefs allow learners to set their own goals?Equality and diversityThe key focus of equality and diversity is on meeting the holistic needs of the learner. These are typically identified through you and your organisation’s commitment to equality and diversity, and its statutory equal opportunities responsibilities and duties as set out in the following areas (protected characteristics):AgeDisabilityGender reassignmentMarriage and civil partnershipPregnancy and maternityRaceReligion and beliefSexSexual orientationSAMPLE SESSION PLANCOURSE TITLEFood HygieneSUBJECT/TOPIC/UNIT/MODULELevel 2 – Food HandlingTUTORDATE/WEEKTIMENO. IN CLASS15ROOMAim of the lesson: To introduce the learner to safer food handling and develop and understanding of the safe methods, opening and closing food stock checks and diary completion as part of a food management safety procedures systemLearning outcomesWhich of the following will be used to check learning (Tick)By the end of the session learners will be able to:Give three examples of checks you would make as opening checks and three as closing checksDescribe two ways in which high levels of bacteria can end up on a plate of foodName five personal hygiene rules you must follow when handling food Question and Answer (QA) Revision Exercises (R) Individual Learner Plan or Review -ILP (LR) Group/Individual Presentation (P) Observation (Ob) Assignment/Homework (A/H) Completed tests or exercises (T) Other (O) Teaching and learning methods and resources planned (Tick)Whole-group teaching (WG) Coaching and instruction (C) Working in pairs or small groups (G) Discussion (Ds) Individual project work (PW) Role-playing exercises (RP) Case study (CS) Presentation (Pr) Practical workshop/ exercises (W/E) Practical demonstrations (D) SmartBoard/ interactive whiteboard (IWB) Notetaking (N) whiteboard/flipchart (Wb) Using an OHP (OHP) Using video or TV (V/TV) Using other IT (IT) Using radio or audio tapes (A) Internet or virtual learning environment (In) Using PowerPoint (PP) Other (please specify): Thought shower, Key or Functional Skills addressed in this lesson/sessionEnglish/Language/CommunicationsGroup discussion Speaking and listening skills Making notes Numeracy/Mathematics/App of NumberUnderstanding where the legal temperatures fit into the temperature monitoring in a kitchen Information TechnologyPowerPoint College VLEHow will you use ILT (Information and Learning Technology) in this lesson? Use of PowerPoint to outline the course. Intranet site to show the students the safe methods How are you addressing health and safety in this lesson to ensure learners have a safe learning environment? Chairs arranged correctly, door closed and any obstacles from walkway removed. All learners will have been given a health and safety talk in induction week to include fire evacuation information. Familiarisation of the class profile will ensure any specific individual needs will be catered for. How is ECM (Every Child Matters) addressed in this lesson? Enjoying and achieving – the learners will take ownership of the lesson through practical tasks and will understand and be able to demonstrate their understanding of the aims of the lesson. Making a positive contribution – see above. Achieving economic wellbeing – the understanding of the topics covered will give learners an opportunity to develop these skills in a chef role in a catering establishment. How will the Additional Learner Support Assistant (LA) assist the learners in this lesson? Group support: LA will be familiar with the class profile and will focus on the individual needs of the group moving between learners and assisting where needed. LA will also take an active role in group tasks facilitating participation. One to one support: A detailed assessment of each learner’s needs will be on file and read prior to support commencing. Individual learners’ needs will be discussed with additional support team and tutor. Where required, adapted resources will be provided by tutor/LA e.g. large print handouts/handouts on coloured paper etc. How will you promote equality and diversity during this lesson? Active observation for the quiet learners (e.g. Tundi) and inclusion strategies such as direct questioning throughout sessionUse the PPT to demonstrate process through a DVD clip (variation of teaching styles VAK (visual, audio, kinaesthetic) and the use of ILT (Information and Learning Technology). Embedded use of verbal references to other cultures (re cooking methods, access to cooking utensils etc.) & discussion encouraged. Mix the usual friendship groups this session which are normally separated into the particular cultural groups of the learners. How have you differentiated for learners – do any learners require specific resources or support? Questions at different levels. Differentiation of tasks – extension tasks for more able learners. Group pairing to enable the learners to support one another. Members of the group who want to gain more information after the class – could direct them to the FSA website .uk TIMEFOCUS/TOPICTEACHING METHODS(see abbreviations on previous pages) LEARNER ACTIVITYInclude differentiation and activities of Additional Support Assistants. RESOURCESHOW LEARNING IS CHECKED(see abbreviations on previous pages)5 MINSAims, course content PP number: 1, 2, 3, 4 Students to take five mins to familiarise themselves with the session handbook pack. No writing PPTSession handbookQ&A Dr HDeane E&DinCurr- Oct12Protected characteristics: definitionsThis page gives you more information on each of the nine protected characteristics.AgeWhere this is referred to, it refers to a person belonging to a particular? age (e.g. 32 year olds) or range of ages (e.g. 18 - 30 year olds).DisabilityA person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities.Gender reassignmentThe process of transitioning from one gender to another.Marriage and civil partnershipMarriage is defined as a 'union between a man and a woman'. Same-sex couples can have their relationships legally recognised as 'civil partnerships'.? Civil partners must be treated the same as married couples on a wide range of legal matters.Pregnancy and maternityPregnancy is the condition of being pregnant.? Maternity refers to the period of 26 weeks after the birth, which reflects the period of a woman's ordinary maternity leave entitlement in the employment context.RaceRefers to the protected characteristic of Race. It refers to a group of people defined by their race, colour, and nationality (including citizenship) ethnic or national origins.Religion and beliefReligion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live?for it to be included in the definition.SexA man or a woman.Sexual orientationWhether a person's sexual attraction is towards their own sex, the opposite sex or to both sexesEquality & Diversity in LanguageGuidance for communicators Checklist of terms (updated and adapted from an OU University guidance booklet first published in 1993 under the title ‘An Equal Opportunities Guide to Language and Image’.) Groups representing disabled people have tried to establish a vocabulary for dealing with the problems of appropriate language. There is some disagreement, however, and the preferred use of language changes over time. Here are some suggestions: Don't Say Do Say Normal, to describe non-disabled people The disabled not a homogeneous group, separate from the rest of society Disabled people which emphasises that they are disabled by the environment Affliction, handicap Impairment, condition, disorder, difficulty Spastics, epileptics a medically imposed label is a stigma and serves to undermine people's rightsPeople with cerebral palsy, people with epilepsy Mental handicap, mental age of Learning difficulties, learning disabilities, learning-disabled, severe or profound learning difficulties Victim of, crippled by, suffering from, afflicted by Person who has, person with Wheelchair-bound, confined to a wheelchair Wheelchair user, uses a wheelchair, has impaired mobility Deaf as a blanket term Partially deaf, profoundly deaf. Some people in the deaf community prefer to use 'the Deaf' as a political term, emphasising that they are a linguistic minority, not a disabled group The blind, visually challenged Blind or partially sighted person, person with little or no sight, visual impairment Ethnicity, cultural and religious diversity Multi-cultural teaching materialAvoid white supremacy thinking, for instance equating white with civilised or best, black with backward or of less worth. The diversity of contemporary British (or any other) society should be reflected: people of different ethnic groups and cultures should be portrayed, especially in case studies and illustrations. Ask yourself, is this the whole picture? Use examples which show people with a variety of attributes, whether of personal characteristics, lifestyles or occupational statuses. Don't make assumptions about people's national origin or religious or linguistic background. Make sure that cultures and societies are represented accurately, not from the point of view of the authors’ ethnicity. Each culture has its own values and it is also by these that it should be evaluated; similarly the diverse moral frameworks provided by different religions should be acknowledged where appropriate. Ask whether your text can be used by all students from a range of minority ethnic and religious backgrounds, in the UK and internationally, particularly in the case studies and examples you have chosen. TerminologyEthnicityThis is used to refer to the sense of identity which derives from membership of a group linked by different combinations of shared cultural characteristics, such as religion, language, history or geographical location. By this definition everyone belongs to an ethnic group, whether they are, in a given context, in the majority or in a minority. To stress this fact, when referring to a particular grouping of people, the phrase 'minority ethnic group' is recommended. Black and Minority Ethnic In the UK, 'Black people' generally refers either to people of African or Afro-Caribbean origin, including African-American or people born elsewhere with African or Afro-Caribbean heritage. Opinion is divided among British Asians on whether they consider themselves as black. However, this term probably does not cover adequately other groups such as those of Middle Eastern, North African or East Asian origin, or people of mixed origins. When a wider definition is needed, the term Black and Minority Ethnic (BME)’ is widely used and accepted in the UK but may not mean much in other contexts. Therefore it is best to avoid generalisations of experience: it is better to state what groups are being discussed in a particular context. 'Black' with a capital ‘B’ is also used by some black people as a political term. Be sensitive to the use of phrases like 'blacken someone's character' which equate black with bad. Other terms Avoid the terms 'non-white' and 'coloured' as these display white ethnocentrism – deviation from the supposed norm – which can obviously be offensive to black and minority ethnic people. Use the term 'immigrant' appropriately: in the UK, it is often used incorrectly of people who are actually British nationals and have been born in the United Kingdom, or (again incorrectly) as a term which distinguishes black from white people. Many immigrants are white. Use the term which different groups use about themselves: Inuit rather than Eskimo, Native American rather than Red Indian, or particular tribal names. Ask for someone's first name or given name rather than their Christian name. Take the trouble to spell and pronounce people's names correctly.GenderThere are circumstances when gender-specific terms accurately reflect reality, for example in historical texts. But in most cases it is preferable to use gender-neutral terms. Think about what you actually mean, and who you are really referring to. It may be better to recast your sentence rather than to substitute one word for another. Here are a few alternatives to gender-specific words:Don't say Do say Best man for the job Best person for the job Businessman/woman Business person, manager, executive Chairman/woman Chair, chairperson, convenor, head, presiding over Charwoman, cleaning lady Cleaner Craftsman/woman Craftsperson, craft worker Delivery man Delivery clerk, courier Dear Sir Dear Sir/Madam (or Madam/Sir), Colleague, Student etc. Fireman Fire-fighter Forefathers Ancestors, forebears Foreman/woman Supervisor, head juror Gentleman's agreement Unwritten agreement, agreement based on trust Don't say Do say Headmaster/mistress Head teacher Housewife Shopper, consumer, homemaker or whatever is meant in the context Layman Lay person Man or mankind Humanity, humankind, human species, human race Man (verb) Operate, staff, work at Man in the street, common man Average/ordinary/typical citizen/person (but is there such a person?) Manhood Adulthood Man-hour Hour, work-hour, labour time Man-made Artificial, manufactured, synthetic Manning, manpower Jobs, staffing, human resources, labour force, personnel, workers, workforce Miss, Mrs Ms, unless a specific preference has been stated – but do you really need to use a title at all? Policeman/woman Police officer Right-hand man Chief assistant, lieutenant Salesman/girl/woman Sales assistant/agent/clerk/ representative/staff/worker Spokesman/woman Spokesperson, representative Sportsmanship Fairness, good humour, sense of fair play Statesman/woman Leader, politician Steward/ess Airline staff, flight attendant Tax man Tax collector/inspector, tax office Waitress Waiter, server Working man, working mother/wife Wage-earner, taxpayer, worker Workman Worker, operative, trades person Workmanlike Efficient, proficient, skilful, thorough Sexual orientation awarenessThere is generally much more awareness about the lives of lesbian, gay and bisexual people than there was twenty years ago. This is the result of new civil and legal protections and arising from this an increased openness by gay, lesbian and bisexual people. In the past, imagery of gay and lesbian people was generally confined to narrow stereotypes; the effeminate entertainer, the male hairdresser and the ‘butch’ lesbian spring to mind. Today, gay people can be open about their sexuality while serving in the armed forces, have an equal age of consent to sexual activity, the right to adopt and foster children and the right to form a civil partnership giving the same rights and responsibilities as heterosexual married couples. There is a greater recognition that gay people are immersed in all aspects of society, all kinds of occupations and are part of families and local communities.Guidelines The term 'homosexual' is generally not used now, as it has medical origins and derogatory connotations, and is often taken to refer only to men. Avoid 'heterosexism' (for example, phrases like 'the natural attraction between the sexes'). Don't suddenly switch from 'we' to 'they' in discussing issues around sexual orientation. Avoid negative stereotyping of supposed characteristics of lesbians and gay men. Don't perpetuate myths such as that gay people are less suited to be parents, or are incapable of steady relationships, or are emotionally unstable. Use 'partner' instead of 'spouse', and don't assume that everyone belongs to a traditional family. Avoid implying sympathy, that lesbians and gay men are less fortunate, or unhappy, or present a 'problem'. Don't suggest that lesbian or gay sexual orientation is 'abnormal', 'perverted', 'immoral', or an illness.Disability awarenessThe definition of a disabled personMany people believe a disabled person is someone who uses a wheelchair or has a visual or hearing impairment. However, under the Disability Discrimination Act, the term 'disabled person' covers people with a wide range of disabilities and health conditions - from a visual impairment to arthritis, cancer, multiple sclerosis, heart disease, depression, Down's Syndrome and diabetes.Don't useUseHandicappedDisabled people.CrippledPeople with impairments and long-term health conditions.The disabledPeople with rights under the Disability Discrimination Act.Suffering from...Has ... arthritis, a mental health problem, diabetes etc.BlindHas a visual impairment. Many people who are registered blind have some sight.DeafUse deaf if you know someone has no hearing. If a person has some hearing use 'hearing impairment'.Mad, Mental, Schizoid, NutterHas a mental health problem... or Has... depression, anxiety, a phobia, obsessive compulsive disorder, manic depression, schizophrenia etc.21% of disabled people aged 16-24 have no qualifications whatsoever, compared to 9% of non-disabled people of the same age - an 11% gap.Disabled 16 year olds are twice as likely to be out of work, education or training as their non-disabled peers (15% compared to 7%).In an NOP survey for the DRC, 86% of young disabled people think it will be harder for them to find a job than a non-disabled young person.AccessTakes into account how all disabled people access goods, services and facilities as well as buildings. For example, this definition includes how a visually impaired person might access written information or how someone with learning difficulties can access a ticket booking systemInclusionThis is more that creating access solutions. It means providing access solutions that are suitable for everyone and that disabled people are considered automatically rather than treated as separate or different.InvolvementAn active engagement with disabled stakeholders using accessible mechanisms which must be focused, proportionate, influential and transparent. ‘Involvement’ requires more active engagement of disabled stakeholders than ‘consultation’.Audio Description - audio description is available on some videos, DVDs, digital TV and cinema films. Digital access equipment enables visually impaired people to listen to a narrator describe what is happening on the screen through personal headphones.Audio Cassette or Tape - information can be recorded verbally on audio cassette tape and played on a tape machine.Braille - embossed text created from symbols formed by patterns of 6 dots. Another system of embossed printing is Moon which relies on curves and lines. Braille and Moon is used by visually impaired people.British Sign Language (BSL) - BSL is a language which uses visualgestures and space by using the hands, body, face and head and has its own principles of grammar. BSL interpreters translate the spoken language to BSL for the Deaf person. They can also translate BSL into spoken language if the Deaf person wishes.Deafblind Interpreter - a deafblind interpreter will communicate with adeafblind person if they are not able to use other forms of communication support. There are different methods of communication used by deafblind people including the Deafblind manual alphabet and the block alphabet. The interpreter will describe non-verbal information such as people’s reactions.Easy Read - an alternative format for people with learning difficulties which means writing things down clearly, using short sentences and avoiding difficult words and acronyms. Easy Read publications also use pictures to illustrate points.Evacuation chair - In an emergency an evacuation chair may be necessary to ensure that people with mobility impairments can be safely evacuated. An evacuation chair is specially designed equipment and requires people to be trained to operate it.Irish Sign Language (ISL) - Irish Sign Language (ISL) is the preferredlanguage of some Deaf people in Northern Ireland as well as in Ireland. It is a language which uses visual gestures and space by using the hands, body, face and head and has its own principles of grammar. ISL interpreters translate the spoken language to ISL for the Deaf person. They can also translate ISL into spoken language if the Deaf person wishes.Lipspeaker - a lipspeaker conveys the speaker’s message to a deaf or hard of hearing person using unvoiced speech supported by gesture and facial expressions. If the deaf or hard of hearing person who is lipreading requests it, the lipspeaker can also support the message using finger spelling. This method of communication is preferred by people who use English.Loop system and infrared system - helps hearing aid wears to hear more clearly by cutting out background noise. A loop system can be set up with a microphone and a transmitter to send sound via a loop system to be picked up by hearing aids which are switched to ‘T’ setting. In larger event situations, infra-red systems which allows for stereo sound will be more practical.Speech To Text Reporter (STTR) or Palantypist – The STTR uses apalantype or stenograph machine to produce verbatim report of what is said and any other environmental sounds such as applause. This will appear instantly on a screen for the deaf or hard of hearing person to read.Subtitles - subtitles are available on DVDs, videos, television and in some cinemas. The subtitles describe what is being said and appear at the bottom of the screen.Text Telephone - a textphone is a machine which has a keyboard and a screen. It may be built into a telephone or be connected to one. A deaf person can use the machine to communicate with another person who also has a textphone by typing the message and reading the reply. Typetalk is a national relay operation which allows the deaf person to communicate with somebody who does not have a textphone by relaying the messages via an operator.Block Alphabet: used to communicate with deafblind people. The hearing person uses the tip of their forefinger to spell out each word in block capital letters on the receiver’s palm. This method can be used when members of the public, shop assistants and others want to communicate with a deafblind person, as they are unlikely to be familiar with the manual alphabet.Cochlear implant: a special type of hearing aid which is a surgically implanted electronic device that works by stimulating the auditory nerve electrically. It does not restore ‘normal’ hearing and is therefore only suitable for people who are so deaf that they cannot hear through powerful conventional hearing aids.d/Deaf: ‘deaf’ with a lower case is used to refer to people with all degrees of deafness. The capital ‘D’ is used for ‘Deafness’ in a cultural sense, i.e. people who share a common sign language (BSL in the UK and Irish Sign Language in Northern Ireland too) and who consider themselves part of the Deaf community.Deaf with visual impairment: Deaf people who have visual impairment and who use BSL as their first or preferred language. See also: Deafblind.Deafblind Manual Alphabet: used to communicate with deafblind people. Each word is spelt onto the deafblind person’s hand. This is based on the manual alphabet and is easy to learn.Deafblind: Deafblind people have both a sight and hearing loss. The majority have varying degrees of residual hearing and sight. It is uncommon for people to be totally deaf and blind. Deafblind people have various means of communication (See also ‘Deaf people with visual impairment’).Deafened: People who have lost their hearing after acquiring spoken English. It is usually used to refer to a severe, profound or total loss.Dual sensory loss: loss of hearing and sight (see also ‘Deafblind’).Fingerspelling: The letters of the alphabet can be spelt out on the fingers. It can be used to spell out English words and names. It is also a feature of British Sign Language. See ‘Manual alphabet’.Hard of hearing: can mean anything from a mild to severe hearing loss. It is often used when referring to older people.Hearing aid: A hearing aid is used to amplify sounds so that they are loud enough. A hearing aid does not restore hearing, it simply acts as an aid to hearing. Hearing aids are most useful in quiet surroundings, as background noise such as music and other people talking will tend to interfere with what the person is trying to hear.International Sign: International Sign is used when (Deaf) people with two or more languages come intocontact and do not already have a shared language. People use signs, grammar and features that are linked to their own sign languages and culture.Lipreading: the use of vision instead of hearing to understand speech by ‘reading’ the lip shapes, facial expression and body language used by a speaker.Manual alphabet: See: Fingerspelling.Partially deaf: A general term used to describe someone with some degree of hearing loss, usually moderate or severe.Profound deafness: little or no useful hearing.Relay interpreting: ‘Relay interpreters’ pass on BSL to another person (usually Deaf people with visual impairment), or make adjustments to BSL for other people with specific language or communication requirements, or ‘translate’ their use of BSL to a more standard form of BSL.Sign Supported English: Sign Supported English (SSE) often uses many BSL signs, but with the grammatical structure of English. SSE may be used either by deaf people who have learned English as a first language and then learned to sign, or by deaf people who have learned English supported with signs at school. Some Deaf people will ask for SSE interpreters. Usually BSL/English interpreters are able to use SSE.Usher Syndrome: a restricted field of vision paired with deafness (hard of hearing or deaf).Video interpreting service: Video interpreting is the provision of a BSL/English interpreter via videophone. It may be accessible via a video link, using an ISDN or Internet Protocol (IP) connection. Specialist telecommunication or videoconferencing companies can give advice and supply appropriate equipment. There is a choice of video interpreting service providers whose interpreting staff operate under the same code of professional good practice via video as during in person assignments. Currently most agencies operate during daytime hours.AcknowledgmentsAcknowledgmentsDRC, RNID and BDA are grateful to the following for their contribution to this publication:Association of Sign Language Interpreters (ASLI)Council for the Advancement of Communication with Deaf People (CACDP)Scottish Association of Sign Language Interpreters (SASLI)Independent Registration Panel (IRP)Sense and the people and organisations who took part in the consultation process.AcronymsASLI Association of Sign Language InterpretersBSL British Sign LanguageCACDP Council for the Advancement of Communication with Deaf PeopleDDA Disability Discrimination Act 1995IRP Independent Registration PanelJTI Junior Trainee InterpreterMRSLI Member of Register of Sign Language InterpretersSASLI Scottish Association of Sign Language InterpretersSSE Sign Supported EnglishTI Trainee InterpreterSource: Disability Rights Commission - and cultural awareness - terminologyFear of getting it wrong or offending can cause confusion as to what are acceptable terms to use. There are terms such as “coloured”, “Paki” and “Chinky” which are now well known to be offensive, displaying insensitivity and ignorance on the part of the speaker. However, it has to be remembered that terms are evolving and developing all the time and what is in common use at a particular time may be seen to be unacceptable at another point in time. For example, the term “negro” would in the twenty-first century be considered an inappropriate term to use but Dr Martin Luther King Jr used the term in many of his speeches in the early 1960s when the term was common parlance. Some terms in common use within equality and race equality discourse are offered to encourage discussion and debate rather than to be prescriptive.Anti-discriminationRefers to an approach that is taken which challenges unfair treatment of individuals or groups based on a specific characteristic of that group, e.g. colour, age, disability etc.Anti-racistA general term describing an activity, event, policy or organisation combating racism in any form.Anti-racist educationAn educational approach that seeks toexplicitly address the existence and workings of racism;help students to understand and deal with racism, prejudice and stereotyping;go beyond multicultural education (recognising culture and difference), to deal with issues of power, justice and inequality;challenge racism at all levels — personal, cultural, and institutional.BilingualBilingual students are those who function in more than one language in their daily lives. The term “bilingual” emphasises that students already have one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages.BlackThis is a term that has undergone considerable change and development since the 1950s. As several different meanings are currently in use, it should be used with caution and understanding. The North American Civil Rights Movement challenged the term’s earlier negative connotations and redefined it to refer to those peoples who suffered from and struggled against white racism, and whose cause was justice and equality. “Black” replaced the derogatory terminology applied to African-Americans such as “negro” or “nigger” and gained positive connotations for its users.In Britain, including Scotland, there has been an attempt to use this socio-political meaning to unite the victims of racism (whatever the specific gradation of their skin colour, or their geographical or ethnic origins) in opposition to its perpetuation and effects. Additionally, there has also been a desire from visible minority ethnic peoples to self-define themselves, including being defined as members of groups distinguished by ethnicity, nationality or religion. In recent years “black“ has been used less often in this all-encompassing sense, being replaced by such terms as “black and Asian“, “black and ethnic minority“, “black/minority ethnic“The term "black" is still used in its broad ideological, inclusive sense but is increasingly used to refer to people of African and Caribbean origin. The term “black” has recently been challenged by some African communities in Scotland as being particularly divisive and unhelpful. This relates to the way classifications have been used within the 2001 Census. Currently classifications are confused, with some ethnic groups being categorised under “colour” as in “Black African/Black Caribbean” and other ethnic groups such as Asians being categorised not under colour codes but according to national origins such as “Indian/Bangladeshi/Pakistani”. Black minority ethnic (BME)A term used to describe people from minority groups, particularly those who are viewed as having suffered racism or are in the minority because of their skin colour and/or ethnicity. This term has evolved over time becoming more common as the term “black” has become less all-inclusive of those experiencing racial discrimination. “BME” was/is an attempt at comprehensive coverage. The term is commonly used in the UK but can be unpopular with those who find it cumbersome or bureaucratic.Black and Asian Minority Ethnic (BAME) A term used to describe people from minority groups including and distinguishing people from an Asian backgroundColouredThis term is used in Scotland (and elsewhere in the UK and North America) as an alternative to more derogatory names for visible minority ethnic peoples. This usage is now outdated, though it is a term that is still fairly commonly employed. The term tends to suggest that, in the user’s view,”colour“ is an attribute possessed by all skin types other than white and can therefore be used as an identifier for “non-white” people. Today such usage tends to cause offence, or, at best, to indicate a naive or patronising approach in a multi-ethnic environment. A common term used in North America to denote all non-white people is “people of colour”. This term is not perceived as derogatory and aims to be inclusive of non-white people as well as people of mixed parentage and ancestry. CultureThe symbolic and expressive aspects of human behaviour.The total range of social values, beliefs and behaviours of an identifiable group of people with a shared background and traditions which influence and characterise members of that group’s or society’s core outlooks and activities. As such, culture is often used as a group identifier, by the group itself or by non-members. Where “culture” is employed in “racial” contexts its focus often tends to be on specific customs, beliefs and practices which distinguish a group or people in a minority, stereotypic or exotic sense, for example, in such fields as religion, social mores, or relations between the sexes or generations. In recent years, minority cultures have been used by some to cause division by portraying them as threats to majority cultures (them versus us) and yet in other areas multiculturalism has been welcomed, celebrated and shared. Culture is often closely linked to race and ethnicity and is affected by the hierarchical and confusing environment in which such terms are employed. For instance the “culture” of an identified grouping may be simultaneously acknowledged in positive and negative ways, e.g. as an indication of identity and solidarity and as a set of archaic characteristics with outdated and/or undesirable effects. In some cases culture is equated with residual or fictional tradition, as when Scots are portrayed as kilt-wearing haggis-eaters. When used negatively, “culture” tends to have over-simplified, patronising or reductionist connotations and is much more commonly applied to identified minorities, for example African, Asian or Jewish people, than to the white, undifferentiated “majority”. Everyone has a culture as a result of his or her life and social experience. People from similar backgrounds may not describe their “culture” as being the same. Cultures include varieties of people and social groupings which tend to interpret their environment in varied ways and which adapt and change over time. Culture is a complex and dynamic phenomenon. For this reason, most cultures are in a state of change and development, and are affected and influenced by other cultures. DiscriminationWhere prejudices and stereotypes are converted from belief or thought to action. Racial discrimination is the treating of a particular group of people, or individuals belonging to that group, less favourably than others on grounds of their supposed race, colour, nationality, or ethnic or national origins. In Britain, the Race Relations Act (1976) and its Amendment (2000) make both direct and indirect discrimination illegal. The Equality Act 2010 provides new common definitions for direct and indirect discrimination. The definitions below are taken from the Equality Act 2010.Direct discriminationA person discriminates against another if, because of a protected characteristic1, that person treats the other less favourably than they treat or would treat others. An example would be where prospective Asian buyers of a house are denied the right to purchase it on the basis of their “race”. Indirect discriminationA person discriminates against another if they apply to another a provision, criterion or practice which is discriminatory in relation to a relevant protected characteristic of the other person(s). An example would be not addressing a “sub-culture”/long-established practice of conducting informal course-related meetings in the university union bar, thus excluding those who avoid places where alcohol is sold and consumed.DiversityA variety of something such as opinion, colour, or style. When used to promote social inclusiveness, this term is often used to mean diversity within society of colour, culture, gender, sexual orientation, ability, socio-economic status, type of area (urban/rural), age, faith and/or beliefs.EqualityThe state of being equal. In an education context, this concept might offer students equal access and rights but might not take into consideration the additional steps required in order to enable better equality of outcome. See also the term “Equity”. Equal opportunitiesA descriptive term for an approach intended to give equal access to an environment or benefits or equal treatment for all. For example, access to education, employment, health care or social welfare to members of various social groups, some of which might otherwise suffer from discrimination.EquityEquity is the quality of being impartial or fair. For treatment to be fair, issues of diversity need to be taken into account so that the different needs and requirements of individuals are met. An equitable approach in education is one that identifies and takes account of difference in fairly distributing time and resources, and impartially assessing outcomes. In equitable terms educational achievement should be an inclusive rather than an exclusive goal.Ethnic/Ethnicity“Ethnic” means “relating to or characteristic of a human group having certain key features in common”. It is derived from the Greek “ethnos” meaning a (non-Greek) “race” or people.Though apparently neutral at one level of definition, “ethnic” as a term does, in practice, in such phrases as “ethnic food”, “ethnic music” or “ethnic clothes”, imply a condition of being non-normative, foreign or quaint. It may also suggest a lack of sophistication or a tendency to the parochial in, for example, “ethnic literature”. In extreme situations the idea of “ethnicity” has been used to justify genocide as “ethnic cleansing”. According to the House of Lords (Mandla v Dowell Lee, House of Lords, 1983) an ethnic group would have the following features:a long shared history of which the group is conscious as distinguishing it from other groups and the memory of which it keeps alive;a cultural tradition of its own including family and social manners, often but not necessarily associated with religious observance;a common, however distant, geographical origin;a common language and literature.The term “ethnic” is much more commonly applied to minority or marginalised groups than to the ways of the perceived majority population. The fact that every person has an ethnic identity is often overlooked. Ethnic minorityThe term “ethnic minority” is mainly used to denote people who are in the minority within a defined population on the grounds of “race”, colour, culture, language or nationality. In the past, those referred to as “ethnic minorities” were mainly identified as those groups of people who have come from the “new commonwealth” to live in the country since the 1950s, that is, visible minorities. The term was less associated with the many “ethnic minorities” from England and Europe who settled in Scotland before and since the 1950s. Currently the term is used increasingly to capture all who have arrived to live and/or work in Scotland, including, for example, migrant workers. The use of the concept “ethnic minority” can legitimise the social, political and economic marginalisation of the groups concerned from the mainstream of society and its institutions. It can also suggest a population characterised by division rather than by ethnic diversity, while implying that the majority is undifferentiated in its customs, outlook and access to power and influence. As a term to be used in the comparative study of “race” and ethnic relations, the concept of minority as being synonymous with being oppressed is a liability, since many numerical minorities have been politically dominant and economically privileged (as white people were in South Africa). Nearly all colonies of European powers, for example, have at times, been ruled by small minorities of the total population. Government documents and those involved in the work of race equality tend to use the term “minority ethnic” instead of “ethnic minority”. Both terms are in common usage and are generally acceptable. See also the term “minority ethnic”. InclusionThe act of including or the state of being included. This has to go beyond physical inclusion to inclusion at social, cultural and institutional levels.Inclusive curriculumAn inclusive curriculum is one which recognises the diversity of learners and proactively considers and understands the backgrounds and preferred learning styles of students. Within a race equality framework, an inclusive curriculum would be culturally responsive and would capitalise on students’ cultural backgrounds rather than ignoring or negating them. An inclusive curriculum would also demand that attention is given to the complexities of working within diversities e.g. the need for clear communication and the use of forms of expression within classrooms where there are likely to be learners for whom English is an additional language, the need to establish ground rules to outline behavioural and language expectations, establishing methods of working to assist promotion of positive social and learning relationships, explaining and clarifying academic expectations and standards. To read more about culturally inclusive practice, see La Trobe University’s Cultural Diversity and Inclusive Practice ToolkitMainstreamingMainstreaming is “the systematic integration of an equality perspective … [which] tackles structures, behaviours and attitudes that contribute to or sustain inequality and discrimination“(Scottish Government).Mainstreaming requires: leadership commitmentan understanding that inequalities exist;an acknowledgement that discrimination is occurring;a willingness to take action to prevent and reduce the occurrence and to redress the consequences of discrimination.For a list of benefits of adopting the principles and processes of mainstreaming equality, see the Scottish Government statements on mainstreaming.In education, the term “mainstreaming” is often associated with integration of special needs pupils into mainstream schools. However, the definition and practice within Scotland, UK and Europe is much wider than this.For even more information about mainstreaming, visit the Scottish Government portal on Mainstreaming EqualitiesMinority ethnicIn recent years, attempts have been made to acknowledge that ethnicity is a characteristic of all individuals and groups, majorities and minorities alike. In the past the term “ethnic minority” tended to suggest that the minority or marginalised status of such a group arose from its “possession” of ethnicity itself, rather than to the low value ascribed to its particular ethnicity in the wider, “majority” cultural/ethnic environment.The use of “minority ethnic” as an alternative term goes only some way towards improving matters. It draws attention to the commonality of ethnicity and indicates that it is the non-inclusion of particular types of ethnicity which results in minority (i.e. relatively powerless) status. However, it remains a code for “visible minorities” rather than minorities in general (e.g. Gaelic-speakers or adherents to the Catholic faith).Sometimes documents will use the term “minority ethnic” instead of “ethnic minority”. The switch in the use of the terms has had some impact mainly among people aware of the issues, but the use of the term is not yet widespread, particularly with the general public, and is sometimes a cause of confusion. In line with other government resources and documents, this resource adopts the use of the term “minority ethnic”.Multicultural educationThis is an educational approach which positively seeks to acknowledge diversity in culture, faith, language and ethnicity in relation to school ethos, curriculum and home-school-community partnerships.The term “intercultural” is sometimes used to mean the same. The term “intercultural” is more frequently used in mainland Europe. Positive actionThis is an approach, particularly applicable in the employment field, which is allowed in the Race Relations Act (1976) and within the amended Act of 2000 as a limited means of delivering for race equality. For example, where low representation of minority ethnic people is identified in a particular area of employment or work status, employers are enabled and encouraged to take action through advertising, training and induction courses to increase minority ethnic participation.When it comes to the filling of a particular post, however, the appointment must be made on merit rather than on the basis of “racial” background. The effects of positive action take much longer to impact on an organisation than do those based on positive discrimination (which is illegal in Britain). Positive discrimination measures tend to engender much more opposition from those traditionally favored by biased employment practices (for example, where it is practised in North America). Positive discriminationThis term refers to a process which seeks to redress the under-representation of defined “racial” groups in particular occupations, status groups (for example, managers) and courses by skewing competition for scarce opportunities in favour of minority ethnic candidates, providing they possess the required qualifications.This measure is illegal in Britain and is under increasing attack in many North American states where it is known as “affirmative action”. The roots of positive discrimination lie in the Civil Rights Movement, one strand of which drew attention to the degree to which black people and other minorities were excluded from broad areas of employment and promotion in the United States in the 1960s and 1970s. In response to such criticism and too many campaigns by minority ethnic people on these issues a number of states and departments of the Federal Government legislated in favour of positive discrimination. The US laws applied not only to employment but to access to education and training opportunities.In practice the positive bias towards majority/white people is, through affirmative action, temporarily reversed until some form of representative balance is achieved. Whatever the social justice basis of positive discrimination, its effects in some fields have been significant and relatively rapid. However, it has had little impact on those at the lower end of the social scale, and in various states affirmative action measures were repealed in the 1990s. RaceThis is a controversial term, which comes from historical attempts to categorise people according to their skin colour and physical characteristics. The word has no scientific basis for divisions into biologically determined groups. Individuals, not “races”, are the main sources of human variation. It is, however, in everyday use and is enshrined in legislation in the Race Relations Acts. The word “race” is used with quotation marks by some authors as an acknowledgement that it is a controversial and contested term.RacialismAs distinct from racism, the term racialism is sometimes used (though less commonly now) to refer to an active belief system, and its associated behaviours, based on the primacy of racial difference in the human experience. This perspective is founded on a belief in the fixed nature of races and in their differential status and value. Racialism has often historically been used as a rationale for colonial or imperial oppression at times where people from one part of the world have conquered others elsewhere.RacismBroadly used to refer to the ideology of superiority of a particular race over another. This notion of superiority is then applied to and embedded in structures, practices, attitudes, beliefs and processes of a social grouping which then serve to further perpetuate and transmit this ideology. Racism appears in several, often interrelated, forms, e.g. personal, cultural, and institutional.Personal racismThis refers to the negative/antagonistic thoughts, feelings and actions which characterise the outlook and behaviour of racially prejudiced individuals. It may also refer to the effects of such perspectives and activity on those against whom they are directed. Personal racism can have a significant effect on reproducing inequalities, particularly if the individual concerned is in a position of power. Personal racism can be open and explicit or covert and implicit.People who are personally racist and who hold positions of power and influence, e.g. (head) teachers or managers, may have considerable negative impact on those against whom they act out their prejudices. Examples of personal racism include:being racially abusive/harassing;engaging in physical attacks;allowing personal assumptions, prejudices or stereotypes on racial issues to influence decisions regarding recruitment and selection of staff or students;condoning a culture which tolerates racist language and jokes in the workplace.Most people engage in personal racism without realising that they are doing so. For example, making assumptions that all Middle Eastern male students prefer male lecturers might impact on how a student from that background is initially received or treated.Cultural racismThis occurs when a particular culture perceives itself as superior to others. When such a culture can impose its values on others (e.g. via curriculum content, attitudes, or control of what is transmitted as real knowledge) then systematic cultural racism can take place. The dominant culture then imposes its patterns, assumptions and values on others often in a manner that many do not even notice. This becomes the “commonsense culture” that is taken for granted as part of everyday life’s norms and leads to continuation of practices which purposely or inadvertently put up barriers to full inclusion just because “things have always been done this way”.An example is in the use of language as a way in which one cultural group can impose itself on another with discriminatory outcomes. In Scotland it has often been argued that using words like “coloured”, “Paki” or “Chinky” is not discriminatory, as they are part of the Scottish vernacular. Yet these terms are commonly regarded by minority ethnic groups as offensive and derogatory. However, challenging these terms in Scotland continues to be met with resistance by some people, or the subject is treated as trivial. This is an example of how language as a cultural expression is used to perpetuate cultural racism. Multicultural or intercultural education/cultural diversity programmes are often a response to addressing cultural racism.Institutional racismThe common definition for institutional racism now used across the UK is derived from the Stephen Lawrence Inquiry Report written by Lord Macpherson. The Macpherson Report defines institutional racism asthe collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture, or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people. It persists because of the failure of the organisation openly and adequately to recognise and address its existence and causes by policy, example and leadership.Macpherson, W. (1999) The Stephen Lawrence Inquiry. Report of an Inquiry by Sir William Macpherson of Cluny, London: Stationery Office, Chapter 6, para. 6:34An example of institutional racism would be a university or department that consistently refuses to consider matters of race equality on the basis that it is not an issue, and takes no action to promote race equality or address racism. Anti-racist education and training is often a response to addressing institutional racism.Internalised racismInternalised racism occurs when people who are targeted by racism themselves are coerced and pressured (unconsciously and therefore against their conscious will) to agree with, and act on the distortions of racism. Racist attitudes can be so harsh, pervasive, and so damaging that some of us are forced at times to turn racism in upon ourselves and seemingly agree with some of the conditioning and therefore internalizing the messages of racism. Those who are acting on this, come to mistreat themselves and other members of the group in the same ways that they have been mistreated as targets of racism.Examples of internalised racism appear everywhere, for example;Refusing to be taught or managed by somebody of the same raceThinking of themselves as being lazy, stupid, unimportant or inferiorVerbally attacking or criticising each other, using the racist messages of societyVarious racial groups fighting with each other over what seems like a scarcity or resources, which other dominant races are privileged to have more access to (i.e. money, land, even power)WhiteThe term used to describe the skin colour of the inhabitants of Europe and their emigrant populations. It is literally inaccurate but has connotations of power, sophistication and progress, for example, “white civilisation”. The classification depends upon a racialised and hierarchical division of the world’s human population. The roots of this differentiation were expressed in European imperial expansion. “White” has a less positive connotation when linked with racism or supremacy.XenophobiaAn irrational fear or hatred of foreigners or strangers or of their politics or culture. Sources: ● 'Race Equality Toolkit,' Universities Scotland , ● 'Thoughts of racism; the power and stupidity of the thing'; Dr Helen A Deane (2012)● 'United to end racism', Rational Island Publishers (2001) ................
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