1. Vanessa Boon, Chartered MCIPD, Director, Energise Chartered Member, Chartered Institute of Personnel & Development EMFEC Associate “That’s so gay” Promoting a positive attitude to diversity in and out of the classroom © Energise 2010

2. Overview How can we tackle inappropriate remarks?  Our rationale  Finding the words  A variety of strategies  Proactive and longer-term solutions

3. Starting Point  No magic answers – each situation is unique  We have a range of options / approaches  It can feel difficult to challenge  It’s a team effort (and not just in the classroom)  Support is important

4. Make A Difference Working with R.E.G.A.R.D.S Race-related – nationality, ethnicity, culture, skin colour Economic disadvantage – postcode, deprivation Gender – sex, pregnancy, gender identity Age Religion & beliefs – faith, non-believers, philosophical Disability Sexual orientation – incl civil partnership

5. Why? What are the benefits and reasons for challenging learners’ remarks?

6. Responses To Dominance WITHDRAW Remove themselves Leave the room Call in sick Avoid the people Quit the course ACQUIESCE Give in / go along Ride with the jokes Bite your lip / try to ‘fit in’ Don’t rock the boat Confront it Challenge the myth / basis Question / provoke thought Assert values RESIST Fight / assert themselves

7. Responding to remarks Seek empathy Highlight impact Did you know…? Humour Myth-busting facts Point to role models If it were you… Ask why? Assert values Challenge inaccuracies Tell me more Give stats

8. Assertiveness & CUDSA Assertiveness Ingredients – listen demonstrate that you understand say what you think and feel say specifically what you want to happen work out joint solutions and consequences CUDSA – Confront the issue Understand one another’s position Define the problem / issue Search for a solution Agree a resolution

9. Responses to Challenge 1. “I wouldn’t say it to / in front of…” 2. “It’s only a joke / bit of banter” 3. “Political correctness gone mad / can’t say anything” 4. “What about freedom of speech?” 5. “I’m entitled to my opinions” 6. “They use that word so it’s ok” 7. “I’m not stereotyping, I’ve seen it for myself” 8. “But this is my religious belief” 9. “They don’t mind, they think it’s funny” 10. “I don’t care if they don’t like it” 11. “Everyone agrees with me”

10. Objectives Example from Exeter University guide on challenging remarks Short-term:  to lay down a marker, indicating that we have heard the joke or comment and noticed its racial / homophobic, etc overtones  to challenge inaccuracies underlying the joke or comment (e.g. myths, stereotypes)  to make it clear that we find such jokes / comments inappropriate, particularly in the University / the world of work Longer term:  to educate about equality, the damage of discrimination and the benefits of equality and diversity…

11. Infusing Inclusion Exeter University guidance on challenging exclusion: “Weave anti-discrimination practice and inclusive thinking into your own teaching. The best way to challenge [racism, sexism, homophobia, etc] in the long term, is by creating opportunities to expose it for what it is – based on anger, misinformation, prejudice, habit and inaccuracies – and to build a different way of thinking and viewing the world”

12. Infusing Inclusion Job swaps / guest inputs on other lessons Multi-cultural texts and materials Enrichment programme Embed the Diversity calendar Myth-busting opportunities Diverse historical / well- known figures Harness current affairs & SU campaigns Diverse role models – staff, guest speakers, mentors, videos, trips Homework and coursework projects

13. Your Next Steps Learn about… Visit… Start doing… Change… Celebrate… Pilot… Introduce… Stop doing… Do more of… Consult on… Challenge… Raise… Speak up about… Brief…

14. Make A Difference! If you always do What you always did You will always get What you always got If you want something to change, you have to change something Thank-you www.energise.biz