Discrimination is complex, but progress begins with recognition, reflection, and shared responsibility.
WHAT CONCEPTS SHOULD YOU KNOW AS EDUCATOR?
We might think of discrimination only as instances of INTERPERSONAL discrimination such as hate speech or bullying. These discriminatory actions are often connected to personal characteristics such as gender, sexuality, race, ethnicity, or other social identifiers. In the previous chapter we learned about these social categories.
It is sad how common these outbursts still are in our societies and media channels. But it is also very important to look at more STRUCTURAL forms of discrimination, such as recruiting or language practices. Discrimination as a phenomenon is tightly connected to global history, and how political, societal and economic power has been distributed in today’s world. Discrimination is a complex phenomenon, and the routes are long in human-kind’s history. This encompassing history where certain groups of people are structurally discriminated against by another is termed ‘systems of oppression’, or what we can more informally recognize as the “–isms” (and a couple of “phobias”). Discrimination happens in schools and in wider societies, and these worlds cannot be separated from each other. But there are possibilities for us all to have a positive impact towards a more equal and safer world. For teachers working to tackle discrimination the possibilities are wide and versatile. With this notion comes responsibility as well.
Recognize, manage and transform – this is the combination of three verbs that enable the change towards more inclusive learning environments.
Sometimes the first part, recognizing, might be the most challenging bit. It might raise uncomfortable feelings to admit that from your position you have not been able to see some discriminatory elements that lure in the system or its’ practices. The capacity to self-reflect is necessary and an important tool for all educators when aiming to tackle discrimination.
The reality is that nobody can TACKLE DISCRIMINATION alone. We need to combine our strengths from different professions and different kinds of know-how and approaches are needed if we are going to transform our schools into safer spaces.
For example, a headmaster, teacher and a school psychologist work with different tasks and have different roles at a school. But combining the possibilities that these professionals working together have is transcendent; it offers the opportunity to tackle discrimination from an institutional/structural level to an interpersonal level. For a school psychologist, empathic listening might be an obvious tool in their work. Psychologists have insights into many kinds of methods when working with children and youth one-on-one. Teachers are more trained in, for example, pedagogical approaches and group dynamics. A headmaster can recognise the problems at the institutional level and has the knowledge of how to start this transformation process.
HOW CAN YOU EXPLAIN IT TO THE STUDENTS?
Self-reflection is important to recognise that we may not always notice discriminatory actions or practices that place others at a disadvantage. Discrimination is not only directed at individuals but can also be structural, affecting whole groups and rooted in historical, social, political, and economic power relations. As schools reflect wider society, they can also become key spaces for promoting greater equality and safety.
| ACTION ITEM | Turn recognition into change: When an issue is identified, agree on one concrete adjustment (e.g. changing a procedure, revising a rule, adapting a teaching approach) and review its impact over time. |
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