Introduction to equality issues

Aims and Objective  To develop an awareness of the issues relating to equal opportunities  To question own values and assumptions relating to equal opportunities  To develop and understanding of what education workers can do to promote equal opportunities

What do we mean by equality?  There is no single definition of the term, however, in the context of service users, 'equal opportunities' can be taken to mean:  Providing for all service users, regardless of gender, race, ethnicity, religion, disability etc

Group discussion  In groups discuss whether you hold specific views about certain groups in society  Where do these views come from?

Revisit listening exercise The text:  A builder, leaning out of a van, shouts ‘nice legs’ to a nurse cycling by. The same nurse arrives at work, and casually mentions this to a senior doctor. The doctor said, ‘I’d never say that’. The doctor has two grown up children who are 22 and 30. They get on very well. One is a sergeant in the army; the other is training to be a hairdresser. The doctor divorced last year, and is currently dating someone.

 Do you think people made decisions of what they heard based on assumptions and stereotypes?  How do you feel after carrying out this exercises

Where do our views come from?  Children develop opinions about certain issues as they grow and develop  People develop views from family and other important adults such as teachers  People are exposed to views in the media and television  People are exposed to views in culture- jokes, humour and beliefs held in certain area  People may also gain their views by following a certain ideology

In groups discuss the different grounds on which people and groups face discrimination. Feedback your discussion to the larger group

On what grounds does discrimination and unequal treatment occur?  Poverty  Gender  Sexuality  Race  Disability  Culture  Language  Age

Racism   Racial prejudice occurs when a group is assessed by their skin colour and given untenable attributes – generally inferior ones - on the basis of external appearance“   "Racism is morally wrong and politically dangerous. It concerns us all. For if we divide our people by sex, by race or by nation, we all lose" (Declaration on Racial Violence and Xenophobia, agreed by European Socialist leaders, June 1993).

Sexism   Despite all the endeavours of the women’s movement, women in Britain still face disadvantage in education, housing and employment.   There is a gender pay gap of 19%   Women comprise 30% of managers in England, 29% in Scotland and 33% in Wales.

Sexuality  In 1994 campaign group Stonewall carried out a survey of gay, lesbian and bisexual young people  They found that   90% had been called names;   61% had been harassed;   48% had been violently attacked;   22% had been ‘beaten up’.

Disability   The recent passage of the Disability Discrimination Act will have undoubted benefits for disabled people – particularly in the fields of employment and service provision.   One of the most pervasive negative attitudes is focusing on an individual's disabilities rather than their abilities.

Ageism   Ageism – prejudging or making assumptions about people simply because of their age - is a major barrier to the wellbeing, participation and citizenship of older people. Education   Older people are under-represented throughout adult education, and student loans are not available to those aged 55 and over.

Employment   Nine out of ten older people believe that employers discriminate against them. 50% of a sample of 500 companies had fewer than 10% of workers over 50, and 10% of companies had none. Working people over pension age have no employment rights.

What can staff do to ensure equal opportunities are adhered to and promoted?  In small groups discus how in your everyday work you could promote equal opportunities  Consider areas which you may feel uncomfortable with

As staff you could  Being mindful of the difficulties that some groups can face and ensuring that any obstacles to them are removed  Being aware of personal prejudices and stereotypical views and avoiding labels related to these  Valuing each students worth.  Ensure that issues of equal opportunity are addressed within curriculum

 Challenge oppressive or discriminatory language or assumptions wherever they may be in the school  Understand the current legislation and how it impacts on your work  Be aware of college policies and procedures and their relevance  As teaching staff be aware of materials, language and imagery used.

What effect does inequality have on society and the individual? Group discussion

 Negative self esteem  Social Exclusion  Perpetuates inequality  Potential of society as a whole is not harnessed  Possible social unrest

 Consider one issue from today’s session. Have you learnt anything