1. Unit 2: P6 Describe Ways of reflecting on and challenging discriminatory issues in health and social care
Aims
To identify ways of reflecting on discriminatory issues.
To identify ways of challenging discriminatory practice especially within health and social care.

2. Objectives Identify issues of discrimination in ‘A Class Divided’
Describe the impact of discriminatory language
Identify, describe and explain racist statements
Identify the ways some groups in society are privileged and don’t realise it
Describe ways of reflecting on discriminatory issues in general & in health and social care
Identify ways of challenging discrimination in general and also in health and social care

3. A Class Divided – Eye of the Storm
In 1968 a teacher called Jane Elliot performed the ‘Brown Eyes, Blue Experiment’ on her pupils.
Within the usual classroom environment she divided the class into Brown Eyes and Blue Eyes and discriminated against the groups on different days.
Click here to see the beginning of the experiment
Note the children on the left have collars on – part of the experiment. See that they are all looking downwards the ones at the front are smiling.
How quickly do they realise the implication of being brown or blue eyed? How do you know (facial expressions)
Very quickly the start talking of physical abuse (the yard stick)
How do you think the brown eyed people feel knowing they get less play time, no seconds, go for lunch 2nd.. … what that they are not good.
“And it seemed liked when we were down on the bottom, everything bad was happening to us”
“It felt like we didn’t egven want to try to do anything”
Look at their behaviour in the playground – subdued.
They develop discriminatory language very quickly and fought over it. ‘He called me Brown Eyes so I hit him, I hit him the gut’. “did it make you feel better?”. No. Language perpetuates and reinforces discrimination.

4. A Class Divided – Eye of the Storm
Describe the expressions on the children’s faces
What emotions and feelings has the discrimination caused on the children?
Anger, frustration, despair, hate, confusion…?? Ask the students to identify them in pairs then class discussion.
Look at the faces of the people who had the privileges too – they were positively radiating happiness! When they realise what being privileged means, they look happy and excited. Think of the behaviourist approach from Unit 8, positive and negative reinforcements and punishment that influences behaviour.
Click here to see the 2nd part of the experiment

5. A Class Divided – Eye of the Storm
What impact did the discrimination have on their ability to perform usual classroom activities?
WHY?
Q&A on why they could not perform.
Does discrimination effect learning as well? Why?
Superior people do better.
Discrimination causes people to lack the self-belief in themselves. What implications are there for other areas on their lives:
Ask them to apply this to situations that they know. Exam results, jobs, relationships etc.
The notion of reinforcement – Everything they do is wrong. Everything the blue eyes do is right. Behaviourist approach – unit 8.

6. A Class Divided – Eye of the Storm
What did the children learn from the experiment.
Encourage students to identify specific things the children said.
“and it seemed like when we were down on the bottom, everything bad was happening to us”
“It felt like we didn’t even want to try to do anything”
“I felt like a dog on a leash. Like in a prison, like chained in a prison and thrown away the key”
What about discriminatory language? See how Quickly they developed discriminatory language “You’re a brown eyes”. It’s a way of perpetuating and reinforcing discrimination.
“I felt like a dog on a leash. Like in a prison, like chained in a prison and they had thrown away the key”
Did they learn the lessons just for the classroom? Watch part 3 and identify how the 2 day experiment when they were children has impacted on the rest of their lives.
How do the brown eyes
What happened during the debrief on the second day?
What is he doing? Why?

7. A Class Divided – Eye of the Storm
What did the children learn from their experience?
Click here to see how the experiment impacted on them later in life.
All inhibitions gone. Evil. You had the chance to get it out. A King.
Hate – Anger – Demoralised – Humiliated – burning feeling
Do you think the experiment is a good idea?
Experiential learning. Can we really know what it feels like to be discriminated against unless we have been discriminated against. Empathy.

8. Typical Racist Statements & Their Meanings
Group Work
Use Handouts ED06 and ED07 that have typical racist statements made by white people and also a reason for why they are racist.
Take notes on the discussions you have.
Please use the online dictionary if you don’t understand any words, and ask your peers and me.
Students may be very surprised by some of the typical racist comments, eg “Some of my best friends are black” as these are statement I have heard in the classroom – it should generate good discussion.
Lecturer to be aware of defensive attitudes and make it clear that no one is being accused of being racist, but that this is an opportunity to reflect on discrimination.

9. The Invisible Knapsack – Peggy McIntosh (1988)
Her knapsack (rucksack!) contains
Compass
Maps
Food & Water
First aid kit
Hiking sticks
And EVERYTHING she needs to climb a mountain

10. The Invisible Knapsack – Peggy McIntosh (1988)
Imagine if her knapsack was empty! How would she achieve her goal?

11. The Invisible Knapsack – Peggy McIntosh (1988)
The ‘Invisible Knapsack’ means that some groups in society have advantages over others.
They have all things they need to equip them for life and are better able to achieve their goals because of the lack of discrimination they experience.
They take these advantages for granted, which his why it’s called the INVISIBLE knapsack.