Change Agent Handbook:Myths and Facts About Racism

Discussion Guidefor Parents and Teachers

Cautionary Note for Users of the Change Agent Handbook

Facilitators using the Change Agent Handbook should have a good understanding about adolescent behaviour and psychology and how they learn. The discussion about racism, in particular the concepts of stereotypes, prejudice and discrimination, must be done in a manner that is cognizant and sensitive to the behaviours and feelings of adolescents. Adolescents can demonstrate both appropriate and inappropriate behaviour. They often act responsibly and respectfully but at times can behave in ways that result in people feeling hurt and not respected.

Due to the abstract and controversial nature of the topics addressed in the Change Agent Handbook, users of the Discussion Guide must plan for a wide range of behaviours that may occur in adolescent group settings. It is important to keep in close sight the specifi c objectives for each of the activities and at the same time be prepared to address any inappropriate behaviours coming out of the activities and discussion.

Racism is a concept that is often denied and misused. When we hear the word racism, it brings to mind events and attitudes of the past. It is diffi cult for us to imagine that racism is still a problem in present day Canada. At times racism is used incorrectly as a way to curtail opportunities to talk about or ask questions about our differences. The Change Agent Handbook was created to open doors for dialogue among youth. Through the activities in the Discussion Guide, young people will become more knowledgeable about racism and be better equipped to address and prevent racism when it is experienced or witnessed.

Change Agent: a person with a sense of personal pride and accountability in creating positive change in their community.

Important Note - Due to the complex-ity and controversy that can accompany a dialogue about racism in Canada, there is a need to be especially aware and sensitive to the feelings and backgrounds of the youth participating in the discussion.

Setting the Stage for a Dialogue about Racism

Establishing a respectful and positive environment for dialogue is an important fi rst step before venturing into a discussion about racism. The following process can be used to create a safe space for facilitated conversations.

Brainstorm what it means to treat people fairly and with respect. It is important to know that everyone should be treated with respect and that it is expected that everyone is able to “demonstrate” respect to others. Some of the attributes and characteristics of fairness and respect put forward by young people are:

Wait your turn before sharing

Be open minded

Don’t prejudge

Listen before talking

No name calling

Do not use words that hurt

Be courteous

Be genuinely curious

No “put downs” either with words or actions

Display the generated list How to Demonstrate Respect on flip chart paper or white board for reference throughout the discussion.

Questions and Activities for Youth

The questions and activities for youth in the discussion guide are designed to assist youth to become Change Agents in eradicating and preventing racism. This process begins with understanding what racism is and how it is acted out, both in the past and present. It involves understanding how stereotypes can reinforce a prejudice about a group of people and how the combination of stereo-typing and prejudging can result in behaviours that are discriminatory.

The content, especially the photographs, in the Change Agent Handbook may not be an accurate reflection of the community from which all youth can relate. To address this issue, as the facilitator you may wish to introduce the following question as a preamble to the discussion about racism.

?What suggestions do you have for the producers of this handbook to make it more relevant, useful and interesting for youth?

What is Racism?

Myths About Racism Facts About Racism

Racism is a thing of the past Racism is present and alive today

Race is a scientifi c term Race is an abstract concept that is socially and politically defi ned

Racism doesn’t exist in my community Racism can exist in all communities

Is it because so many people of diverse backgrounds now live in our communities and that our “old thinking” of racial groups being identifi ed by specifi c physical characteristics such as skin colour or facial features no longer make sense?

Is it because science refutes the idea that intelligence and other abilities are based on what racial group you belong to?

Is it because in today’s world race is a term that no longer has relevance or value?

or is it simply because…..

Race is often used to refer to a group of people of common ancestry, distinguished by physical characteristics such as colour of skin, shape of eyes, hair texture and facial features.

There is no science that supports any relationship between a person’s race and their “superiority or inferiority” when compared to other races.

Apartheid in South Africa was offi cially put into effect in 1946. The South African government at that time classifi ed people into four racial groups: white, Indian, coloured and black. The South African government at that time maintained the practice of designating people by their “race” and to accord rights and privileges based on which racial group one was assigned to.

Questions for Youth

1In the real world, what makes the term “race” diffi cult to defi ne and to use when trying to identify the racial backgrounds of people in our communities?

There are other terms that may be more helpful in describing our “identity,” such as ethnicity.

Ethnicity refers to a person’s ancestral background, including his or her language, origin, values and heritage. Ethnicity comprises the ideas, beliefs, values and behaviour that are transmitted from one generation to the next.

Ethnicity tends to be perceived in terms of common ancestry, which may include having a common history, language, nationality and traditions.

?

2Emery Barnes was the fi rst “Black” speaker of the B.C. legislature. He was also one of the founding members of “Black History Month in BC.” Emery Barnes often identifi ed himself as being black and was proud of his heritage. Today, many people who in the past would be identifi ed as being black, now may identify as being African Canadians.

It is best to ask people how they identify themselves before making an assumption about their identity.

How would you describe or defi ne your ethnic background?

Here is how two youth describe their ethnic backgrounds:

People often are not sure about Mei Yin’s ethnic background. Because of her facial features, shape of eyes, skin and hair colour, some think she could be “Asian” or maybe “Caucasian” or “white.” In Canada, she is sometimes referred to as a “visible minority” as she identifi es herself as not being Caucasian or Aboriginal (First Nations, Metis or Inuit). Mei Yin’s father is of Chinese ancestry and her mother’s ethnic background is English. So when people ask Mei Yin what is her ethnicity, she often answers, “I’m half Chinese and half Caucasian or half and half.”

Gabriel was born in Canada, his father is of Chinese ancestry and his mother is of English heritage. Like many Canadian families, his family enjoys extended family dinners at Thanksgiving, watching the fi reworks on Canada Day, and following the Stanley Cup playoffs. In addition to these customs, Gabriel also attends the Lunar New Year Parade in Chinatown and receives “red envelopes” on Lunar New Year. Gabriel’s fi rst language was English although his grandparents sometimes will speak Chinese to him. Gabriel would identify his ethnicity as a Canadian with both English and Chinese ancestries.

How would individuals in your community identify their ethnic backgrounds?

(Always begin by getting a person’s permission before inquiring about how they might identify their ethnic background.)

3When starting the discussion about racism it may be useful to review its defi nition:

Racism is a set of mistaken assumptions, opinions and actions resulting from the belief that one group of people categorized by colour or ancestry is inherently superior to another.

Racism may be present in organizational and institutional policies, programs and practices, as well as in the attitudes and behaviours of individuals.

Another way to look at racism is to see it as something that supports stereotypes about a group of people who may have a common ethnic or racial background.

People will sometimes use stereotypes to reinforce a prejudice about a community of people.

When people have a prejudice about a group of people and they fi nd stereotypes to support their prejudice, it may lead them to discriminate against people belonging to the group they have a prejudice against.

In what ways do the following examples fi t the defi nition of racism?

In each of the following case studies where racism exists, which group faced discrimination?

What stereotypes and prejudices caused the discrimination?

456 discrimination?

Residential Schools

In the late 1800s, the Canadian government was faced with the question of how best to deal with the Aboriginal population in Canada. In 1879, Nicholas Flood Davin produced the Report on Industrial Schools for Indians and Half-Breeds, otherwise known as The Davin Report (1879), in which he advised John A. Macdonald’s federal government to fund a national residential schools program for Aboriginal children and youth. It was argued by Davin that Aboriginal People in Canada were a “race in its childhood” and residential schools would be required in order to civilize them and provide them with the superior intellect and culture of the white Christian populationin Canada. The Canadian government developed a policy called “aggressive assimilation” where Aboriginal children and youth would be sent to “residential schools”, learn English and adopt to Christianity and

Internment of Japanese Canadians

In December 1941, the Canadian government ordered the internment of Japanese-Canadians. Approximately 21,000 Japanese-Canadians in B.C. had their property confi scated and were transported to camps in various locations in the interior of the province and remote parts of the country. This occurred

Racism Still Exists

On February 21, 2010, two young men put up a burning wooden cross with a noose on the front lawn of Michelle Lyon and Shayne Howe in Hants County, Nova Scotia. One of the young men, Justin Rehberg, 19, pleaded guilty to a charge of criminal harassment. His brother, Nathan Rehberg, was found guilty of criminal harassment and inciting racial hatred at his trial on November 12, 2010. Their sentencing would be determined in January 2011.

This is a photograph taken by the RCMP of the cross that was erected in front of the Lyon-Howe home. The incident is the type of activity the Ku Klux Klan used to intimidate African-Americans and African-Canadians.

Canadian customs. In this way, they would be taught to unlearn and abandon their own languages and traditions. Attendance was mandatory and Indian Agents were employed by the government to ensure all Aboriginal children attended, including the forcible removal of children from families and their communities.

with little evidence supporting the need for the forcible removal of Japanese Canadians. In 1988, Prime Minister Brian Mulroney on behalf of the Government of Canada made an apology to all Japanese-Canadians and provided funding for Canada’s Race Relations Foundation to prevent future discrimination.

“The treatment of children in Indian residential schools is a sad chapter in our history. Today, we recognize that this policy of assimilation was wrong, has caused great harm, and has no place in our country”

Prime Minister Stephen HarperJune 2008

Government apology for Residential School System

Myths About Racism Facts About Racism

Stereotypes are not harmful.

Stereotypes, even positive stereotypes, are harmful.

Sticks and stones may break my bones but names will never hurt me.

Words can be as hurtful and be as longlasting as any form of physical violence or harassment.

I can say whatever I want because I have freedom of speech.

Freedom of speech is balanced with the right not to be discriminated against.

Diversity Scavenger Hunt

The Diversity Scavenger Hunt can be used to begin the conversation about the impact of racism, how it harms and hurts.

Use the attached activity to review and introduce the concepts and topics of: race, racism, ethnicity, stereotype, prejudice, discrimination, human rights. Distribute copies of the activity. Individuals are to circulate and fi nd other individuals who can match their name to any of the ten items on their scavenger hunt. For example, when they fi nd someone who identifi es as an “immigrant” they will have that person sign their name to match number 4 on the sheet. Once someone has signed your paper, they cannot sign again. The winner is the fi rst person to have 8 different people sign their sheet. You need only to fi nd 8 out of the 10 items on their sheet to win.

7 How does racism harm and hurt us?

It can be easy to resort to stereotyping, particularly about people who are different from us and who we have little knowledge and understanding of. Stereotyping is dangerous as it can reinforce our prejudices and biases about people. Once the stereotypes are imbedded into our thinking and perceptions of others, it becomes an easy walk along the path to discrimination.

Find someone who is, or who has, a grandparent or other elder person in the family.

Do different cultures view age (youth and elders) in different ways?

In the context of your cultural background, is there greater value put on being young or old?

Find someone who practices a tradition or custom that is part of their ethnic background (for example, Diwali, Nowruz, Rosh Hashanah or Thanksgiving).

Make a class list of the diverse celebrations practiced by the youth in the group.

Find someone who identifi es as a “visible minority” (someone who identifi es as not being Caucasian or Aboriginal).

Introduction to concepts and defi nitions of race and ethnicity.

Find someone who belongs to a group that has been stereotyped (for instance a teenager). In what ways do the media create and reinforce stereotypes?

Introduction to concept of stereotype. Be careful not to reinforce examples of stereotypes.

Find someone who has experienced discrimination because of their age, ethnicity or race.

Introduction to concept of discrimination.

Find someone who wants to learn how to become a change agent to “erase racism.”

Introduction to the framework “Be A Change Agent Against Racism.”

Find someone who knows how to treat someone with respect. (For example: listen carefully to others before responding, no “put downs”).

What is respect? How do we demonstrate respect?

Find someone who in some way is the same and different as you. (For example, you were born outside of Canada, someone else was born in Canada).

Introduction to concept of diversity and multiculturalism.

Accompanying activity – Different and the Same.

Find someone who is Aboriginal (a person who identifi es as being First Nation, Metis, Inuit).

“Self-identifi cation” is the basis of how Canadians defi ne themselves.

Growing cases of “grey areas” in group identifi cation as there are more people of “mixed heritage.”

What are the First Nation communities in your area?

Find someone who is of immigrant background (someone whose family members were at one time immigrants to Canada).

Everyone with the possible exception of Aboriginal People have immigrant backgrounds.

What are the immigrant backgrounds in the group?

Diversity Scavenger Hunt and Debriefi ng Notes

Be cognizant that a balance of fun and seriousness is required for this activity. Remind youth of the expectation for respectfulness. Questions relating to stereotypes and discrimination are to be treated seriously and other peoples’ feelings are to be respected.

Stereotype

A stereotype is a strong, fi xed mental picture or image of a group of people that causes us to view and judge people based on what group they belong to, rather than their individual merits. Even positive stereotypes are harmful in that they cause us to prejudge people and not provide them with the opportunity to be themselves.

Example:

Through personal observations or through forms of media, it seems that many people of a particular background seem to be addicted to alcohol or drugs. Members of this group are therefore all assumed to be alcoholics or drug users. When someone from this group tells us they do not use alcohol, it is hard for us to believe them.

When there seems to be an over-representation of a particular group of people having similar experiences, what might be the reasons behind it? For example, why are the majority of homemakers today still female? Why are the children of new immigrants over-represented in post secondary education? Why is there a disproportionate number of Aboriginal People living in poverty? In what ways do stereotypes cause harm?

8

Discrimination

Discrimination is the practice or act (behaviour) of making distinctions between people on the basis of prejudicial attitudes and beliefs. These actions and decisions can result in the inequitable and unfair treatment of individuals or groups.

Discrimination causes groups of people to not receive opportunities and benefi ts that other people would normally receive, such as benefi t of doubt.

Discrimination is any action or behaviour that results in a person being treated in an unfair, hurtful and negative way because of their race, ethnicity, age, disability, gender, religion, sexual orientation or any other characteristic of difference covered in the B.C. Human Rights Code.

Examples – some people hold stereotypes that a certain group of people are not intelligent or reliable. These stereotypes reinforce the prejudice about this group as being irresponsible. Discrimination occurs when a person is not given a job simply because they are seen to be a member of this group, and their individual merits are not considered or taken into account.

Prejudice

A prejudice is a preconceived idea or judge-ment about a group of people based on perceived ethnic or ancestral characteristics that results in a belief that all members of that group are inferior.

Example – some people believe certain groups of people do better in school than others. Any news reports supporting this prejudice can only strengthen this bias and create more stereotypes about the group.

Note to facilitator - share with youth any prejudices you might have possessed or still currently possess. It is sometimes natural to develop prejudices about groups of people BUT it is important not to allow our prejudices to cause us to treat or judge people unfairly.

Myths About Racism Facts About Racism

Racism doesn’t affect me

Racism affects everyone

There is nothing we can do to eliminate racism There are many ways for us to prevent and stop racism

9 What can I do to prevent and stop racism?

The concepts of race, ethnicity, racism, stereotype, prejudice and discrimination were introduced in earlier discussions. These concepts provide a foundation from which youth can learn skills to address and intervene when racism appears. The following activities are designed to provide youth with the knowledge and skills to prevent and stop racism. They will be introduced to a framework that will allow them to determine their own comfort level of intervention and to create forms of intervention that will be effective and safe.

Harassment

Harassment is any behaviour that causes a person to feel degraded, intimidated, hurt or unwelcomed. It is behaviour that can appear in the form of actions, words, contact or gestures and is based on a person’s ethnicity or race (or any of the prohibited grounds of discrimination under the BC Human Rights Code).

Examples of harassment may include:

Unwelcome remarks, jokes about a person’s ethnicity, race, disability, religion, sexual orientation, etc.

Offensive cartoons, photographs referring to gender, religious, racial or ethnic background, etc.

Intimidating email messages about ancestry, family or marital status, etc.

Shunning or isolation based on a person’s ancestry, disability, age, sexual orientation, etc.

Insulting gestures pertaining to a person’s gender, sexual orientation, ancestry, etc.

Inappropriate touching or sexual behaviours.

Activity: watch For Angela (NFB)

For Angela is a dramatic story of racism and empowerment, inspired by the experience of Rhonda Gordon and her daughter, Angela. A bus ride changed the lives of both Angela, her mother, and others in a way no one could have foreseen. When three boys harass Rhonda and Angela, Rhonda fi nds the courage and determination to take a unique and powerful stand against ignorance and prejudice. The DVD offers the opportunity for discussions on racism and its impact on individuals and groups. 1993, 21 min 20 s.

Watch Here

Review the DVD with the following questions:

1. What examples of stereotypes about Aboriginal people were depicted in the DVD?

2. Describe the emotions and feelings both the mother and daughter might have been experiencing when the boys were harassing them on the bus.

3. What feelings and emotions did you experience in watching how Angela and her mother were treated on the bus?

4. Why did Angela cut off her braids?

5. How well did the principal handle the situation with the boy who harassed Ms. Gordon and Angela?

6. If you were on the bus with Angela and her mother, what would you of done to help?

Activity: Being a Change Agent scenarios

You have joined a group of “peer mentors” in your school. Peer mentors have a number of roles, such as being a “role model” for younger students in your school and to be an “active witness” when you see younger students being picked or bullied.

Scenario One – Shunning

You are at the community centre, and children are playing in the playground. One child seems to want to get involved in the play activity with the other children. He moves to the tire swings where the other kids are but as soon as he arrives, they all leave. He tries again by following them to the monkey bars, but the other kids quickly leave again to another area. He eventually walks away from the playground and you see some of the kids giggling and whispering to each other. There are no adults witnessing these behaviours.

Scenario Two – Create your own scenario

In your scenario, there should be the following important elements.

1. A person who is the target of discrimination. What is that person’s background that is being stereotyped? What kinds of prejudices and biases might one have against this person?

2. The protagonist is the person doing the discrimination. How is the discrimination acted out? Is it an action, or in the form of words, or an attitude?

Using the Be A Change Agent Against Racism framework, work out a plan of action where you can intervene in order to stop the harassment of the young girl and boy. Your plan must be both effective and safe.

As part of your planning, research your school’s policy and procedures for dealing with bullying and harassment, and whether you feel safe and confi dent in following the school’s policy, i.e. informing a responsible adult (teacher, support worker, custodian, playground supervisor).

Activity: Be A Change Agent Against Racism

What is your response when someone makes fun of someone in an inappropriate way?

Do you....

Enable and reinforce the behaviour by:

laughing

smiling and lightly chuckling

nodding your head in agreement

responding with “so funny”

or ?

Discourage the behaviour by:

not laughing

shaking your head in disagreement

walking away

responding with “not funny”

or ?

Champion change by not laughing and shaking head in disagreement, followed by:

“I wish you wouldn’t say that.”

“Do you have any idea how much that hurts?”

“I know you probably weren’t thinking about it in this way, but…”

or ?

REMEMBER TO BE SAFE AND SEE THAT OTHERS ARE SAFE!

Activity: Different and the Same

This interactive activity is designed to enhance our understanding of the ways in which people are different and the same. When studying differences, it is important to also look at our similarities. The interplay in looking at both our differences and similarities allows youth to learn about common human attributes and values that all people hold. As an example, the concept of family is very important to everyone, although how we defi ne our family structures might differ from group to group.

Objectives

Youth will gain knowledge and an understanding about general human traits and characteristics. Particular attention should be paid to the traits and characteristics protected from discrimination as described in the B.C. Human Rights Code, i.e. family status, gender, physical and mental disabilities, place of origin, race, religion, etc.

Youth will learn that people are different but that they also share many similar traits and values.

Youth will learn appropriate language and terminology in relation to difference.

Procedure

Organize small heterogeneous groups of between four to six youth. On a sheet of paper or on flip chart paper, make two columns. The left side is titled “Different” while the right side is titled “Same.” This is a brainstorming activity with a time frame of no more than a few minutes for the brainstorming itself. The debriefi ng and ensuing discussion will take much longer. At the start of the activity, identify the attributes that are different in your group. Brainstorm all the traits that identify individuals in the group as different from one another, such as place of birth, immigrant or First Nations backgrounds, different ethnic backgrounds, or different hair colours, etc.

When the time is up, move to the right side column and identify as many of the traits and characteristics that all members of the group have in common. For example, if all of the members in your group are all boys or girls, write gender under the “Same” column. Continue brainstorming all the characteristics that the members of your group have in common, i.e. we all live in the same community, speak the same language, are able to walk, spend time with family during holidays, live in a family unit, have siblings, want to do well in school, etc.

Defi ne and clarify as you debrief the similarities and differences evident in the group. Ensure that appropriate terms are used and that appropriate seriousness and respect is demonstrated during the discussion. This is an opportunity to defi ne diversity as those human traits and characteristics that make us different and at the same time to recognize how much we have in common. A master list of some of the class similarities and differences can be posted in the room for future reference.

It is also important to discuss how some aspects of differences attract greater stereotyping and discrimination.