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A Guide to Talking about Racism | 1 INTER Group Teresa Aguado Odina, Belén Ball

A Guide to Talking about Racism | 1 INTER Group Teresa Aguado Odina, Belén Ballesteros Velázquez, Bernd Baumgartl, Marissa Cárdenas Ayala, Andrés Escarbajal Frutos, Inés Gil Jaurena, Rosario Jiménez Frías, Caridad Hernández Sánchez, Catalina Luque Donoso, Beatriz Malik Liévano, Patricia Mata Benito, Margarita del Olmo, Carmen Osuna, Mariela Núñez-Janes, Alicia Re Cruz, Encarna Rodríguez Francisco, Magdalena Suárez Ortega, José Antonio Téllez Muñoz Racism: What It Is and How to Deal with It A Guide to Talking about Racism Translated to English by Nancy Konvalinka navreme | publications Volume 8 July 2007 A Guide to Talking about Racism | 2 © This project was carried out within the framework of the HUM2006-03511/FILO, SEJ2006-10176 and PR41/06-15046 research projects. This work is licensed under the Creative Commons Attribution-Non-Commercial-Share-Alike 2.0 Austria License. You are free: • to copy, distribute, display, and perform the work • to make derivative works Under the following conditions: Attribution. You must give the original author credit. Non-Commercial. You may not use this work for commercial purposes Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. • For any reuse or distribution, you must make clear to others the licence terms of this work. • Any of these conditions can be waived if you get permission from the copyright holder. Your fair use and other rights are in no way affected by the above. To view a copy of this licence, visit www.navreme.net/copyright.htm or www.creativecommons.org. A Guide to Talking about Racism | 3 Content ACKNOWLEDGEMENTS............................................................................................. 5 Contributing Institutions........................................................................................... 6 INTRODUCTION TO THE GUIDE................................................................................ 8 The Guide: Why and For What?.............................................................................. 8 Foundations. What Racism Is and What Racism Is Not.......................................... 9 Structure................................................................................................................ 10 How to Use the Guide ........................................................................................... 11 How the Guide Was Made .................................................................................... 13 Some Dilemmas.................................................................................................... 14 MODULE 1 – WHAT IS RACISM? ............................................................................ 16 1 A Critical Incident ............................................................................................... 16 2. Information ........................................................................................................ 19 3. Resources ......................................................................................................... 31 4. Food For Thought.............................................................................................. 33 5. Activities to Share.............................................................................................. 36 6. Working in the Classroom ................................................................................. 36 7. Bibliographic References .................................................................................. 40 MODULE 2 - RACISM: WHY AND WHAT FOR?....................................................... 41 1. A Critical Incident .............................................................................................. 41 2. Information ........................................................................................................ 43 3. Resources ......................................................................................................... 52 4. Food For Thought.............................................................................................. 55 5. Activities to Share.............................................................................................. 58 6. Working in the Classroom ................................................................................. 60 7. Bibliographical References................................................................................ 69 MODULE 3 - RACISM: HOW IS IT PRODUCED?.................................................... 70 1 Critical Incident................................................................................................... 70 2 Information ......................................................................................................... 72 3 Resources .......................................................................................................... 86 4 Food For Thought............................................................................................... 89 5 Activities to Share............................................................................................... 91 6 Working in the Classroom .................................................................................. 91 7 Bibliographical References................................................................................. 95 MODULE 4 - RACISM: HOW IS IT REPRODUCED?............................................... 96 1 Critical Incident................................................................................................... 96 2 Information ......................................................................................................... 97 3 Resources ........................................................................................................ 109 4 Food For Thought............................................................................................. 112 5 Activities to Share............................................................................................. 114 6 Working in the Classroom ................................................................................ 114 7 Bibliographical References............................................................................... 117 A Guide to Talking about Racism | 4 MODULE 5 - RACISM: HOW CAN WE DEAL WITH IT?.........................................118 1 Critical Incident .................................................................................................118 2 Information........................................................................................................123 3 Resources.........................................................................................................127 4 Food For Thought.............................................................................................131 5 Activities to Share.............................................................................................138 6 Working in the Classroom.................................................................................144 7 Bibliographical References...............................................................................147 GLOSSARY ..............................................................................................................148 BIBLIOGRAPHIC REFERENCES.............................................................................164 NAVREME KNOWLEDGE DEVELOPMENT............................................................166 A Guide to Talking about Racism | 5 Acknowledgements We would like to express our thanks to all of the teenagers with whom we worked in the Report Racism: A Teenagers’ Perspective (see report in the “research” section of the INTER Center: www.uned.es/centrointer)1. These teenagers were the first ones to point out the need to open up a dialogue between adults and teenagers on the subject of racism. Many of their opinions are cited throughout this Guide, and their ideas are the ones we used to initiate the discussion and provide food for thought. We are also indebted to Luz Martínez-Ten and Jonatán Pozo from the FETE-UGT, which commissioned and financed the project, because they are the ones who proposed this project to us, the ones who believed in the idea and supported us, even at times when our confusion made us doubt that we would finish the project in the expected timeframe. Finally, thanks to Luisa Andrade Lobo de Rezende in Vienna who helped layouting this text. 1 The text was also published in a bilingual versión: INTER Group: Racism: A Teenagers’ Perspective. Results of a Preliminary Research from Madrid (Spain) [ El Racismo desde el punto de vista de los adolescentes. Resultados de un trabajo de investigación preliminar realizado en Madrid (España) ]. Navreme publications volume 6. Vienna: Navreme. 2007. A Guide to Talking about Racism | 6 Contributing Institutions Universidad Nacional de Educacion a Distancia, Spain Teresa Aguado Odina, Belén Ballesteros Velázquez, Inés Gil Jaurena, Rosario Jiménez Frías, Catalina Luque Donoso, Beatriz Malik Liévano, Patricia Mata Benito, Encarna Rodríguez Francisco, Magdalena Suárez Ortega Universidad Complutense de Madrid, Spain Caridad Hernández Sánchez Consejo Superior de Investigaciones Científicas, Spain Marissa Cárdenas Ayala, Margarita del Olmo, Carmen Osuna Universidad de Cádiz, Spain José Antonio Téllez Muñoz Universidad de Murcia, Spain Andrés Escarbajal Frutos University of North Texas, United States Alicia Re Cruz, Mariela Núñez-Janes navreme knowledge development, Austria Bernd Baumgartl A Guide to Talking about Racism | 7 INTER Center The INTER Center is conceived as a space for reflection and research into issues of cultural diversity and education. Our point of departure is cultural diversity as a focus of educational discussion and the belief that far from being an exception, it is the norm in all educational settings. Our activities are aimed, firstly, at revising key concepts in education such as culture, quality and educational evaluation. At the same time, we conceptualize and develop the intercultural focus both in its theoretical foundations and its practical implications. In teaching, we seek to create sensitivity regarding these issues and to propose educational approaches in both formal contexts - compulsory schooling - and non- formal ones such as volunteering or social mediation. The research we conduct is oriented mainly towards gathering evidence concerning these issues. The group has become consolidated throughout the period from 1995 to the present. As a result of our participation in the INTER Project (Comenius Program of the European Commission) 2002-2005, the group has expanded to include people belonging to different Spanish and European institutions. The INTER Guide and Project has received the prestigious EVENS Award for Intercultural Education 2005. This European Prize is “awarded to a project or organization deemed to have made an outstanding contribution to European social integration in the field of intercultural education, and who have demonstrated determination and creativity”. The INTER Guide also was awarded the Premio Aula by the Spanish Ministry of Education for the best educational materials in 2006. The INTER Guide was also published as volume 4 of the navreme publications series. In February 2005, the formal creation of the INTER Center for research in intercultural education, assigned to the Research Institute at the UNED was approved. www.uned.es/centrointer/ A Guide to Talking about Racism | 8 Introduction to the Guide CONTENTS OF THE INTRODUCTION • The Guide: Why and For What? • Foundations. What Racism Is and What Racism Is Not (The Group’s Ideas about Racism) • Structure • How to Use the Guide • How the Guide Was Made • Dilemmas of Contents and Use The Guide: Why and For What? It is not easy to talk about racism. It is a complex reality that is present in our everyday experience, both inside and outside of education centers, although its existence is usually denied. This was one of our first reflections, as a group, when we received the proposal from FETE-UGT, in June 2005, to carry out an exploratory study that would put us in contact with teenagers’ perceptions concerning racism. The idea was to make the voice of the boys and girls who live with, suffer, or face racism heard, and to obtain relevant information for preparing a guide, intended for teaching staff and adults in general, as well as for teenagers themselves, a guide that would help them to recognize, understand, interpret and manage situations of racism. We made contact with teenagers who, because of their characteristics, we prejudged to be possible members of groups that suffer the weight of racism daily: above all, girls and boys who we associate with the category “immigrant.” We approached them on the street, in parks, wherever we though that they could share their ideas and experiences in a climate of trust. We also considered how to approach this complex subject with them without hurting their feelings. The term “racism” seems to provoke rejection and denial: Would it be a good idea to refer to it directly, or should we use some alternative path that would lead us to this issue? Most important of all, we discovered a few things. We discovered that teenagers have a clear, broad vision of racism and its implications, and that they are able to distinguish and narrate their experiences of it. We also discovered that our way of thinking is sometimes too limited and biased, that Introduction | uploads/Geographie/ racism-guide.pdf