BUILDING AN INTEGRATED SCHOOL ENVIRONMENT TO ENSURE THAT NO PERSON IS DISCRIMINATED AGAINST ON THE BASIS OF RACE, RELIGION, SEXUAL ORIENTATION OR GENDER

COST: R100-00 PER DELEGATE 

SACE CPTD allocation /Type 3 / 10 points / Leadership and management

There are few things that divide a school, its educators, learners and parents more than an accusation of racism levied against a member of staff, past or present. The consequences are devastating on the school community and the after effects linger for many years, with some schools’ reputations damaged or destroyed after just one incident.

The National media often point fingers at the institution and often query what training and policies were put in place to prevent incidents of racism before this specific event took place.

Schools are a microcosm of society and we have noticed an increase in the number of serious incidents of discrimination, particularly racism.

Section 29(3) of the constitution explicitly prohibits discrimination on the basis of race. Further, as all schools are entrusted with the care and guidance of minors, they have a constitutional responsibility to ensure a child’s right to basic education and that this access is not infringed upon.

Educators do have a level of power over learners and negative and discriminative words and actions can harm a child irreparably.

 Online Workshop
Content

1.  Introduction

Understanding the
background of integration since 1994 and the causes of racial discrimination
facing education in South Africa – dealing with the past.

2.  Defining racism and
   discrimination

• What
  is race?
• Defining
  shades of racism
• Understanding
  systematic racism
• Defining
  hate speech
• The
  paradigms of the “old” South African
• Understanding
  the term “The race card”
• Racism
  amongst learners – The 10-point test

3. The policies guiding integration in SA schools

• The vision
• Establishing the values
• An inclusive approach
• Employment of educators
• The importance of inclusive curriculum 

4. Portrait of an integrated school “from the outside looking in”

• Leadership and management
• Support material
• Food and entertainment
• Sport arts and culture
• Religious observance
• “Us and them” syndrome 

5.  Taking the journey

• Acknowledging the need for action
• Assessing the problem
• Involving the role players
• Setting up a strategy

6.  Strategies for transformation. Drafting a policy on racism

• The scope of the policy
• Interpretations and definitions
• The role of management and its responsibilities
• The role of educators’, learners and parents
• Required conduct from all concerned
• Procedure, both informal and formal
• Application of the policy

7.  Towards a common future

• Infusing the classroom with a culture of human rights
• Nurturing a culture of communication and participation
• Making multilingualism happen
• Affirming our common citizenship

8.  In actual practice

• Disciplinary investigation and
  procedure when a member of staff is accused of racism
• Dealing with the racist parent
• Peer exclusion and racism
• Responding to accusations of racism and dealing with the media