Prejudice and Stereotypes

Course Description

In our own ways, we are all prejudiced. What is important is that we are aware of these prejudices so that we can act on them. This session will provide a theoretical part to serve as a background to the practical activities in which the participants will engage. These activities are aimed at identifying prejudices and stereotypes and looking for means on how to combat them. Participants will be asked to take a look at resources (e.g. storybook, comprehension passage, Maths problem, etc) that imply a stereotypical worldview and will try to deconstruct the stereotype if this resource must be used in class as it is, or else create a new stereotype free resource. “The danger of the single story” will serve as a conclusion that encourages participants to think about how important it is to be aware of, and try, to shed our stereotypical world views.

Estimated Lesson Duration: 40 minutes

Download this Lesson

Learning Outcomes

By the end of the session participants will be able to:

  • Define prejudice and stereotypes;
  • Identify any prejudice and stereotypes they may hold;
  • Develop resources/attitudes that combat stereotypes

The Session

Introduction

Go through the PPT presentation following the instructions below:

Part 1: Slides 1 to 13. Look at the photos and write the first word that comes to mind.

Part 2: Slides 14 to 18. Look at the photos. There is a question at the top of each slide, read it and then click on the letter of your preferred photo.

Part 3: Continue with the slide show and read about prejudice and stereotypes.

We start this activity by doing some self-directed learning. Look up the definitions of bigotry and biases.

Everyone has biases and prejudices. Think about your own.

  • Have you ever passed snap judgements against parents such as single mothers?
  • Have you ever met a woman in hijab (headscarf) and felt pity or fear?
  • Have you ever felt apprehensive when meeting parents of migrant children?
  • Have you ever felt angry or insulted when a parent criticised something you did, even if the parent happened to be right?
  • How do these snap judgements affect your worldview and your ability to be a good citizen? (E.g. You see a black man fall but won’t help him because you think he might attack you)

Watch the Ted Talk by Yassmin Abdel-Magied: What does my headscarf mean to you? 

For privacy reasons YouTube needs your permission to be loaded.

Yassmin Abdel-Magied speaks of the bias against her because she wears the headscarf. Have you ever felt that there was a bias against you because of the stereotypical ideas of others? (For example, people expressing surprise you are from a particular area or town or village,  because ‘your attitude or behaviour is not “typical of those people”’; it is not “normal” for a  woman/man to like this particular sport; etc.) 

Read the article: How do we rid ourselves of stereotypes.

Take a look at the resources you use in class. These can be books, pictures, videos, notes,  worksheets, and so on. Identify the stereotypes in these resources.  

Task 1: Show how you can deconstruct the stereotype with the students, for instance through questioning. (Such an exercise would be ideal, when, for example, these books are textbooks or books required coverage by the syllabus). 

Task 2: Create a new resource that does not stereotype.  

Share your thoughts regarding Activity 4 on this padlet:  

Watch Ted Talk by Chimamanda Ngozi Adichie: The Danger of the Single Story

For privacy reasons YouTube needs your permission to be loaded.

Resources

PPT presentation 

Resources used in class 

Article: How do we rid ourselves of stereotypes 

Ted Talk: Yassmin Abdel-Magied: What does my headscarf mean to you? 

Ted Talk: Chimamanda Ngozi Adichie: The Danger of the Single Story 

Previous Module: Multiculturalism

Next Lesson: Privilege and disadvantage