successfully influenced many brands to withdraw funding in UK tabloid newspapers.
Find and share some example headlines from recent press articles. Invite the learners to identify the protected characteristic that is highlighted (or attacked) in the headline.
The SELMA project short definition of hate speech is:
“Any online content targeting someone based on protected characteristics with the intent or likely effect of inciting, spreading or promoting hatred or other forms of discrimination.”
Guess the protagonist
Using the provided set of images, the learners will be encouraged to consider their stereotypes towards those depicted in the images. This draws on the concept of representativeness heuristics developed in the seminal work of Tversky and Kahneman. You may wish to share details of this concept with the learners.
Share the first image with the learners. Ask:
- What can you tell me about this person? (allow the learners time to think and describe the individual. You may need to prompt them with some basic characteristics - gender, age, religion, etc.)
- Would you trust this person to look after your phone in a coffee shop or youth club?
- Why/why not?
Then share the next slide which includes a brief description of the individual.
- How close were the learners to the truth?
- What assumptions did the learners make about the individual?
- What are their assumptions based on?
- Who has influenced them in forming this opinion of the individual?
Repeat with as many images as you feel is necessary to help your learners understand how stereotypes and prejudices influence our view of others and the world.
Make copies of the ‘Match the person’ worksheets available to learners in the group.
Ask them to complete an activity as a pair and then discuss their answers.
The importance of this activity is not so much the activity itself, but the discussion of why the learner made the selections.
- What were the reasons for your decision?
- What judgements did you make when coming to that decision?
- Were stereotypes involved in any of the decisions you made?
- To what extent did your experiences before today influence your choices?
- Were some activities harder than others? Why?
Bring the learners back together into a group and provide an opportunity for them to discuss with themselves the activities and their decisions. Guide the learners as necessary, using some of the questions from above.
Where time allows, share the Match the Dog to the Owner video
In this video, three people try and match a series of dog with their owner. Listen carefully to the reasons why each person allocates the dog to the owner. Some of them are really unusual.
Again, where time allows, discuss the video and the stereotypes verbalised in making each choice.
Recognise the stereotypes we all hold and how these influence our decisions. Exercise control over the extent to which our beliefs, prejudices and stereotypes influence decisions and communication.