All different all equal - labels

Topic Area:

Deconstructing Barriers

Title of lesson:

All Different, All Equal - Labels

Reference:

Based on activity in All Different All Equal Educational Pack- European Youth Café

Age group: S3
Time needed: 1 lesson 
Delivery Method: Class and Groups

Materials needed: Labels and Scenarios
Prior knowledge/learning: None
Other/Related reference material: N/A

Aims, Objectives, and Outline Process

Aim:

To make pupils aware of the power of ‘labels’ and stereotypes, not just in how others treat us, but in the impact this can have on our own self-esteem and behaviour.

Objectives:

• follow the instructions, within the group setting, to treat each other according to the ‘labels’;

• to understand the negative impact of labels and stereotyping.

Process:

1. Explain that for this activity to work, pupils must be prepared to have a label on their foreheads which they cannot see, and that others in the group will treat them according to that label (e.g. day dreamer). Emphasise that pupils should not take too seriously what is said to them in the group work, as others are treating them according to their label and not who they really are. Another ‘rule’ is that the words on each of the labels cannot be used.

2. Pupils can be split into groups or simply select 5-6 pupils for the task with all others observing. The observers must report back at the end on what they found.

3. Put stickers onto pupils’ foreheads – make these a combination of positive and negative attributes (e.g. clever, funny, creative, lazy, forgetful, unkind).

4. Provide the group with the scenario – e.g. plan the school disco; create a list for all the things required to decorate the school hall for an event.

5. Let the scenario run for about 10 minutes, requesting that some kind of conclusion is reached.

6. At the end, ask each person with a label what they think their label was and how did it feel to be treated like this label.

7. Ask the observers to note anything about the behaviour of the actors – was the behaviour of those with the positive labels any different from the negative ones?

8. Elicit that stereotypes can be reinforcing – i.e. that, if people are constantly treated badly, this begins to affect how they feel about themselves.

9. Relate the above to racist behaviour and the possible responses of people who feel they are being discriminated against on a regular basis. How dos this impact upon how they feel and how might that affect their behaviour?

Ideas for development/follow-up:

Look again at who does what in your group or organisation, try rotating the roles and responsibilities and don’t make assumptions about who is going to be good at a particular job.

You might like to move on to the role play activity ‘In our block’ and examine a common problem caused by labelling and stereotyping and to try to explore ways of finding an effective solution.