Topic 1: Preventing stereotyping and labelling of individuals. Identifying sources of contention
As pedagogical actors, we don’t always determine the nature of our practice and the setting within which it is exercised. However, these limitations should not affect our attempts to respond to and prevent behaviour that may stigmatise members of the group because of their gender, religion, sexuality, appearance, disability status or even beliefs.
Fear of being judged based on negative stereotyping might have many diverse manifestations. Furthermore, not all these manifestations are connected explicitly to what we would readily identify as results of extremist behaviour or attitude.
However, it is still important to be mindful and responsive to stereotyping in its broader dimension and apply strategies to counter its harmful impact on students. There are several strategies and approaches that are often recommended to prevent the occurrence of stereotyping in the classroom. For instance:
a) Testing yourself for hidden bias and stereotyping (https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias)
b) Making sure that the entire group understand their meeting place (e.g. classroom) as a safe space for all, and they feel they, their ideas and arguments have a place in it (https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/incorporate-students-cultural-practices-literacy-4-6/summary)
c) Encourage open discussions that are inclusive of the perspectives of all members of the group. Build trusting relationships not only between yourself and the members of your group but also between each of the members (https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/building-trusting-relationships-literacy-4-6/summary )