During the Victorian era, Europe was going through massive social and cultural changes. According to Siraj-Blatchford (1994), “Europeans had a tremendous greed to make wealth for themselves, they stigmatised certain ‘race’ groups as inferior so that they could exploit them.” As white explorers discovered new lands they felt that the land and the people had been provided ‘by the grace of god’ entirely for their purpose. It was associated with the idea that people coming from India, Africa etc belonged to a particular race that was inferior due to the colour of they skin. The only purpose of their existence was to serve the British Empire who considered themselves to be superior to any other race. Europeans captured their land, its wealth and its people and did with them as they wished, turning the black population into slaves where they inflicted them with degradation and brutality. According to Crispin (1986) “In the 18th and 19th century’s; biologists and scientists were justifying their actions by describing black people as sub-human and associating blackness with shame, ugliness, bestiality, and sinister deeds.”(Cited by Siraj-Blatchford, 1994, p14).
Black people still suffer discrimination in sectors of public life with housing, employment, health, care and education. Siraj-Blatchford (1994) realised that, “Even today these implications prevail and it affects the life chances and material conditions for black citizens in Britain.” The poem written by Daniel Stringer a Black American (See Appendix 2) is an incredible expression of discrimination and the fact that we are all people and that colour is just skin deep. Crispin has stated that, “On many occasions when I asked black children how they felt at being called a racist name they have said ‘I felt ashamed’ or ‘I felt sad’. Perpetrators of racist name calling are using the power of history to hurt, because to date we have done so little to set the record straight, to bring up our children with a proper understanding of their historical heritage.” (Cited by Siraj-Blatchford, 1994, p14). In everyday lives racial inequality takes place and unfair procedures exist throughout the country. The tragic death of Stephen Lawrence and the findings of the public enquiry left no doubt about how public institutions needed to improve the service they deliver to people from black and minority ethnic communities. This has now been recognised and many institutions have devised racial equality policies. ‘The Road To Abolition’, presented by BBC Radio 3; is a dramatised documentary charting the campaign in Britain and the Caribbean to abolish the transatlantic slave trade starting in June 1787, when Thomas Clarkson set off on the first of his many journeys around the UK. Britain celebrated 200 years of abolition of the Slave Trade on the 25th of March 2007.
In recent years legislations and national standards are brought into action to promote anti-discriminatory practice; which includes looking at all aspects of people be they children, families or colleagues, and ways in which we can work towards reducing individual and institutional discrimination. One of the things we do when meeting people is to make assumptions about them. This is partly based on how we see ourselves as similar or different to other people. According to Millam, R (1996) “Children learn that we live in a diverse community, and they need to learn how to acknowledge and to respect that diversity. All groups are included in an anti-discriminatory framework because all are equally important, although not all groups are equally visible in society”. Working within an anti- discriminatory framework is important for everyone, as it can elevate positive action to counter discrimination. It is about being proactive and presenting positive images of the diversity of people that make up our society, and also challenging any discriminatory or oppressive language and behavior.
“Inclusion means, welcoming and accepting all children whatever their background, gender ethnicity, religious beliefs or ability. It means in an early years setting, creating an atmosphere that without being bland, is truly inclusive.” Knowles,G (2006). Early years practitioners need to assess the discrimination that occurs in society and their own setting, and the effect it has on children. “It is important to remember that children are people and every person in the world is of worth. When we stereotype children, we limit them to our image of what we think they can do. This means that we hold them back in their development.” Bromley & Longino (1972). No one in society should suffer discrimination because of his or her race. According to the legislation, the Race Relation Act 2000 prevents people discriminating against others based on racial origins. (See Appendix 3). An ethos should be developed and maintained in which all members of the mainstream setting feel valued. The new equality legislation now frequently goes beyond a legal requirement to avoid discriminatory behaviour. (For more information see Inclusion in Practice- Child Study p3, 4). There is increasingly a legal obligation to ensure equality of opportunity, in all relevant ways, with special attention to groups who could easily be disadvantaged. The Ofsted (early years) Guidance identifies every setting’s responsibility to promote race equality practice and commitment to anti-discriminatory practice. (See Appendix 4)
A true to life experience was encountered in December 2003, where I was the only Asian working as a nursery assistant in Aldbourne. Within a week of employment, a little girl of four spotted the difference and started inspecting me from head to toe, and refused to listen to me as I was brown. If she needed assistance she would go right past me to another member of staff. This was very hurting, but I wanted to make the child see me for what I am and not the colour I possess. A few days later when we were playing outdoors this girl had a terrible fall. I wanted to help her, but realising this was my only chance I told her that I would like to help, but was not sure if she wanted it as I was brown. The girl filled with tears in her eyes said that it did not matter and she would like me to pick her up. After helping her she gave me a cuddle and kissed me on the cheek. I then brought out the persona dolls and explained to the children that though they had different colours they were all dolls. This experience gave rise to a lot of change in the nursery and children started learning equality and cultural values. As quoted by Siraj-Blatchford (1994) “We tend to think of bigger people as citizens or those worthy of teaching important concepts such as equality and justice; yet it is during the early years that the foundation for these attitudes are laid.”
In an early years setting, anti-discriminatory practice can be defined as an approach to working with children of early years that promote diversity by celebrating and valuing differences in identities, cultures, religion, abilities and social practices. Settings should promote self esteem, a sense of belonging and positive group identity and recognise the impact of discrimination, social inequalities and their effects on young children and their families. After conducting a primary research in the setting I work in, recommendations are being made to promote inclusion. (See Appendix 5). This will bring about awareness that individual potential should be credited for their individuality and children should be respected from the country they come, what they achieve and bring to the learning situation. Practitioners should appreciate the importance of what is learned and what can be unlearned in the early years and recognize the wider aim of early education to lay the foundation of a more just and equitable society where “every child has the right to live free from discrimination” as stated in Article 2 of the (United Nations Convention on the Rights of the child 1989).
Children feel very conscious by the way others see them and this is a crucial factor to their development. It is the way in which they construct an image of themselves and others and form their self identity. It is therefore important to recognise people as individuals with their own needs. Some groups are discriminated against and it is important for workers to recognise this and work to help children, parents and colleagues to acknowledge it and try developing strategies to prevent this. A child is an individual but also part of a family and the whole environment needs to be taken into account while working with children and families. All children need to feel and to have the chance to fulfil their full potential. Appropriately stated by the UN Convention on the Rights of the Child that “Rights are things every child should have or be able to do as all children have the same rights.”
We live in a multicultural society and “A child may be classed gendered or ‘radicalized’ in more than one way. In the very act of identifying ourselves as one thing, we distance ourselves from something else.” Siraj-Blatchford (2003, p4). Equal opportunities and related legislation has become a topical and much publicized issue in recent years. Employers are now spending vast amounts of money and time to educate all levels of employees in the area of Equal Opportunities and discrimination. This is to ensure that managers are aware of the implications, and also to communicate to all members that the work place stance on discrimination by keeping in mind that “Inclusion means welcoming and accepting all children whatever their background, gender, ethnicity, religious belief or ability. It means within an early years setting or through outreach work, creating an atmosphere that, without being bland, is truly inclusive. This is far more complex than it sounds and will involve many ingredients to be truly successful.” Knowles, G. (2006:p24)
References:-
(Author unknown) The Bristol Standard-a self evaluation for Early Years: September 2002.
Kay.J (2001) Good Practice in Childcare : British Library Cataloguing, London.
Knowles,G (2006) Supporting Inclusive Practice : David Fulton Publishers.
MacLeod, I. (2004) Advanced Early Years Care and Education: Heinemann Education Publishers.
Malik, 2003, p137; Handout given on 28thFeb 2007.
Millam.R (1996) Anti-discriminatory Practice :British Library Cataloguing, London.
Siraj-Blatchford, (1994) The Early Years- Laying the Foundations for Racial Equality: British Library.
Siraj-Blatchford & Clarke Priscilla (2000) Supporting Identity, Diversity and Language in the Early Years: Open University Press.
Tassoni, P. (2006) Early Years 2nd Edition: Heinemann Education Publishers.
www.bbc.co.uk.
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www.tearchernet.com.
