• Racial equality strategies in the curriculum
• Providing opportunities to engage with the concepts of racism, racial equality and ethnic diversity
• Addressing stereotypical and/or prejudicial perspectives
• Adopting an internationalist approach
• Using case studies

RACIAL EQUALITY STRATEGIES IN THE CURRICULUM

Using case studies

Case studies are an effective way of raising race-related, cultural and faith issues. They can be used to highlight practical and realistic scenarios that students might face as well as to assist cross-cultural competencies and understanding. The following case studies can be posed to staff and students using a problem-based learning approach to identify steps that can be taken to address the case study issue.

Example 1:

An Asian student is being observed on a clinical placement. The student, a young woman, comes from a cultural background where older people are accorded respect and younger people have to be humble, not presumptuous or arrogant. Speaking over the older person would not be seen as acceptable. This student has to observe an older person. Once the 25-minute consultation period is over, the older person wants to continue speaking. The student finds it difficult to cease the consultation and allows it to run over by 2-3 minutes. The practice educator marks the student down for the slippage in time since, in a real-world setting, over the course of a day there could be 20-30 minutes' slippage and the appointment schedule would not be kept. What are the issues involved and how could the practice educator address them?

It is important for educators to realise the impact of cultural sensitivities in the way the student is assessed. In essence, the student would be penalised for behaviour that may be culturally related. Discussions should take place with the student at the end of the observation explaining the consequences of time slippage as well as discussing how the student could handle this in the future. The key here is that the student understands the consequences and is given an opportunity to demonstrate that they can learn from the situation and seek solutions for the future.

Example 2:

A female Muslim student comes for her first supervision session with her male tutor. The male tutor invites the student into his study and shuts the door to enable privacy. The student becomes uncomfortable. What are the issues involved and how could the tutor make adjustments for the future?

In such a situation, it may be more appropriate to offer the first supervision either with the door ajar or in a more public space, e.g. in the library, a cafeteria or another space where it is possible to talk. Once the supervision relationship is established, then doors may be closed. The student's discomfort may be a result not only of her own modesty, but also of her concerns about what other students from her own faith or cultural group might think.

Example 3:

A fellow student persists in using terminology that is generally regarded as unacceptable to describe people from different ethnic groups. This is making the tutorial group uncomfortable. The fellow student insists that, as she is not directing the terms at an individual student in the tutorial group or within the lecture hall, people should be less politically correct and stop taking offence. How can you respond?

This example demonstrates why it is important to set ground rules for engaging with each other, as staff, as students and in staff-student interactions. Staff should also take the lead on race equality matters to indicate what constitutes good practice and what does not. If students understand that they will be supported if they come to lecturers with such concerns, then students who are insensitive or deliberately choose to disregard matters of respect and dignity can be isolated, and action can be taken.