This archive report was first published on 4 September 2019.
As the new term begins, it's an opportune time for teachers to tackle a sensitive yet crucial topic: ethnic divisions and hate. In a world where vitriol from political leaders and acts of violence motivated by hate are increasingly prevalent, it's essential for students to learn how to engage in constructive public discourse on ethnic relations.
Teacher Momanyi's email to me posed two profound questions: How can a teacher, who comes from the same society as their students, move beyond personal experience to find mutual understanding and see issues from diverse perspectives? And how can a teacher process their own biases and represent neutrality on divisive issues?
According to Teacher Momanyi, the 'difficult conversation' is a necessary one. To initiate this conversation, teachers must reflect deeply on their own beliefs and biases about 'others' and be aware of the emotions they convey to students in reaction to news related to ethnicity.
One approach to cultural diversity is multiculturalism, which involves sharing food, celebrating holidays, and engaging in dance, songs, and art. However, this may not contribute to social change. A more effective approach is pluralism, which acknowledges the existence of different types of people with different beliefs and opinions within the same society.
Teachers can also focus on cross-cultural communication, learning cultural customs, norms, and differences. This skill is valuable when working in a foreign country or interacting with people from diverse backgrounds.
To promote tolerance and understanding, teachers can work collaboratively with students to develop ground rules for class discussions on emotional subjects. They can teach students to avoid generalisations and arrive at decisions without stereotyping or prejudice.
Teachers can also lead discussions on structural causes of ethnicism, institutionalised discrimination, and systematic exclusion and violence. They can explain how these issues can be addressed through legal action, affirmative action, or equalisation funds.
Ultimately, the goal is to encourage personal reflection and promote reciprocity in relationships between students. By discussing their fears of the 'other' and examining the fluidity of identity and irrationality of stereotypes, students can develop lifelong strategies for cross-cultural relationships and promote deliberation on differences rather than seeking consensus.
Thank you, Teacher Momanyi, for highlighting the importance of this conversation. It's a necessary step towards creating a more tolerant and understanding society.
