The analysis provided here is of the participants’ evaluations
from 15 schools that held race equality workshops (using the race equality
workbook) during 2002/03.
Things gained from the workshop
The following were mentioned by participants as things they had gained
from attending the race equality workshops:
Increased awareness, understanding
and learning of racism, race equality, legislation and issues around
racism
Confidence to deal with racism and racist incidents
How to follow
procedures, knowledge of guidelines and to report racist incidents
Self-reflection
and review of own knowledge and practice
Changed attitude; changed perceptions
See issues from different
perspective, awareness of other’s
experiences and feelings within school and wider community; understanding
the different
needs of people
How language can be used inappropriately; correct
terminology
Chance to express own views; listen to others; discuss with
a range of colleagues including governors and those not normally work
with
Chance to reflect on the school as a whole; what issues happen in
school; the challenges which need to be faced and insight and ideas
for moving forward
Most
useful
The participants were asked what they found most useful from the workshops. The
following answers were given:
The group discussions, in small groups and with
the facilitator – allowed
the sharing of and listening to different views, being able to talk openly,
provided an opportunity to talk with colleagues
Role play/acting scenarios – allowed
participants to relate to a given situation, witness a situation and
learn from it
Structure and format of the day – role play, plenary,
group discussion and small group work
Issues that have come up in school
Action plan - to deal with incidents
and provide clear priorities for the school on issues related to race
Theory – stages
of racism; Allport’s scale of prejudice;
cross cultural communication; terminology/language; facilitator’s
knowledge; practical examples behind theory
The booklet to keep for
future reference
Everything
Least
useful
The participants were asked what they found least
useful from the workshops. The following answers were given:
Nothing,
everything useful (this was the answer given by the majority)
Filling
in the worksheets, having to write notes
Questions and answers asked
of the actors - repeated questions; found it difficult prefer to discuss
as whole group rather than in small groups
Not enough time
Working in same group all day
More time for reflection and action
plan
The plenary
Maintaining 100% attention – after lunch; some
bits that went on
Theory
Other Comments
More time needed – at least 2 days
Made us more aware about
what is happening in our community
Need suggestions for sharing what
we have done with parents
More training involving the children, governors
- all to be involved
Would be very good if the theatre workshops were
done for the children also
Would like to have another workshop; follow-up;
run regularly to re-inforce and refresh our understanding of the issues;
Would like to know more about
racism in England
Guidance on follow up would be great
Need more training of Tower
Hamlets guidelines and team discussion of strategies
Things discussed
need to be implemented not filed away; need to be acted upon
Very interesting;
useful; enjoyable; constructive; challenging and thought provoking;
please come back
Fantastic facilitation and very understanding; dedicated
and energetic staff
Rating of course aspects
Workshop participants were asked to rate several aspects of the course on a
scale of 1 to 9, where 1 is the lowest score and 9 is the highest. Every
aspect of the course was ranked in the highest 3 scoring categories. Of
those participants answering, a score of 7 or higher was attributed by
at least 70% of participants.
79% rated the course content as 7 or higher
82% rated the facilitators
as 7 or higher
76% rated improvement in understanding as 7 or higher
70% rated
the usability of the information as 7 or higher
79% rated the quality
of the theatre-in-education as 7 or higher
No aspect of the course was given the lowest score and only 1% or fewer
rated the course aspects in the lowest 3 scoring categories.
(more graphs
and all issues available in the 2002-3 projects download)
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