Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A: Changes In Thinking
10 minutes	Part B: Think, Feel, Care About Racism
30 minutes	Part C: Create A Resource
10 minutes	Reflection: Journal Entry

Part A: Changes In Thinking

Step 1. Explain to students that this lesson will reflect on their prior thinking about racism, and they will explore how and why that thinking has changed. At the beginning of the Reflect Forward Unit, students had initial ideas about racism.

Step 2. Provide students with two minutes to think and reflect on what they used to think about racism. Direct students to write their response on the Student Worksheet using the sentence stem “I used to think…”

Step 3. Invite students to think about how their thoughts on racism may have changed as a result of what they’ve been discussing throughout the unit. Ask students to write down what they now think about racist behaviours and attitudes in their Student Worksheet using the sentence stem “Now I think…”

Step 4. Allow students to share and explain their shifts in thinking with the class. Use the guiding questions below to assist you in facilitating this discussion:

Have noticed your thinking about racism change? How?
How did hearing about other people’s experiences with racism help you understand the effect it has on the wellbeing of others?
Why is it important to have healthy conversations about race and racism?

Part B: Think, Feel, Care About Racism

Step 1. Explain to students that the following video features interviews with professional Australian soccer players, Kyah Simon, Andrew Redmayne and Nikolai Topor-Stanley. The athletes were asked to share what they notice about changes in conversations around racism and what they still want to learn.

Step 2. Play the video:

Tackling Racism - Cultural Change (https://player.vimeo.com/video/771806596?)

Invite students to briefly discuss:

What advice (or examples) did the athletes give for changing attitudes and behaviours around racism?

Step 3. Invite students to select one of the athletes to focus on for the next activity. They can watch the video again and complete the Think, Feel and Care reflection on the Student Worksheet:

Think: What does this person think about racism in sport?
Feel: How does this person talk about the emotions involved in the topic of racism?
Care: Why is the topic of racism important to this person?

Part C: Create A Resource

Step 1. Explain to students that one of the main outcomes of this unit was to equip them with the skills needed to have healthy and constructive conversations about race and racism. This activity will allow students to demonstrate their knowledge learnt throughout the Tackling Racism Through Sport unit, but most importantly ensure that students understand how to navigate challenging conversations about race and racism.

Step 2. Invite students to form groups of four. In each group, students will choose a resource to create from three options that demonstrates how to disarm and/or call out racist behaviour in a variety of different settings.

Step 3. Provide students with the following guidelines to assist in the creation of their resource:

Option 1: Video

Your resource needs to demonstrate how you can disarm and/or call out a racist comment in a conversation.
Your group will need to create a script for the conversation. Reflect on how to engage in challenging conversations and use your knowledge of othering, generalisation and racist attitudes and behaviours.
Once your script has been approved by the teacher, you are to begin filming your video. In this video, you will need to ‘act out’ the conversation, and provide examples of how you can disarm and/or call out racist behaviour.

Option 2: A series of graphics

Your resource needs to demonstrate how to disarm and/or call out racist behaviour using graphics alone. You can develop a more specific focus if you like, at the approval of your teacher.
Each group member will need to create a minimum of one graphic each (minimum of four in the series).
Ensure that this series of graphics can be used to help others navigate situations where racist behaviour exists.
Work together so that the graphics are similar in look and feel.
Looking for inspiration? See here and here.

Option 3: Social media

Your resource needs to demonstrate what a person can do to disarm and/or call out a racist comment on a social media platform.
Your group will need to create a short Instagram Reel or TikTok video that others can use for guidance on how to navigate racism on a social media platform, whether it be from direct messages, public comments or stories.
In this video, you may like to create a short demonstrative video on how to report, block or filter racist comments on a variety of platforms or a range of conversation stems you can use to challenge these racist behaviours and attitudes.

Reflection - How Can You Take Action?

Invite students to reflect and discuss the following discussion questions:

How can you confront a friend or family member who has made a racist comment?
Why is it important to have challenging conversations with people who demonstrate racist attitudes, behaviours and beliefs?
What does it take to be an ally?
How can we become proactive allies within our community?

Differentiated Learning

Extension :

In Part C (option 1) students could further extend themselves by adding a ‘how to identify a racist comment or behaviour’ at the beginning of the video, before demonstrating how to disarm and call out a racist comment.

Provisions for Learning Support :

In Part C (option 1), provide students who require further learning support with an alternative option for their video where students could record a video compilation where each student in the class answers the question "What advice would you give to someone who doesn’t know how to call out a racist comment?”.

Teacher Reflection

Tackling Racism - Cultural Change

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Summary

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