This is the fifth activity on interculturality. This activity can be used as an immersion on the topic after the warming-up. You can find more activities on interculturality here.

 

DURATION

60 minutes

NUMBER OF PARTICIPANTS

Between 5 and 15 participants.

MATERIALS

  • Survey (printed questionnaires) one for each participant.
  • Whiteboard

  • Marker

PREPARATION

Print one survey for each of the participants.

LINK TO THE TOPIC

This section will include the theoretical context necessary for the educator to explain topics, include content, develop definitions, etc. Neccesary information to prepare the necessary context for teamwork.

OBJECTIVES

  • Be aware that the appreciations we make of individuals or groups are based on preconceived images that have little to do with reality.
  • Analyze the consequences of prejudices in personal relationships.
  • Learn to have a critical attitude towards customs and habits that interfere with living together.
  • Distinguish between cultural elements that have value for living together and those that do not.

DESCRIPTION

Include the duration of each part.

Do not take vocabulary for granted, for example, “Fill out the space”

The facilitator will read what PREJUIDCE means:

Prejudice is a hostile or preventive attitude towards a person who belongs to a certain group simply from being part of it. We generally have a negative attitude towards the group that we then transfer to the person. They are based on stereotypes and usually arise for reasons as diverse as the fear of the unknown, the need to establish categories of reality that simplify and economize our vision, or in power relations of some groups over others.

Stereotyped statements and prejudices are not based on objective data: we discard or rationalize the contradictory information that may cause our patterns to falter our behavior.

The facilitator also shares this information: “From the concept of interculturality, not everything that comes from the tradition and customs of a person is valid. This critical view extends to all cultures, including our own ”. Explaining slavery as an accepted fact in another era and is now unacceptable, things can change.

 

The facilitator separates the large group into small groups of 3 or 4 people.

The cards are extended with the prejudices face down.

Each small group will take a card with a prejudice.

Now in the small group they will mount a brief sketch that portrays prejudice, they will decide to which social group they attribute the prejudice. For example, if the prejudice is “they live partying and they don’t work,” they can choose to represent a group of Spaniards partying day and night.

Once the sketches are assembled, the small groups will show the rest of the participants.

When each group finishes their sample, they will stick the prejudice with tape on the board and will write a card with the social group to which they attribute the prejudice. We will leave a period of time for the rest of the participants to write more cards with social groups to which the same prejudice is attributed.

REFLECTION

  • What cultural elements facilitate coexistence and which do not?
  • Do our prejudices influence dealing with other people?
  • How do we feel when we are judged as part of a group and not as ourselves?
  • Are we aware that we are also victims of these prejudices?
  • What concrete actions can we take to prevent prejudices from governing us?