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Montessori 2
Equality and Diversity.
27/03/09
Introduction:
In this era of globalisation, new forms of diversity co-exist with longstanding patterns of
systemic discrimination in employment on the basis of gender, race, religion, ethnicity or
culture, disability, aboriginal status or immigrant status. Several countries have responded
to discrimination by implementing affirmative action or employment equity policies.
These proactive approaches seek to end and prevent discriminatory employment practices
and to work toward a workplace that is representative of the diversity of the labour
market.
The international human rights movement was strengthened when the United Nations
General Assembly adopted of the Universal Declaration of Human Rights on 10
December 1948. Drafted as ‘a common standard of achievement for all peoples and
nations', the Declaration for the first time in human history spell out basic civil, political,
economic, social and cultural rights that all human beings should enjoy. It has over time
been widely accepted as the fundamental norms of human rights that everyone should
respect and protect.
International human rights law lays down obligations which States are bound to respect.
By becoming parties to international treaties, States assume obligations and duties under
international law to respect, to protect and to fulfil human rights. The obligation to
respect means that States must refrain from interfering with or curtailing the enjoyment
of human rights. The obligation to protect requires States to protect individuals and
groups against human rights abuses. The obligation to fulfil means that States must take
positive action to facilitate the enjoyment of basic human rights.
Direct discrimination – this means treating someone less favourably than another purely
on the grounds of their age, disability, race, sex etc and without justification. For
example, not employing a woman because of concerns that she might want to start a
family. Another example would be not considering a disabled person without looking at
whether they meet the selection criteria and whether any reasonable adjustments can be
made.
Indirect discrimination – this means operating a practice, criteria or provision that
applies to everyone but indirectly, whether intentionally or not, puts some groups or
individuals at a disadvantage compared to others without justification on other grounds.
For example, using word of mouth and informal networks as the primary source for
senior academic appointments is likely to disadvantage groups who are currently under-
represented at this level, e.g. black and minority ethnic (BME) candidates. Another
example of indirect discrimination might be including a specific academic qualification
in the selection criteria which excludes those who have achieved an equivalent standard
of knowledge and skill through another, equivalent route.
Adults are not immune to negative thoughts about diversity issues, therefore their
attitudes and ideas towards difference need to be explored, acknowledged and worked on.
Practitioners are then in a position to recognise and help young victims of discrimination
and also help children to unlearn negative feeling towards difference.
Following an exploration of personal and community attitudes it becomes easier to
review and revise practice in the childcare setting and the interaction between childcare
practitioners and children. Changing childcare practice in relation to equality and
diversity involves:
• critically reflecting on your own attitudes and values and how they influence
• children trying out new policies; actions and practices
• learning from mistakes
• ongoing reflection on one’s own and others’ difficulties
• imaginatively thinking of new ways to work including exercises and activities
• continually questioning and reviewing the process
In this way, practitioners help each child towards achieving his/her full potential
A diversity and equality approach involves creating a childcare setting where each child
feels a sense of belonging. Practitioners should observe and listen to children’s play and
adult interaction to identify any bias or discrimination, then develop methods to deal with
issues that arise. Every aspect of the setting comes into play: how children relate to each
other, how staff relate to minority and majority children, how language is used, how and
what discussions take place, and what activities are undertaken. It helps adults working
with young children to critically reflect on and change where necessary their attitudes to
difference. The approach, which complements existing programmes, was developed to
help people appreciate diversity and view its challenges in a positive light. The approach
establishes four goals for adults and children. These are briefly outlined below,
Children:
To support children’s identity and sense of belonging
To support children to become comfortable with difference.
To foster each child’s critical thinking about bias.
To empower children to stand up for themselves and others in the face of bias.
Adults:
To be conscious of one’s own culture, attitudes and values and how they influence
practice.
To be comfortable with difference, engage effectively with families.
To critically think about bias and discrimination.
To confidently engage in dialogue around issues of bias and discrimination.
Conclusion:
I think my own work place follow the best practice guidelines very well and no-one is
subject to discrimination of any kind. They are very aware of the guidelines and promote
this throughout the crèche. They display posters on the wall of different cultures and all
the pictures are of people from all different races. The children and staff are well
educated about all corners of the world and the different beliefs and cultures. The staff are
all equal regardless of their religious beliefs/culture etc. The children are all the same in
the eyes of the carers and are treated with the utmost respect from all of the staff.
Caucasian children see no difference between themselves and Asian children. They are all
treated equally by each other and by members of staff.
Evaluation:
In the above essay on ethics and equality in the workplace I have discussed international
perspectives on human rights, I have outlined the national legislation and social policies,
I then carried out an assessment of my own work place on their policies in regard to the
guidelines of best practice. I also made the necessary recommendations which I thought
were appropriate. I then concluded my essay.
Bibliography:
Internet:
http://www.ohchr.org/EN/ProfessionalInterest/Pages/InternationalLaw.aspx
http://www.wmin.ac.uk/page-515
http://74.125.77.132/search?
q=cache:HBOfXAFRH8UJ:www.omc.gov.ie/documents/childcare/diversity_and_eq
uality.pdf+guidelines+on+best+practice+in+child+care+equality+and+diversity&cd
=1&hl=en&ct=clnk&gl=ie&client=firefox-a