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- W2365006018 abstract "IntroductionInterventions for sensitizing children to issues related to diversity, social justice, and antiracism have been developed and applied in schools in many countries around the world (Banks, 2006; Benson & Poliner, 1997; Connolly, Fitzpatrick, Gallager, & Harris, 2006; Derman-Sparks & Brunson-Phillips, 1997; Grant & Sleeter, 1998; Harris, Nikels, Mims, & Mims, 2007; McFarland, Siebold, Aguilar, & Sarmiento, 2007). An array of intervention paradigms have been formulated in order to understand and to confront racism and ethnocentrism, major challenges in contemporary societies (Boyd & Arnold, 2000; Sefa Dei, 2008). According to Levy Paluck (2006) curriculum intervention studies have been conducted, yet, evidence of their impact is rarely reported and their theoretical underpinnings are, often not clearly delineated. Boyd and Arnold (2000) point out that a great deal of discrepancy exists between theory, practice and teachers' understandings, and this adds to the difficulties in conducting empirical validation of the interventions. Moreover, in their review of violence prevention strategies, Eisner and Malti (2012) report that little progress has been made in expanding the evidence base (p. 170), and testing prevention strategies and in improving knowledge of mechanisms and active components (p.172). Yet, administrators, educators, psychologists and policy makers in many parts of the world are discussing and developing programmes to deal with social justice, inclusion, and the social and emotional issues involved in racism (Aveling, 2007; Bartolo, 2010; Bartolo, Borg, Cefai, & Martinelli, 2010; Daniels, 2010; Forlin, 2010). This sort of problematization is also happening in Greece.Educators, parents, pupils and administrators in Greece have had to confront and deal with the complex problems that contemporary societies face when social and economic upheaval results in breakdown in social relations and increase in the incidence of racism, discrimination, and conflict. Our research and intervention originated from a call for support from a group of educators in Thessaloniki Greece. These teachers noted that their 'diverse' classrooms were difficult to manage and that they needed help in developing an intervention that would help the school-wide community to develop positive attitudes and behaviors towards 'different' others. The objective of this paper is to describe an antiracism intervention and an evaluation of its effectiveness. To the authors' knowledge, there are virtually no other empirically- validated anti-racism interventions for children described in the literature. Given the dearth of research on anti-racism interventions for children, this study thus aims to contribute to filling the gap in this area.Program descriptionThe intervention was first developed, applied and evaluated in order to help students and educators learn to respect and include children with differences in abilities within their classrooms (Triliva, Anagnostopoulou, Hatzinikolaou, Chimienti, & Mastorakou, 2009). It was later expanded to include differences and commonalities in gender, ethnicity/ culture, race, appearance, and religious beliefs. It was during this problematization phase regarding both theory and intervention strategies, that a paradigm to sensitize children to the social and emotional processes involved in racism, was designed and implemented. This development was based on a needs assessment conducted in the schools, as well as research which underlined the need for such programming (Koroni, Garagouni-Areou, Roussi-Vergou, Zafiropoulou, & Piperakis, 2008; Mattheou, Roussakis, & Theocharis, 2006; Motti-Stefanidi et al., 2008; Moutsios, 2003; Zoniou-Sideri & Vlachou, 2006). The newly expanded program called 'Neither better nor worse, just different' (Triliva, Anagnostopoulou, & Hatzinikolaou 2008) consisted of seven modules aiming:* To help students recognize and express emotions and to apply these skills in understanding instances of discrimination, bias, prejudice, and stigmatization;* To celebrate similarities and differences;* To promote social awareness-empathy, perspective taking, and valuing one's own and others' experiences as meaningful sources of knowledge;* To understand the mechanisms of how stereotypes develop;* To recognize ways through which stereotypes can be overturned and how marginalized people's voices, histories and contributions can be reclaimed;* To develop effective communication techniques in dealing with controversy, conflict and bias and in challenging inequality and oppression;* To take positive social action against biases, stereotypes, and prejudice, and critically appraise how inequalities, marginalization, and oppression become part of the social milieu (critical consciousness raising). …" @default.
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- W2365006018 date "2014-11-01" @default.
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- W2365006018 title "Sensitizing children to the social and emotional mechanisms involved in racism : a program evaluation" @default.
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