Programme NotesAims:
To raise awareness of:
Synopsis:
This programme is designed to
raise awareness of social and cultural identity issues faced by young
people in Britain today. People from a range of backgrounds discuss how
their ethnic and cultural perspectives affect their home lives, their
sense of ‘belonging’ in Britain and their interaction with friends,
family and other groups. It also tackles the challenges faced by society
in embracing diversity and multicultural lifestyles, combating racial
prejudice and striving for social justice.
00.00 – 02.23
Hardeep Singh, Glaswegian Sikh – writing TV comedy series about multicultural Britain. Consults brother – Sikh – London-based police inspector.
02.24 – 04.04
Talks to Pakistani comedienne. Suggests he discover issues by doing stand-up. Islam prevents her participating fully in white friends’ lifestyles.
04.05 – 07.34
Chapeltown, Leeds. West Indian carnival director thinks competition for scarce resources in inner cities exacerbates race problems – vox pops I*. Many West Indians want to go ‘home’. Hardeep books Glasgow pub.
07.35 – 09.42
Visits Oldham – tension between whites and Asians. Chair of Young British National Party describes voluntary repatriation.
09.43 – 12.59
Black ‘drop-in’ centre. Concern about institutional racism. Black and Asian vox pops II*. Mixed-race worker believes whites must understand Black history before closure possible. Hardeep’s view - get over it, move on!
013.00 – 16.45
He feels tense in Asian area of Oldham; at home in ‘curry mile’ Manchester. Black and Asian vox pops III*. English judge by colour. White girls, vox pops IV*
18.46 – 24.00
Glasgow. Iraqi asylum seeker’s story. Hardeep, verbally abused by white teenagers, discusses race issues with his extended family, which now has Irish Catholic members. Scott provides tartan turban. Hardeep does stand-up.
* Numerals after vox pops relate to teaching activities.
Curriculum Relevance:
Major citizenship and PSHE focus. Opportunities for cross-curricular work: art, drama, English, geography, history, media, modern studies, psychology, religious and moral education and sociology. Locus in policy development on race and inclusion within context of school and community.
England & Wales
Citizenship: Key Stage 4 – Developing skills of participation and responsible action: 3 a, b and, National Healthy Schools Standard for Citizenship KS4.
PSHE: Key Stage 4 – Developing good relationships and respecting the differences between people: 3 a, b, c, f.
Northern Ireland
Relevant guidelines for 14–18 year olds emerging from the Civic, Social and Political Education Programme of Study in the revised NI Curriculum.
Education Programme of Study in the revised NI Curriculum.
Learning for Life and Work Area:
Human Responsibilities; Equality and Social Justice; Democracy and Active Participation.
Personal Development Strand – PSHE and Home Economics.
Scotland
Scottish Executive: Policy on promoting race equality in schools; Guidance on PSD, Health Education, Citizenship – middle to upper secondary stages.
Background Information:
Living in a multicultural society
At the time of the launch of the amendment to the race relations act in 2001 it was estimated that minority ethnic groups accounted for five million people in the UK, approximately 10% of the total population. In Greater London the estimate was 20% and in Blackburn over 50%.
Impact on minority ethnic groups
Ethnic minority young people living in Western countries often receive conflicting messages from families and wider society as to what constitutes proper behaviour. They may also have to cope with racial prejudice at school and in the neighbourhood. Asian girls may have to cope with their parents’ orthodox views that traditionally favour boys. Many second and third generation young people are seeking integration with Western traditions and ideas, which can cause tension within traditional family units. Some integrate successfully and are proud to have a foot in both cultures; others don’t find it so easy.
Language and concepts
Race – used to classify and differentiate one group of people from another – biologically, as well as in terms of language, customs and religion. Colour of skin and hair are a particularly emotive race issue and yet recent research shows a very weak link to genetic ancestry.
Racism – any conduct, use of words or practices, which confers disadvantage on one group because of colour, culture, racial or ethnic group.
Institutional racism – can be deeply rooted in systems and institutions that are part of everyday life. Even people who consider themselves fair-minded and just can become involved in discriminatory behaviour through thoughtlessness, ignorance, stereotyping and unwitting prejudice. This can have widespread effects on social, educational and employment opportunities for racial and ethnic groups in the UK, leading to social exclusion.
Education, understanding, participation
Society in Britain is made up of a mixture of many subcultures with prejudices existing both within, and among groups. Young people have to cope with the issues this raises within the socio-political context of the region and neighbourhood where they find themselves.
Providing white and non-white young people with the opportunity to explore ideas about home, belonging, nationality, culture, allegiance, and the tensions they experience in relation to these, has the potential to contribute to a better understanding of racial and cultural issues in communities.
To avoid casting individuals and groups as victims it is essential to focus on the strengths, skills and resilience of those affected and release capacity in a way that contributes to appropriate responses within communities, and appropriate services for all groups.
Refugees and asylum seekers
Refugees and asylum seekers coming to the UK face many of the experiences faced by ethnic minorities: dislocation, powerlessness, discrimination and limited support. They also face strong public opinion about the legitimacy of their right to be in the UK. Sorting out those genuinely persecuted from those desperately looking for work or simply ambitious to get on in life is something all developed countries are having to cope with.
Activities:
Focusing on the views and experiences of people in the film provides a safety net for students and teachers when discussing sensitive issues around race.
Teachers will be able to judge the level at which to work within the context of school or college, and should familiarise themselves with relevant policy and guidelines.
Before viewing
1. Brainstorm: Why might a multicultural TV sitcom be difficult to write?
2. Private reflection or discussion: Ask students what they would say if asked:
3. Hardeep drives home, stopping off at various locations. Ask pupils:
a) to identify the places he visits (see programme outline)
b) his reasons for going to each place
c) what he learns in each place (include London and Glasgow)
After viewing
1. In small groups, or as a class discuss points a, b and c from question 3. Build up a profile.
2 Discuss opinions on Hardeep’s and his family’s approach to tradition and integration.
3 Possible areas of focus: origins, views, issues. (See outline for timings)
Key questions
Why does colour of skin produce such extreme responses?
What can we do about it?
What are the differences from or similarities to sexism, ageism and homophobia?
Links:
This web page contains links to other websites that are neither controlled nor maintained by Channel 4 Television. Channel 4 Television is not responsible for the content of these sites and does not necessarily endorse the material on them.
www.irr.org.uk
Independent news network. Features and background on wide range of race and refugee issues. Statistics and definitions. Interactive quiz.
www.cre.gov.uk
Commission for Racial Equality. Legal advice, making a complaint, case studies, Race Relations Act (1976) and Amendment Act (2001) Links. Good practice in ethnic diversity.
www.bullying.co.uk
Advice and information for teachers, parents and young people. Section on racist bullying. Outline of law on racism. Contact numbers for race equality councils throughout UK. Can email concerns in any language.
www.britkid.org
Interactive site. Racism and life through the eyes of nine young people from different cultures – family, language, religion, food, hassles, and peers. Other useful sections: Help!; Serious Issues; Teacher Stuff.
http://oxfam.org.uk/campaign/cutconflict/asylum/intro.htm
Asylum in the UK, myths and realities. Oxfam response to government white paper ‘Secure Borders, Safe Haven’ (2002) which focuses on immigration, citizenship and asylum.
In Search of the Tartan Turban Presenter: Hardeep Singh Kolhi
Credits:
Camera: Douglas Campbell
Sound: Allan Young
Research: Alyssa Popiel
Production Assistant: Heather Mackay
Music: Martin Struthers
Title Track Performed by: Cantara
Offline Editor: David Hay
Online editor: Melanie Hamilton
Director: Robert Sproul-Cran
Producer: Annie Malcom
Tartan TV for Channel 4
