KENNISBANK - ONDERZOEK

Transcription

EK
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R
E
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N
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KENNISBAN
NE COMMUNITY EDUCATION
PROJECT EVALUATION SHOW
RACISM THE RED CARD
SHOW RACISM THE RED CARD
Samenvatting
Deze rapportage geeft niet alleen inzicht in de projectresultaten van het Show Racism
the Red Card-project in Engeland, maar ook is het een goed voorbeeld van een meet &
evaluatietraject van een project. De projectrapportage laat bijvoorbeeld zien met welke
stakeholders en aspecten allemaal rekening wordt gehouden in het M&E traject en hoe
de resultaten intern en extern gepresenteerd worden. Publicatiedatum: 2009
Meer informatie
Show Racism the Red Card
+44 (0) 191 257 8519
info@theredcard.org
1 INTRODUCTION
Show Racism the Red Card is an anti-racism
education charity established in 1996. Its
campaign focus is the use of high profile, famous
footballers to educate young people against
racism. The work undertaken includes holding
events with football clubs all over the country,
running competitions for schools, producing
promotional materials aimed at young people
including DVDs where players and young people
speak about their experiences and views of
racism. In addition educational materials have
been developed to support teachers and others in
using the DVDs as educational resources within
both formal and informal educational settings.
In May 2004 the organisation established the
Community Education Project to deliver antiracist workshops directly to schools and youth
groups based around the educational materials
that had been developed. The approach built
upon the idea of using professional footballers as
role models by integrating the educational
workshops with coaching sessions delivered by
ex-professionals. This model has been
successful and well received by schools and
young people.
NE COMMUNITY EDUCATION PROJECT EVALUATION
In addition the Community Education staff undertake
the organisation of community festival events and
other activities in partnership with local agencies.
Conferences and training events aimed at teachers
and educationalists have also become part of the
team’s portfolio of activities and they also support
the football club based events in the region.
The Community Education Project has been
funded by the Football Foundation and by local
authorities in the region. Currently the
organisation has partnership arrangements with
Sunderland City Council, North Tyneside MBC,
South Tyneside MBC, Newcastle City Council,
Gateshead MBC, Durham County Council and
Middlesbrough MBC. These arrangements allow
for the targeted delivery of workshops and
activities within these areas. Redcar and
Cleveland became the eighth North East local
authority to fund the programme during 2009/10.
Funding has also been obtained from the
Northern Rock Foundation for the development of
an additional resource pack aimed at tackling
Islamophpbia and for running workshops with
schools across the region.
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2 SCOPE OF THE REPORT
The Community Education Project has a detailed
monitoring and evaluation system. Reports are
prepared on a regular basis for the respective
funders and within the Project there is a culture
of continual appraisal and assessment. These
evaluative processes are focused on specific
aspects of delivery and are carried out internally.
The organisation decided that after nearly five
years of operation it would be an appropriate
time to examine the overall performance of the
project from an external perspective. The
intention in commissioning the study was to
highlight and acknowledge areas of strength and
to identify areas for development and potential
improvement.
1) Information collected by the project would be
used to demonstrate the levels of activity and
types of activity undertaken by the project
across the region over the period from April
2008 to March 2009. (Appendix 1)
In undertaking the evaluation it was important
that the monitoring data was utilised alongside
information collected directly from partner
agencies, funders and participating schools.
4) A telephone survey of 32 schools and colleges
accessed by the project during 2008/9.
(Summary Findings included as Appendix 4)
Consequently the following areas of activity
contributed to the development of an evidence
base:-
2) The Project provided collated monitoring
information from feedback provided by pupils,
students, teachers and participants in
community festivals for 2008/9. (Appendix 2)
3) A survey consisting of semi-structured
interviews with key local authority contacts
and an email questionnaire survey of partner
agencies and funders. (Summary Findings
included as Appendix 3)
5) A facilitated workshop with the project staff
team was carried using participatory appraisal
techniques to draw out issues and potential
improvements.
6) Observation of a Football Club based event
and a teacher training event.
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3 THE PROGRAMME
3.1 Schools Based Activities
Schools based activities are aimed at year 5 and
above and take place in secondary as well as
primary schools. The aims of the workshop
sessions are:
• To educate young people about the causes
and consequences of racism and to explore
what forms racism can take.
• To empower young people to challenge racism
in the communities in which they live and to
provide them with relevant knowledge and
information to enable them to do this.
• To help young people prepare to play an active
role as citizens in a growing multi-cultural
society.
• To enable young people to develop good
relationships and respect the differences
between people, regardless of ethnicity.
The way the workshops are delivered varies
between secondary and primary school settings.
In primary schools the sessions tend to be class
based and last for two hours and are
accompanied by a ‘Football and Fitness’ session
of an hour’s duration. Initial workshops provide
an introduction to the subject of racism and are
structured around the Show Racism the Red Card
DVD. The young people engage in a range of
exercises individually and in groups designed to
encourage discussion and critical thinking.
The ‘Football and Fitness’ sessions are delivered
in mixed groups and the emphasis is on team
work and mutual support. The young people
wear Show Racism the Red Card bibs and prizes
are awarded for enthusiasm and participation.
The approach of combining the classroom
sessions with physical activity is believed to work
well. The presence of ex-professional footballers
as coaches adds to the enjoyment of the young
people and their engagement with the anti-racism
message of the session.
Secondary schools generally find it more difficult
to free up time within the curriculum for class
based activities so a different model of
engagement has been developed. The
Community Education Team work with the
schools to provide them with customised
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workshops using both the anti-racism material
and the Islamophobia educational resource pack.
Often the package will take the form of a
Citizenship Day where an entire year group will
participate in a ‘carousel’ of different workshops
and events throughout the day.
3.2 DVDs and Teaching materials
Show Racism the Red Card has produced four sets
of resources for use in and by schools. The Show
Racism the Red Card DVD and pack has been
developed principally for use with primary school
age children. The DVD lasts about 22 minutes and
looks at racism, its origins and causes and what
people can do to combat it. It uses role models
from professional football to provide examples and
insight. It also explores particular high profile
examples of racism and racist attacks. The DVD is
accompanied by a resource pack with activities
and discussion points for teachers.
The team has recently produced a DVD aimed at
highlighting the issue of Islamophobia. The DVD
follows the same model as the Show Racism the
Red Card DVD with high profile footballers
sharing their understanding and experiences of
the issue alongside young people. The DVD is
accompanied by an education pack.
A third pack looking at issues to do with asylum
has also been produced entitled ‘A Safe Place.’
Once again the DVD utilises the understanding of
professional footballers alongside young people
to challenge negative stereotypes and provide
information on the realities behind the asylum
process.
During 2008/9 the team has worked with the
Durham Ethnic Minority and Traveller
Achievement Service and others to produce an
educational pack entitled ‘Out of Site.’ This
resource is aimed at tacking prejudice towards
Gypsies, Roma and Travellers.
This pack is in the process
of being piloted.
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3.3 Teacher training
Through feedback from teachers and research
the Community Education Team identified that
many teachers felt they lacked the specialist skills
required to deliver anti-racism and Islamophobia
awareness workshops and activities. The Team
has since initiated a more extensive programme
of training for teachers and trainee teachers in an
attempt to support the classroom delivery of the
educational resources. The team launched the
Islamophobia resource in October 2008 at an
event at St James’ Park attended by over 120
teachers, council representatives and youth
workers. The team has also worked with
universities and colleges and supported
conferences and other events including delivering
in house training in order to help adults working
with young people to operate more effectively.
Show Racism the Red Card has received funding
to organise four regional teacher training
conferences to be held between November 2009
and March 2010 and nine regional teacher
training conferences to be held between April
2010 and March 2011.
The aims of the conferences are:
• To raise awareness amongst teachers of
issues of racism and how these impact on
young people.
• To empower teachers with knowledge to
recognise racism and challenge racist myths.
• To encourage teachers to be reflective in their
work and consider race equality in their lesson
planning and delivery.
• To equip teachers with knowledge and
resources to educate young people against
racism in the classroom.
3.4 Community Festivals and
Events with Sporting Clubs
Important aspects of the programme are the
delivering of anti-racism activities at high profile
community festivals and using the organisation’s
sporting links to deliver anti-racism workshops to
young people through educational sessions held
in conjunction with professional football clubs
and other sports clubs.
session with sports stars. The events are
designed to be fun as well as educational with
competitions and prizes featuring as part of the
day. In addition to the full day events, half-day
events were held at Hartlepool FC, Darlington FC,
Middlesbrough FC, and in the Gateshead Council
Chamber.
During 2008/9 the Community Education Team
held four community anti-racism festivals in
Ferryhill (County Durham), Sunderland,
Newcastle and Tyneside. Collectively these
events attracted approximately 6,000 people. The
Sunderland Together Against Racism, Ferryhill is
United and the Walker is United events were
repeated in the summer of 2009.
During 2008/9 the team organised full day events
for young people with Sunderland AFC,
Newcastle United FC, Durham County Cricket
Club and the Newcastle Falcons. The programme
for the day tends to vary slightly depending on
the facilities available but the morning session
will generally consist of a carousel of educational
workshops and the afternoon session will take
the form of a viewing of the Show Racism the Red
Card DVD followed by a question and answer
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4 EVALUATION FINDINGS
4.1 Profile and Branding
Feedback from the partners and schools
indicates that Show Racism the Red Card has a
very strong brand identity. There is a clearly
understood message in the brand and the linking
of football with anti-racism education is seen by
partners to be simple, direct and easily
understood. Eight of the partner agencies
identified the brand as an organisational strength
of the agency.
‘I think Show Racism the Red Card has a strong
brand and obviously its links with football are a
huge advantage to attracting interest.’
(Partner Agency)
‘Simple but ‘dynamite’ formula, powerful
branding, use of sports personalities. Incredibly
valuable providing a challenge to young men.’
(Partner Agency)
The relatively simple message means that it can
be easily understood by a wide range of people
and this has helped build a brand identity and
forge partnerships with a wide range of
organisations and agencies.
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‘Its main strength has been to link football with
racism. This has undoubtedly enabled Show
Racism the Red Card to reach young people who
might not otherwise engage in the subject.’
(Partner Agency)
The underpinning aim of the Community
Education Project is to utilise the football theme
to promote and develop anti-racism education.
However the strength of the connection with
professional football can lead to uncertainty on
the part of some partners as to the difference
between this approach and that of agencies more
concerned with tackling racism within football.
‘They (Show Racism the Red Card) are seen as a
resource costing organisation they need to work
closer with Kick Racism Out of Football.’
(Partner Agency)
In addition there is the perception that sometimes
the overwhelming interest of people in football
can result in the anti-racism message being lost
to some extent.
‘The only weakness I can see is that Show
Racism the Red Card is always going to find it
difficult to draw attention to the main message
when football is the focus of many of the events.’
(Partner Agency)
The Community Education Team’s range of
partnerships is extensive and includes strong links
with local authorities across a range of functions
including education, social cohesion and sports.
This width of engagement and relevance has
meant that the Community Education Project has
been able to access funding from different local
authority strands. Whilst the focus on educational
activities is fairly constant the emphasis of each
local authority can differ. Of the six key local
authority funding contacts who responded three
of them specifically highlighted the work in
schools as being a primary consideration with the
other three having a wider interest across the
community as a whole. This presents some
issues to do with consistency of approach and the
challenge of developing a monitoring and
evaluation approach appropriate, not only across
the different authorities but suitable for other
funders.
It has strong links with the Trade Union
movement and this has enabled them to engage
with broader campaigning work.
In developing the brand the agency has been
able to utilise the contact it has with professional
football clubs to access high profile players as
part of the programme and ex-players to provide
the coaching element of the programme. The
ability of the agency to access such support has
been a major asset in the development of the
profile and brand and adds considerably to the
effectiveness of the work. The ability to access
current and ex-professional football players as
role models was identified as a strength by 13
respondents from partner agencies (35%).
‘Show Racism the Red Card are able to use
footballers both domestic and international to get
the message over to people who otherwise
would switch off and not listen.’
(Partner Agency)
‘The organisation has also engaged high profile
footballers which has given strength to their
message.’
(Partner Agency)
‘Its value in engaging with leading professional
footballers in the debate about racism is
excellent.’
(Partner Agency)
Partnerships have also been developed with
community groups, professional sports clubs and
their associated foundations, grass roots sports
clubs, community arts organisations, the police and
local universities. Recently the project has been
engaged in developing work in conjunction with
the Police Service on the PREVENT agenda aimed
at tackling violent extremism which will be another
element of the programme’s portfolio of work.
Six (16%) of respondents from partner agencies
identified the high level of community
engagement and connection to grassroots
organisations as an organisational strength and a
further four (10%) identified the commitment to
partnership working.
‘Its open working culture – building relationships
with a variety of organisations.’
(Partner Agency)
‘The commitment shown by all the workers and
their effectiveness in working with other
organisations/partners.’
(Partner Agency)
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4.2 Approach
The aim of Show Racism the Red Card’s
Community Education Programme is to educate
young people about racism through a range of
activities with a central football related theme.
This approach provides a clear and focused
method underpinning the different teaching
packs, work in schools and community based
events. The combination of a sports / fitness
coaching session with classroom activities is a
corner stone of the work in schools.
As part of the survey of partners and funders,
respondents were asked to comment on how
effective this approach was in their experience.
Similarly in the survey of participating schools the
contacts were also asked to draw upon their
experience in relation to this issue.
Overwhelmingly the respondents felt that the
approach was generally very effective in raising
the issue of racism and in promoting learning and
attitudinal change. 27 (90%) of the schools and
37 respondents from partner agencies (73%)
indicated that they felt the use of football and the
use of examples from professional football was
an effective and successful approach.
‘I think Show Racism’s approach is uniquely
effective in terms of football’s value as an
engagement tool and in terms of its strength at
breaking down barriers. This is important
because one of the main challenges in anti-racist
work (as I’ve found personally because I’ve done
similar work myself in a previous role) is
engaging people in a way that makes positive
changes in attitudes and behaviour possible – it
can be a subject where people are very
defensive, fear being singled out or labelled as
racist, are reluctant to say what they think
because they’re not sure what the ‘politically
correct’ terminology is, etc. The particular value
of football is both that it provides role models
who young people generally admire, and that the
modern game itself can be used as a model of
multi-ethnic, multi-national cooperation, where
team allegiance and solidarity overcomes other
differences.’ (Partner Agency)
‘I think this is very effective. Having seen Show
Racism the Red Card's activities over a number
of years, they have worked constantly to raise &
tackle the issue of racism in society. The football
link gives them an 'in' & engages young people in
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a topic to which many of them are ignorant, prior
to that engagement.’ (Partner Agency)
‘The football theme is a very effective vehicle for
engaging the children. It also helps that Show
Racism the Red Card is something they might see
on TV - it’s good to make those links between the
classroom and the outside world. Good
connections made, much more aware of issues.’
(School)
Feedback from the teachers suggested that the
approach was particularly effective with boys
and those interested in football but that it did
result in girls and those not interested in sport
being successfully engaged. A small number of
respondents from both surveys believed that girls
were not as fully engaged by the approach and
some respondents felt that it would not work
effectively with groups where there was not a
strong interest in football.
‘There is however a danger of not engaging with
those young people who are not interested in
football, of course. While these young people
may be in the minority, they must surely exist and,
I would have thought be over-represented with
girls.’ (Partner Agency)
‘However, for some older girls, apart from the cult
personality bit, my personal view is that I'm not
so convinced of the power of the football theme’.
(Partner Agency)
‘The football theme was very effective but maybe
only for the boys; I’m not convinced that the girls
were equally as engaged by it.’ (School)
Show Racism the Red Card has produced an
analysis of pupil feedback which suggests that
there is in fact little difference between boys and
girls in their reported level of satisfaction and
enjoyment of the DVD material, the fitness and
football training and the classroom work.
The approach is obviously seen as successful
and highly effective and the feedback from
schools in particular indicates that the way the
sessions are run does successfully engage girls
and those young people not interested in sports.
However some partners and schools are reporting
that they have concerns regarding this issue and
Show Racism the Red Card should take these
perceptions and reservations into account and
consider some of the suggestions made by schools
and partners to improve the materials and delivery.
4.3 Staffing and Staffing
Structure
A recurring theme in the surveys of partner
agencies and schools is the quality of the staff
who work within the Community Education Team
including the administrative and management
functions, facilitators and coaches. Within the
survey of partner agencies the quality of staffing,
including the classroom facilitators and football
coaches, was seen as an organisational strength
by 18 respondents (49%) with a variety of
attributes being identified including primarily
enthusiasm and commitment. A majority of
respondents, 19 or 59%, in the survey of schools
also identified staffing as an organisational
strength.
‘The presentation skills of staff were excellent.
Their rapport with the children, the timing and
content of sessions – it was all really good.’
(School)
‘Its people- well trained- good communicatorswell organised, committed.’
(Partner Agency)
‘The whole team is good and have masses of
enthusiasm.’
(Partner Agency)
‘The commitment shown by all the workers and
their effectiveness is working with other
organisations/partners.’
(Partner Agency)
‘The trainers who run the workshops appear
highly knowledgeable and there is no doubting
their commitment and enthusiasm, something
that clearly rubs off on their audience.’
(Partner Agency)
4.4 Activity Levels and
Organisational Capacity
An analysis of the Community Education Team’s
programme in the region for the period 2008-9
shows that they were instrumental in delivering
229 individual events and activities. As would be
expected the bulk of the activities (92%) took part
in the Local Authorities which provide funding for
the initiatives.
There were 172 school based sessions of which
138 were delivered in primary schools and 34 in
secondary schools. This equates to between four
and five sessions for each week during the
school year. The authority with the highest level
of school based sessions was County Durham
with 34 closely followed by Sunderland (29) and
Gateshead (28).
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During the year there were a total of 54
community events and promotional activities.
These activities have been divided up into three
broad categories:
1) Workshop style events held at football and
other sporting clubs aimed at young people
and recruited for through schools and local
authority contacts. There were eight such
events held during 2008-9 and these were
fairly evenly distributed across the region.
2) Community festivals and promotional activities
at public events such as the Durham Miners’
Gala and the Newcastle Mela. These tend to
be targeted at the general public and have the
aim of awareness raising within community
based settings. A total of 32 such events and
activities were programmed during the year
and again they were fairly evenly distributed
across the area.
3) Conferences and events which were closed in
nature and intended for a professional or
targeted audience. This category included
trade union based events, teacher
conferences and so on. Newcastle featured
heavily as a location for these activities with
eight taking place during the course of the
year. Gateshead (2) Middlesbrough (2), North
Tyneside (1) and Northumberland (1) were the
locations for the remaining activities.
The programme of work undertaken by the team
represents a high level of activity for a relatively
small staff group. It reflects upon the efficiency of
the team’s structure, its organisational abilities and
the commitment of the individual members of staff.
‘There is a great deal of enthusiasm and
commitment, but also a great deal of knowledge
and expertise that has been accumulated over
the years.’ (Partner Agency)
The survey of schools picked up on the quality of
the organisation and ability to deliver with 12
(38%) of the schools identifying good organisation
as a strength of the Community Education Team.
‘Organisation was great – very impressed with it.’
(School)
‘Well organised, planned and prepared.’ (School)
‘Efficient, well organised. Reliable.’ (School)
The survey of partner agencies did pick up on
some concerns about the organisation’s ability to
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deliver consistently across the full range of
activities undertaken. There was the sense that
the organisation sometime comes across as
overstretched. Similar concerns were echoed by
a small number of schools who had experienced
difficulties over the delivery of sessions.
‘Perhaps under-staffed/over-committed at times.’
(Partner Agency)
Some respondents see this as the organisation
being the victim of its own success but there are
some concerns that the Community Education
Team needs to actively manage the demand upon
its resources and be aware of some of the
concerns even though they may reflect
perception rather than a lack of delivery.
‘The only aspect that would be of concern would
be their capacity to deliver - and that is tied to
resources.’ (Partner Agency)
‘The capacity of the organisation to engage with
larger numbers of young people in school
activities - the weakness is not about the content
of the programme but capacity.’ (Partner Agency)
‘The only problem I have seen is the demands on
the organisation being larger than it can cope
with. Essentially the problem of success.’
(Partner Agency)
4.5 Delivery of work in Schools
The work in schools is seen as being effective
and of high quality by partner agencies and
schools. The schools in particular saw the
programmes as being highly effective and report
a high level of impact and engagement on the
part of the young people. This is supported by
the analysis of the feedback sheets completed by
teachers after the sessions as well as the survey
undertaken with schools as part of the evaluation
process.
In feedback sheets collected over 2008/9 (70 in
total) 97% rated the day as excellent or very good
and 99% felt that the day had resulted in an
improved understanding of racism on the part of
the young people.
Show Racism the Red Card has produced
collated feedback for 2008/9 from 1,194 pupils at
39 primary schools across the region. The
feedback indicates a high level of satisfaction
and enjoyment on the part of the young people.
In total 98% indicated that they had learnt
something about racism and 99% rated the event
as enjoyable. In relation to the classroom
sessions 76% of pupils rated them as very good
or excellent and 92% rated the football training as
being very good or excellent.
‘We asked every student to do research on
campaign and took opinions on racism. This had
a positive affect, I feel you need some form of
preparation so the students have a good
understanding and a wide scope before starting.’
(School)
In delivering the workshops the quality of the
staff, including the coaches, was seen as a major
strength.
13 (41%) schools reported that they did not do
specific preparation either because of time
constraints or because it was felt not to be
needed within the context of the school.
‘Focused day, raises profile in children’s minds.
Children are impressed by the link with football
and it being such a major campaign. For many
footballers are role models who they look up to.
The session reinforces the work done in school,
but is especially effective as it grabs attention in
a way a normal lesson might not.’ (School)
‘The use of celebrity footballers gave the event
kudos and engaged the children; they were keen
to tell their families what they had done partly
because of who they had met.’ (School)
‘Ability to relate to young people, hit right ‘spot’,
staff were young which made them role models
to the children. The role play activities were
enjoyed a lot.’ (School)
‘The children had some really good discussions
with the staff. The staff were also very good at
answering all of the questions, no matter how
trivial they seemed.’ (School)
As part of the schools’ survey respondents were
asked about any preparation and follow up work
they have undertaken using the materials
provided by the team.
14 (43%) of the schools had undertaken work in
preparation for the visit. Some schools watched
the DVD in advance and others looked at the
poster campaign and encouraged students to do
some research. Several of the schools did
preliminary discussions on the subject area and
generally laid the groundwork for the visit. The
schools that did undertake the work in advance
felt that it meant that the event went smoother
than would otherwise have been the case.
‘Prep was done with every class. This made them
prepared for discussing the issues, as their
knowledge base was wider.’ (School)
‘No, and I don’t think it made a difference.’
(School)
‘No. What they delivered was excellent, no prep
was needed.’
(School)
‘We didn’t feel that any was needed and don’t
feel it would have made a difference to the
session.’
(School)
Four schools stated that they would consider
undertaking preparation work in the future.
Eleven (34%) schools reported that they have
used the Show Racism the Red Card materials
after the visit. They have been utilised in a
variety of ways but principally as part of PHSE
work.
‘Yes, we have used them with the y6s as part of
field work, in PSHE and to prompt discussions
before doing a piece of writing.’
(School)
Six schools reported that they had not used the
materials as yet but intended to do so in the
future.
‘Not yet, I do want to. They’ll be used in PSHE
work and maybe as inspiration for artwork.’
(School)
Nine (30%) schools had not used the materials
after the visit either because they are using
alternative materials or do not want to overuse
the resource. Time and the ability to prioritise
time for this issue is the main barrier schools
identified to further use of the materials.
One possible suggestion for the future is the
development of specific materials for preparation
and follow-up work. This would make it clear to
the schools that preparation work is seen as
being beneficial and would facilitate the schools
to undertake follow up work.
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Finally respondents were asked to comment on
the impact that the loss of the Show Racism the
Red Card workshops would have upon the
school. The majority of the schools (24 or 75%)
felt that the loss of input from Show Racism the
Red Card would be detrimental to the work of the
school and have a negative impact on their ability
to address the issue in an interesting, engaging
or even adequate manner.
‘It would be more difficult for the school. Show
Racism the Red Card has a strong identifiable
theme of anti racism. Discussing the issue
without Show Racism the Red Card can be tricky.
I think if left to themselves schools would go for a
softer multi cultural approach rather than an
overt anti-racist stance.’
(School)
‘We’d struggle to do the same kind of thing. The
people who delivered it had real presence and
the event stuck in the children's minds.’
(School)
‘It would make the school a less rich
environment. Visitors and specialists make it
more interesting. It sends the message that other
people think this outside of school. It creates
good links with sport and other life rather than
just a school lesson.’
(School)
Eight schools felt that they could adequately
cover the loss of input either because it is seen
as an optional extra to the work they already do
or because it could be covered internally or by
accessing another organisation.
‘Not a huge negative impact. We see it as an
additional benefit to vast amount of work school
already does, but not having the session would
obviously reduce this and in that respect we
would lose some of the ‘richness.’
(School)
‘We would deliver things anyway but I don’t think
it would be as fun. I think the message would
lose some impact.’
(School)
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4.6 Effectiveness of the DVDs
and Teaching Materials
As part of their feedback questionnaire teachers
are asked to comment on the effectiveness of the
materials. Of the 70 respondents 64 (92%) rated
the resource as excellent or very good. Similarly
in the collated feedback from 1194 young people
967 (81%) rated the resource as excellent or very
good.
In the survey of partner agencies five of the 37
respondents specifically mentioned the teaching
materials as being a strength of the organisation,
as did four of the 30 respondents in the survey of
schools.
‘The educational resources are excellent and the
staff more than competent.’
(Partner Agency)
In the survey of schools 26 of the 32 (81%)
respondents described the resources as
effective.
‘Very effective, the black footballers on the DVD
who spoke about their experiences of racism and
how it made them feel was particularly effective.’
(School)
‘The DVD and material seemed very engaging.’
(School)
‘Really good for KS2. It was pitched really well.
The material was fast paced and the children
were always interested.’
(School)
Where reservations were expressed they were in
relation to the predominance of male role models
within the DVDs.
‘An area for improvement would be more use of
women as role models.’ (School)
‘Male dominated with few positive female role
models. DVD very football dominated.’
(Partner Agency)
The DVDs do feature inputs from young women
and Gabby Logan co-presents the SRtRC DVD
with Gary Lineker. With respect to role models
whist the materials contain interviews with
female international players and the current
manager of the England Women’s Team these
inputs occur towards the end of the DVD and
seem to lack impact.
A small number of respondents expressed the
feeling that the DVDs do not relate to everyday
life in a strong enough manner and rely too
heavily on examples drawn from football.
‘There was lots of information about race
relations in sport but more about race relations in
the wider world would have been helpful. I don’t
think it was dealt with enough.’ (School)
‘Use of high profile sports personalities - but
examples don’t necessarily relate to everyday
life.’ (Partner Agency)
Ultimately these observations are a question of
balance and opinion but as part of its ongoing
review of materials and content Show Racism the
Red Card should take these views into account.
4.7 Community Festivals and
Sporting Club Events
The survey of partner agencies generated a
range of views regarding the effectiveness and
benefits of the community based events and the
educational workshops held in conjunction with
the professional sporting clubs.
The general feedback regarding the community
events was very positive. Several respondents
commented on the strength of organisation and
the commitment the Community Education Team
brought to the events. Respondents were clear
that the involvement of Show Racism the Red
Card was beneficial to the anti-racist work in
being carried out in the areas concerned. The
overall view was that without the input of Show
Racism the Red Card the events would be more
difficult to organise, weaker or not take place at
all. Specific aspects of the contribution made by
the team and highlighted by the partner agencies
included skill, expertise, commitment and the
ability to draw in other partners.
‘The Show Racism the Red Card events have
proved to be hugely successful in bringing people
together across the entire community in a fun
and educational setting. The 3 events that I have
been involved in have been excellent in getting
people from varying communities to talk and
enjoy leisure activities together.’
(Partner Agency)
‘The organisation of special events is excellent.
There are numerous examples of these and they
have had the added benefit of encouraging more
partnership working in terms of anti-racism
activities.’ (Partner Agency)
‘A major event in promoting positive cohesion
messages and anti racism would not take place
without them - they are valuable partners and we
can turn to them when we want some help
support with doing anti racist work in
communities.’ (Partner Agency)
‘Without Show Racism the Red Card we would
not have as wide appeal in our anti-BNP work
and would not be able to draw young people as
easily to our events.’ (Partner Agency)
‘I think that the current partnership working and
planning of events with representatives from a
wide variety of sporting and community
backgrounds is working extremely well.’
(Partner Agency)
One response raised specific issues to do with
the organisation of the events.
‘The organisation needs to get better organised
when organising large events. They do not give
me confidence before the event although there
has never been a bad one yet.’ (Partner Agency)
Whilst recognising the ability of the organisation
to deliver successful events engaging large
numbers of people a small number of
respondents questioned the effectiveness of the
events in relation to impact.
‘The festival was a good fun day but I am not
sure there was a very strong message.’
(Partner Agency)
‘There is always a danger that people come
along to an event, take part in the tournament
and go home without being touched by the antiracist message. In the region, they have also
been valiantly working with residents’
associations who have been quite resistant to the
anti-racist message. These are all issues that we
have to address and I have much admiration for
Show Racism the Red Card in going into
communities with difficult problems and not
simply taking the soft option of working with what
we know.’ (Partner Agency)
These comments are also an acknowledgement of
the Community Education Team’s commitment to
work in challenging situations and that the task is
a difficult one.
13
In relation to the sporting club events feedback
was positive and highlighted the benefits of
running events at high profile and engaging
locations and accessing current professional
sportsmen as speakers and participants in
question and answer sessions. The
attractiveness of the events to young people
enhanced the impact of the educational message.
The expansion of the programme to include
sports other than football was welcomed.
‘I think any sport which provides positive role
models has a part to play in promoting the
messages, hence why we are more than happy to
support the programme.’ (Partner Agency)
‘The use of ex professional players and current
players from the major clubs really grabs the
attention of the young people who either look up
to them as individuals or the clubs they
represent.’ (Partner Agency)
‘Attracting positive role models seems to be key
to the programme, which is very powerful with
the youngsters involved in the activities. The
education days which Show Racism the Red
Card put on in conjunction with the professional
sports clubs are fantastic, attracting a wide
variety of contributors to get the same message
across, whom children will not have come into
contact with before.’ (Partner Agency)
4.8 Monitoring and Evaluation
The organisation collects feedback from young
people, teachers and participants at the point of
delivery. The information collected and the
method of collection depends on the event and
varies slightly from case to case.
to actively reflect on performance and they are
committed to improvement and learning.
Comments from some of the funding agencies
suggest that they would like to see improvements
to the current reporting processes with a greater
emphasis on long term outcomes.
‘An improvement would be better reporting back
on impact and more passing on of skills, but this
would probably require additional resources.’
(Partner Agency)
‘I would also like to see more regular updates.
Currently we receive an annual report, but I
would prefer more regular updates to see if any
immediate issues are arising as it could be that
either ourselves or our partners could
supplement their work with more targeted
interventions.’ (Partner Agency)
‘I would appreciate more feedback on outcomes
and outputs and would like to see attitudinal
shifts over time.’ (Partner Agency)
The diverse nature of the range of activities
undertaken by the team and the large number of
funding arrangements present a challenge in
developing a comprehensive monitoring and
evaluation system. Show Racism the Red Card is
increasing its funders and expanding into new
geographical areas and the demand for reporting
will also increase. It is important that the
monitoring and evaluation system is able to meet
the needs of funders and be capable of
generating the information required as cost
effectively as possible.
The organisation seeks to use qualitative as well
as quantitative methods. Where appropriate and
possible participants are surveyed before and
after sessions to measure changes in opinion and
in some situations participants are asked to
comment on what they have learned.
Some group and schools are revisited after six
months to a year to gauge the longer term impact
of the work.
Information is extracted from the overall material
and is then collated and presented in line with
the reporting processes for individual funders.
The staff team and management use the material
14
5 CONCLUSIONS
5.1 Summary of Organisational
Strengths
• Show Racism the Red Card as an organisation
has a very strong brand and identity. The
linkage of football to racism and its use as an
educational tool is a simple but powerful
concept seen as effective and easy to
understand. The accessibility of the approach
has facilitated the development of widespread
and active support for the organisation’s
education work.
• The Community Education Team’s work across
the different strands of activity including
school based work, educational workshops
linked to sports clubs, training and community
based events is highly regarded and highly
respected across a wide range of agencies
and partnerships. The team is highly
motivated and undertakes a high level of
operational activity.
• Show Racism the Red Card has a range of
strong operational partnerships and
relationships which facilitate the work of the
Community Education Team. The range of
partnerships is diverse including local
authorities, schools, trade unions, community
organisations, arts projects, universities,
professional football clubs and other sporting
clubs.
• The organisation’s relationship with
professional football is a major asset to the
Community Education Team. The use of exprofessionals as coaches within the
workshops is an effective method of engaging
with young people and adds significantly to
the ability of the team to provide enjoyable and
positive inputs. The use of sporting facilities
such as St James’ Park and the Stadium of
Light as workshop venues adds value to the
community based workshops as does the
presence and participation of current players.
The ability of the organisation to gain the
participation of high profile players in the
making of the DVDs is a significant factor in
the production of the educational materials.
15
• The Community Education Team has been able
to produce strong educational materials. The
feedback from schools and partner agencies
confirms that they are effective in engaging
young people and for wider use.
• The staff team is highly motivated and skilled
and is highly rated by schools and partner
agencies. They are perceived as enthusiastic
and committed and the team is generally
regarded as reliable in delivery. In terms of
interactions with young people both the
coaches and facilitators are recognised as
being skilled and inclusive in the way they
operate.
• The Community Education Team receives
financial support from a wide range of
agencies including the Football Foundation,
trade unions, eight different local authorities,
grant making trusts and central government.
This diversity in funding sources is a strength,
providing a strong financial base for the
development of the team.
5.2 Summary of Organisational
Challenges
• The use of football as the main tool in the
organisation’s approach to anti-racism
education presents two basic challenges. The
first relates to the need to ensure that the
strength of interest and engagement with
football and footballers does not over-ride the
anti-racism content and message. The second
challenge is ensuring that the focus of
engagement is upon racism in society
generally and not on racism in football. Both
these issues are about balance and the
Community Education Team will need to
constantly review materials and activity to
keep the balance right.
• Feedback from partners and schools indicates
that the approach used by the team is hugely
successful at engaging boys interested in
football in the educational process. Feedback
also strongly indicates that the coaches and
facilitators work hard to be inclusive and that
girls and non-sports fans have a positive
experience and participate fully in the
sessions. It may be that the programme would
be enhanced if female role models were
16
included more prominently in the DVDs and
educational material. In addition the
recruitment of a female coach may be
something for the organisation to consider.
• Several respondents and partner agencies
have the perception that the organisation is
working to such a high level of capacity that it
is sometimes over stretched. This has led to
anxiety about delivery and in a few cases
concerns about the quality of the work.
Generally this is perceived as the organisation
being ‘a victim of its own success.’ The
balance between demand and expectation and
organisational capacity is something which
should be reviewed on a regular basis before
it becomes a wider issue.
• The diverse range of activities and high
number of funders alongside the commitment
to review and improve practice presents a
challenge in developing a suitable monitoring
and evaluation system. The demand for
reporting will increase as the organisation
increases its funding base and operational
reach. The current approach works well for
individual events and activities and provides
material for reporting. It is less well adapted
when examining the programme as a whole as
information is not collected in a standardised
way and extracting and collating information is
time consuming. There is also an expressed
desire on the part of some funders to have
more outcome focused appraisal. Show
Racism the Red Card could usefully review the
monitoring and evaluation system to address
some of these issues.
• As a successful organisation, Show Racism
the Red Card and its Community Education
Team is constantly seeking and appraising
new opportunities and developments. Recent
examples include the expansion of the teacher
training programme and the engagement with
the Prevent agenda through the Police.
In order to provide a mechanism for planning
and evaluating new opportunities the
organisation should consider developing an
appropriate planning tool. This process would
then feed into the development of existing
business plan and long term planning
processes.
SUBSEQUENT APPENDICES
17
APPENDIX 1
Collated information drawn from the Show Racism the Red Card Monitoring and Evaluation System.
1) Primary School Pupil Feedback
The following information was collated from post session evaluation forms completed by 1,194 pupils from
39 primary schools from across the region during the period 2008/9.
Primary Pupils Collated Feedback Forms 2008/9
Question
Excellent Very Good
Good
Not Good
596
371
211
9
What was your opinion
of the SRtRC DVD?
(50%)
(31%)
(18%)
(1%)
880
216
84
11
of the football training
(74%)
(18%)
(7%)
(1%)
463
447
272
7
of the classroom work?
(39%)
(37%)
(23%)
(1%)
Yes
No
Do you know more about racism
1174
20
than at the start of the day?
Overall Did You enjoy the
1189
5
workshop?
Poor
7
(1%)
3
(0%)
5
(0%)
Total
1194
1194
1194
Total
1194
1194
Collated Primary Pupils Feedback Forms 2008/9 Chart 1
Collated Primary Pupils Feedback Forms 2008/9
18
2) Teacher Feedback
Collated feedback from 70 teachers (primary and secondary) collected during 2008/9
Collated Feedback – Teachers – 2008/9
Excellent Very Good
Good
Fair
Poor
Total
Overall opinion of the day
50 (71%)
18 (26%)
1 (1%)
1 (1%)
0
70
How did you find the
SRtRC DVDs?
44 (63%)
20 (29%)
5 (7%)
1 (1%)
0
70
Strongly
Agree
Agree
Not
Sure
Disagree
Strongly
Disagree
Do you think the day has
improved the young people’s
understanding of racism?
52
(74%)
17
(25%)
1
(1%)
0
0
70
Do you feel the day has
encouraged discussion about
racism between pupils?
50
(71%)
20
(29%)
0
0
0
70
Do you think the day will have
lasting impact on the young
people who took part?
32
(46%)
31
(44%)
7
(10%)
0
0
70
Feedback from Teachers 2008-9 Chart 1
Feedback from Teachers 2008-9 Chart 2
19
3) Feedback from community events
Attendees at the Ferryhill Is United Community Festival held on the 6th July 2008 and the STAR Festival
(Sunderland Together Against Racism) held on the 10th August 2008 were asked to complete feedback forms
when they were leaving. 54 forms were collected from Ferryhill and 64 forms were filled in at the STAR festival.
Ferryhill is United
Sunderland Together
Against Racism
Totals
Collated Feedback from Community Events 2008/9
Excellent Very Good
Good
Fair
30 (55%)
9 (17%)
15 (28%)
0
35 (55%)
24 (37%)
5 (8%)
65 (55%)
33 (28%)
20 (17%)
0
Poor
0
Total
54
0
64
118
APPENDIX 2
Survey of key contacts, funders and partner agencies
Show Racism the Red Card provided the details
of 51 contacts within local authorities and other
partner agencies. Telephone contact was made
with the seven key contacts responsible for the
oversight of grants from local authorities. Other
respondents were surveyed via email. There
were 37 (73%) completed responses, three
contacts felt that it was inappropriate given their
role to respond and there were 11 who did not
return completed questionnaires. The survey
was conducted during August 2009.
Questionnaire and summary of responses
1. What is your organisation’s main objective
when funding Show Racism the Red Card?
(Key funding contact only)
Six of the seven local authorities responded to
this part of the survey. The main purpose in
funding the programmes varies from authority
to authority with three of them specifically
highlighting the work in schools as being a
primary consideration with the other three
having a wider interest across the community
as a whole.
3. The aim of Show Racism the Red Card’s
Community Education Programme is to educate
young people about racism through a range
activities with a central football related theme.
How effective do you think this approach is?
Of the 37 respondents 27 (73%) stated that they
felt the approach was successful. A further 6
felt it was generally effective but expressed
some reservations about its ability to always
engage with girls and young people not
interested in sport. Some expressed the view
that the DVDs were male dominated. Three
respondents were neutral about its
effectiveness and one respondent expressed
the view that the use of sports personalities
didn’t relate to everyday life.
2. To what extent would you say that the objective
is achieved? (Key funding contact only)
All six respondents were positive about the
work of the organisation in general terms. One
identified issues to do with the commissioning
process and communication and a second
identified the desire for more outcome focused
evaluation and feedback.
20
4. From your understanding of the organisation
what would you say were its principal
strengths?
a) Quality of staffing including the classroom
facilitators and football coaches was seen as
an organisational strength by 18 respondents
(49%) with a variety of attributes being
identified including primarily enthusiasm and
commitment.
b) The overall quality of the programme was
cited by 15 respondents (41%) with 5
highlighting the quality of the teaching
materials in particular.
c) The ability to access current and exprofessional football players as role models
was identified as a strength by 13 respondents
(35%).
d) The strength of the brand with its simplicity
and direct message was highlighted as a
strength by 8 respondents (22%).
e) Six (16%) of respondents identified the
agency’s high level of community engagement
and connection to grassroots organisations as
a strength.
Other issues / qualities highlighted were,
partnership working (4), strong leadership (2),
volunteers (2), political support (1) and access
to funding (1).
5. Again from your understanding and
experience of the project can you identify any
areas of weakness?
Organisational capacity
Don’t engage girls or young
people not interested in sport
None
Uncertainty on long term
impact on attitude / behaviour
Strategic positioning / funding
Duplication with Kick It and
other football related foundations
Could make more / better
use of volunteering
Lack of school engagement
beyond sessions
Weakness of promotion
of events
7
19%
6
6
16%
16%
4
3
11%
8%
6. In terms of its operations and activities could
you suggest any areas for improvement?
None
Capacity building in schools /
teacher training
Better feedback to funders
Utilise a wider range of sports
10
4
2
2
16 other suggestions were made:• Adopt rewind anti-racism approach.
• Work more with youth sector.
• More involvement with grassroots football.
• Volunteer development.
• Work in partnership with other training
providers.
• Develop multiple events programme.
• More funding.
• Link in with CONTEST agenda.
• Improve technical quality of some materials.
• More press coverage of events.
• More work with trade unions.
• Link with live music events.
• Use current footballers more.
• Target workshops to specific areas where
there are issues.
• Use women as role models.
• More schools work generally.
7. In your opinion what would be the impact for
your organisation if Show Racism the Red
card was unable to fulfil its current role?
27 respondents (73%) indicated that the loss of
inputs from Show Racism the Red Card would
have a major detrimental impact on their
organisation or area of work and / or leave a
significant gap in provision. Four respondents
felt that it would have no impact or could be
covered in some other way and six
respondents did not complete the question.
8. Any other comments
2
5%
2
5%
2
5%
1
2%
23 respondents added comments supporting
the work of the organisation and generally
being positive about future work. Other
comments included specific suggestions such
as SRtRC involvement in policy development,
specific help from football clubs and more
work with trade unions. One respondent
suggested a possible amalgamation with
Kick It.
21
Partner and Funding Agencies - Respondents
Ed Cook
Football First Coordinator
Sunderland AFC Foundation
Rob Atkin
Football Development Manager
Newcastle United Foundation
Melanie Magee
Community Manager
Newcastle Falcons RFC
Ginette Tweddle
Deputy Programme Manager
Help and Hope Project
Children’s Society
Ciara Van Vogt
Volunteer Development Manager
VODA
Robin Fry
Youth Volunteer Dev. Manager
VODA
Jane Davies
Lecturer
Sunderland University
Leesa Bennison
Hate Crime Officer
Durham Police
Kenny MacPherson
PREVENT Officer
Durham Police
Marsha Garrett
BME Officer
Redcar and Cleveland Youth Service
Tommy Caulker
Owner / Manager
World HQ
Amer Sheikh
The Word
Cllr David Faulkner
Newcastle City Council
Mark Ellis
Policy and Strategy Officer
Simon Wood
Community Development Officer
Ann Wood
Facilities Manager
Viki Angel
ARCH Project
Simon Underwood
Head of Social Inclusion
Felicity Shoesmith
Community and Voluntary
Sector Lead Officer
North Tyneside MBC
Tony Rice
Assistant Manager
Burnside Centre
North Tyneside MBC
Joyce McCarty
School Improvement Officer
North Tyneside MBC
Nitin Shulka
Diversity Officer
Gateshead MBC
Michael Glickman
EMTAS Project Coordinator
Gateshead MBC
Andrew Goulding
Area Youth and Community Worker
Gateshead MBC
John Braithwaite
EMTRAS Manager
South Tyneside MBC
Dave Owen
Team Leader Community Safety
South Tyneside
Les Platt
Senior Policy Officer
Sunderland City Council
Jenny Scott
Policy Officer
Sunderland City Council
Lynne Gregory
Head of Learning Support Service
Durham CC
Sue Green
Team Leader – Race Equality and Gypsy,
Roma and Traveller Achievement
Durham CC
Sharon Barker
Voluntary Sector Liaison Officer
Middlesbrough MBC
Cllr David Budd
Middlesbrough MBC
Jessica Cleghorn
Unison
Norma Stephenson
Unison
Ben Sellers
Northern TUC
Simon Kennedy
NASUWT
Pat McCourt
Unite
22
APPENDIX 3
Summary Results - Survey of Schools
Working from a list of contacts provided by Show
Racism the Red Card schools were contacted by
telephone and asked if they would be willing to
undertake a semi-structured interview either at
the time or by arranging a convenient call back.
Thirty-two schools from a total of 289 who had
hosted a session from the Community Education
Team during 2008/9 were surveyed in this way
representing a sample size of 11%. The survey
was carried out in September 2009.
Questionnaire and summary of responses
1. The aim of Show Racism the Red Card’s
Community Education Programme is to
educate young people about racism through a
range activities with a central football
related theme. How effective do you think
this approach is?
The overwhelming response (29 out of the 32
schools (90%)) was that the approach was
highly effective. Feedback from the teachers
suggested that the approach was particularly
effective with boys and those interested in
football but that it also resulted in girls and
those not interested in sport being
successfully engaged. A small number of
respondents believed that girls were not as
fully engaged and one respondent felt that it
would not work effectively with groups where
there was not a strong interest in football.
2. From the point of view of the school – what
are the main benefits of being able to access
the sessions from Show Racism the Red Card?
Teachers were able to identify a number of
benefits, the most common one being the
advantage of drawing in an outside agency
with specific resources and expertise to
undertake the work. This was seen as helping
to raise the profile of the issue within school
and providing a general stimulus to the school
and community. Many highlighted the link with
professional footballers and the presence of
black role models as being positive in raising
enthusiasm and giving the issues importance.
Main benefits for School in accessing SRtRC
Provides outside input
and expertise
18 56%
Ex-footballers create
interest and enthusiasm
8 25%
Excellent resources
4 13%
Gives issue high importance
3
9%
3. From your understanding of the organisation
what would you say were its principal
strengths?
The schools were generally extremely positive
about the programme and highlighted the
quality and strength of the staff, both coaches
and facilitators. Mention was made of their
ability to engage with the young people, their
commitment and belief in the work, their
presentational skills and overall
professionalism.
Generally the schools were positive about the
level of organisation which was seen as very
high, the link with professional football was
highlighted as was the quality of the
resources.
Show Racism the Red Card Strengths
Quality of Staff
19
Good organisation
12
Link with pro-football
8
Quality of resources
4
59%
38%
25%
13%
4. Again from your understanding and
experience of the project can you identify any
areas of weakness?
Twenty (66%) of the schools surveyed could
not identify any areas of weakness. Three
schools picked up on specific issues where
arrangements had broken down and
organisation / communication had not worked
effectively resulting in the session not being
what had been expected. Two schools made
suggestions about the quality of some of the
materials and two others raised the issue of
engagement with girls.
23
5. In your opinion how effective would you say
the teaching pack and DVD produced by
Show Racism the Red Card are in engaging
young people?
Feedback from the schools on the quality of
the DVDs and their ability to engage the pupils
on the theme of racism was extremely good.
26 responses (81%) of the total said that the
materials were highly effective and none of
the schools had any negative feedback.
6. In terms of its materials and operation could
you suggest any areas for improvement?
Twenty of the schools (62%) did not have any
suggestions for improvement. Some of the
others made specific suggestions listed below:
• Specific follow-up activities / materials for
schools x 2
• Longer sessions
• More role play
• Specific introductory materials
• An assembly session to finish off the day
• Female role models / input x 2
• More content about racism in society and
not just in football
• More interactive sessions
• Expansion into other sports – cricket
• More work on conflict between ethnic
groups
needed within the context of the school. Four
schools stated that they would consider
undertaking preparation work in the future.
8. Show Racism the Red Card leave copies of the
teaching materials and DVD with the school.
Has the school been able to utilise them in
any way? If yes- how have they been used. If
no - what would you say were the barriers to
their use?
Eleven schools (34%) reported that they have
used the Show Racism the Red Card materials
after the visit. They have been utilised in a
variety of ways but principally as part of PHSE
work. Six schools reported that they had not
used the materials as yet but intended to do so
in the future. Nine schools had not used the
materials after the visit either because they
are using alternative materials or do not want
to overuse the resource. Time and the ability
to prioritise time for this issue is the main
barrier schools have identified as a barrier to
further use of the materials.
9. In reflecting on the session carried out by
Show Racism the Red Card are you able to
identify any lasting impact?
Can you identify any lasting impact?
Yes
17
Hard to judge
12
No / Not Really
3
53%
38%
9%
7. Did you have the opportunity to do any
preparation work with the young people
before the session? If yes - what preparation
did you do and what was the effect? If no why was that and do you think it made a
difference to the session?
Overall the respondents found it difficult to
identify specific evidence of lasting impact of
the sessions. However 17 respondents felt
that they could see a change in attitude,
behaviour and / or awareness as a result of
the workshop sessions.
14 of the schools (43%) had undertaken work
in preparation for the visit. Some schools
watched the DVD in advance and others
looked at the poster campaign and
encouraged students to do some research.
Several of the schools did preliminary
discussion on the subject area and generally
laid the groundwork for the visit. The schools
that did undertake the work in advance felt
that it meant that the event went smoother
than would otherwise have been the case.
10. In your opinion what would be the impact on
the School if Show Racism the Red Card was
unable to fulfil its current role?
13 schools (41%) reported that they did not do
specific preparation either because of time
constraints or because it was felt not to be
24
The majority of the schools (24 or 75%) felt that
the loss of input from SRtRC would be
detrimental to the work of the school and have
a negative impact on their ability to address
the issue in an interesting, engaging or even
adequate manner. Eight schools felt that they
could adequately cover the loss of input either
because it is seen as an optional extra to the
work they already do or because it could be
covered internally or by accessing another
organisation.
SHOW RACISM THE RED CARD MAJOR SPONSORS:
PO Box 141, Whitley Bay, Tyne & Wear NE26 3YH.
Tel: 0191 257 8519. Fax: 0191 257 8541. email: info@theredcard.org
www.theredcard.org

KENNISBANK - ONDERZOEK

Transcription

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