3.2 Time to go shopping

In this section of the game the character ends up in a situation where they are subjected to various prejudices, and soon discovers where theses prejudices stem from and why. Prejudice, fear and hostility towards immigrants and refugees have sadly increased in Europe over the past few years. Political parties with xenophobic agendas have also appeared in several countries.

Comprehension exercise

Split the class into smaller groups and ask them to discuss in their groups if they think their particular group belongs to the category: ‘I have prejudices’, ‘I have few prejudices’, ‘I have many prejudices’, or ‘I don’t have any prejudices’.

Ask each group to write down at least five different prejudices, which one or more members of the group has. They should then swap lists with another group, and address and consider the source of the other group’s prejudices. Groups then present their findings to the class and the discussion continues.

Goal: To give insight into how prejudices, negative attitudes and opinions towards people or groups we know little about are formed. In other words, the exercise explores how people may view the world around them with an “us and them” attitude.

Awareness exercise

Ask students to read the articles on the web facts about prejudice and racism. Collect a range of newspapers over a period of a week, preferably to include publications from the full political spectrum. Cut out and copy all the articles about refugees. In pairs, ask students to highlight all the facts and statistics in one colour marker. Then highlight all words expressing emotion or prejudice in another. In this way, it becomes possible to visually illustrate the balance between fact and emotion in news stories.

Discussion

Discuss article 30 of the UDHR with the class.

Article 30:

“Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.”

You can also refer students to the simplified version of the UDHR (see the educational links for the website) for Article 30:

“In all parts of the world, no society, no human being, should take it upon her or himself to act in such a way as to destroy the rights which your have just been reading about.”

The UDHR’s final article deals with the universal responsibility to respect each other’s freedoms and rights. No State, union, organisation, school or person may engage in activity that hinders other people from exercising their freedoms and rights. A racist opinion is not illegal (freedom of thought and conscience) but one cannot spread it (freedom of speech) when the racist view also violates everybody’s right to equal treatment. Freedom does not mean that one right can violate and threaten others.

Discuss with the class the difference between thinking and believing what you want and violating others’ rights. Encourage discussion about whether they have ever gone too far themselves, or know of someone who has. Discuss concepts of consideration and respect.

To wrap up ask the class to conduct research on domestic laws on incitement to racial/ethnic hatred.

Goal: To make students understand how prejudices arise and spread, and to assess their own role in promoting or reducing them.