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Do
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Don't
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| Give an all-round picture of any place, country or people
you are presenting to pupils, by showing pictures of both townscapes
and rural areas, the modern and the traditional, rich and poor,
youth and old people. Show people engaging in leisure pursuits
as well as work. There is enjoyment and contentment everywhere,
as well as problems and difficulties. |
Generalise about peoples, countries and continents. It is
impossible to describe 'an African house' just as it is 'a European
house'. There is infinite variety in both continents. |
| Treat photographs of people and artefacts sensitively. Perhaps
imagine that the person in the picture, or the person who made
the artefact, is in the room. Be clear about your purpose in
asking pupils to undertake particular activities. What are you
hoping the pupils will gain? How will the work promote the appreciation
of diversity? How will it challenge stereotypes? |
Make assumptions about people and places in photographs, or
about artefacts. Instead try to find out as much as possible
about them, and be cautious about the things you say. |
| Ensure like is compared to like if asking children to make
comparisons. For instance, a clay pot from rural Malawi, designed
to keep water cool, cannot fairly be compared with an expensively
produced Royal Doulton vase made for decoration. Similarly,
rural Wales cannot meaningfully be compared to Kathmandu. In
looking for similarities and differences between places, peoples
and lifestyles, first look for the commonalities, such as basic
human needs. For example housing, food or transport are the
result of what is appropriate for a particular situation or
what is available locally. |
Think of certain cultures as being 'exotic' or 'primitive'
- this could lead to misguided feelings of superiority among
pupils. Encourage positive images of all cultures and countries.
All civilisations that have lived on earth have made particular
contributions to the development of the world - some negative,
some positive. |
| Consider context in trying to understand an artefact: its
cultural background, the place and time it is from and the purpose
behind its creation. Context is also significant for photographs.
Why, where and when was the photograph taken? Who is the person
pictured? What do we know about them? Do you think they gave
permission for the photograph to be taken? What was the photographer's
purpose? |
Be patronising about people, places or artefacts. |
| Recognise appropriate technology as good technology - the
use of readily available materials and tools is sensible, sustainable
and practical. Encourage recognition and respect for ways of
doing things which are different from those familiar to pupils. |
Encourage unfair comparisons. |
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