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Fair dinkum!

Fair Dinkum Flow ChartTheme: Stereotypes, prejudice and discrimination
Key Learning Area: English - Health and Physical Education (HPE)
Age Group: Primary Upper (10-12) - Secondary Lower (13-14) Resource Type: Handouts
Stimulus Name: Fair dinkum!

Outcomes

Students understand that there are different interpretations of fairness, justice and equity.

Introduction

The questions raised in these activities are not uncommon in most classrooms. Through discussion of scenarios, the students should understand the complexities of the terms fairness, justice and equity. In particular students should understand that, depending on the circumstances, fairness and justice do not always result when everyone is treated the same, and unfairness and injustice do not always result when individuals are not treated the same.
Teachers may adapt the scenarios, or use their own.

Worksheets to download
Explore (rtf File)
Teacher's notes (rtf File)

Suggested Activities

  1. Explore
    • Download Explore scenarios and distribute to groups for discussion exploring the questions:
      Do you think that this is fair?
      Can you think of any circumstances under which this would be fair?
      Do certain circumstances merit special treatment?
    • Each group comments on one scenario.
  2. Discuss
    • Ask students to share experiences they have had when they did not feel they were treated with fairness, justice and equity.
    • Discuss their experiences in terms of:
      Is treating everyone the same always fair?
      Is it sometimes fairer to treat people differently?
      Do certain circumstances merit special treatment?
  3. Define (see teacher's notes)
    Discuss the following terms and construct group definitions
    • equality
    • equity
    • fairness
    • justice
    • social justice
Additional Strategies

  1. Equity
    • View fact sheet Fair dinkum! social justice and equity in your school Read and discuss.
    • Ask students whether they think their school is fair dinkum?
      Do all students have access to a fair go, a fair share, a fair say and fair content?
    • Ask the class if there are people in their school who are treated differently from others. Is this different treatment fair? Why?·
    • If students believe that some are treated unfairly what action do they consider necessary to rectify the situation?·
    • As a class or in groups plan and implement a strategy to bring about the desired change.
  2. Equal access
    • Divide the buildings, grounds and facilities of the school into areas and allocate to pairs or groups of students to evaluate accessibility and full participation for all students. Where possible researchers could borrow wheelchairs and other mobility aids to test access.
    • Students prepare reports detailing problem situations and the impact on student opportunities.
    • Students make recommendations to improve problem areas.
Related Resources

Priority Schools Funding Program, NSW Department of Education and Training
Support Sheet #1 Social Justice and Equity Principals

Relevant websites to visit
Fair Go Australia

Copyright Acknowledgement
Fair dinkum! Priority Schools Funding Program ,
NSW Department of Education and Training
Activities adapted from The Prejudice Book David A. Shiman
Australian Edition, Alfred Dreyfus Project, Anti-Defamation Unit of B'nai B'rith, NSW

Date: 28 August 2002