Diversity and inclusion

Visual Aid 2.2.1:   Diversity and inclusion

Diversity refers to differences in culture, age, gender, language, ethnicity, national origin, race, physical ability, regional origin, religion, sexual orientation, function and other factors. Inclusion is a sense of belonging: feeling respected, valued for who you are, as well as feeling a level of supportive energy and commitment from others so that you can do your best work.

Exclusion or Discrimination against any group is not desirable and against the law. Today: workplaces increasingly promote diversity and condemn discrimination. Workplace diversity and inclusion is considered an important element of an enterprise, which respects staff as human beings. It is said that diverse workplaces have usually more innovative environments.

Inclusive organisations take account of the fact that people differ from one another in many ways and recognises the value of such individual differences. Understanding, valuing and effectively managing these differences can result in greater participation that can be leveraged for success at an individual, team and organisational level. A culture which values diversity does not discriminate due to individual differences but sees diversity as an advantage and strength to organisation, to remain flexible, participatory and innovative. They usually are attractive employers, have a more motivated workforce and less turnover.

Exercise:  

Begin with a discussion on the concepts of religion and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms "religion" and "ethnicity." Record their ideas. Next, ask trainees for the names of five different religious or ethnic groups in Bangladesh and whether they know people in their class, neighbourhood or school.

Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the trainees named. Divide the class into five groups and supply each student in the class with a marker. Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used or which they themselves believe in to describe the category of people written at the top of the paper. Give students five minutes to complete the exercise. Emphasise that students should list stereotypes that they have heard or believe in.

When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every five minutes until every group has worked on every sheet. Post the sheets in class where everyone can see them and give students five minutes to read the sheets.