How do I bring up children without reinforcing stereotypes?

Question

How can I bring up children with as few stereotypes as possible? How can I avoid stereotypical thinking so that children can grow up free from prejudice?

Sabrina Lisi · Accepted Answer

Hi Eva,

that’s a really important question!

Breaking down stereotypes about parenting isn’t easy. Before an adult starts bringing up children, they first need to become aware of their own stereotypes or prejudices. So they ask themselves:

Which stereotypes or prejudices prevail in (Western) society, and which ones do I share (even unconsciously)? In which areas do we find which stereotypes – about non-Swiss people, about people with disabilities, about gender?
As soon as I recognise stereotypes, I can play with them. In various social situations, I can consider how I might shape them in a way that is free from stereotypes, according to my own vision. To do this, I start by using contradictory stereotypes. To give an example (which is itself yet another stereotype) of how stereotypes can be recombined and thereby dismantled: As a person who is perceived as female, I can wear a buzz cut, red lipstick, a suit and tie, and high heels.

Once I have a better understanding of my own stereotypes, I can, as a teacher, begin to educate children in a way that is less stereotypical. To this end, I have developed five aspects of diversity sensitivity:

1. Representation:

How can I represent marginalised individuals (or groups) with dignity in my school/class/lessons?

Practical examples: I can create a diverse literary canon and adapt, supplement or rewrite images and texts in textbooks or on worksheets. Generally speaking, it is a good idea to invite external experts to discuss specific topics, particularly those considered taboo.

2. Exploration:

What opportunities can I create for children and young people so that they can consciously try things out for themselves? How might they break out of their usual ‘habitus’ – their gender roles, outsider or leader roles, or their tendency to be reserved or dominant?

Examples of application: I develop exploratory activities that allow pupils to explore historical or contemporary topics from other parts of the world, thereby challenging prevailing norms. In nursery schools and primary schools, I facilitate role-play (e.g. using a dress-up box) and develop appropriate activities with the children.

3. Reflection:

How can I create opportunities for children and young people to examine their own position? How can they reflect on their own (social) background and gender roles, and also take a critical stance on these issues?

Examples of application: The focus here is primarily on individual exploration. As a teacher, I can create opportunities for reflection for individual pupils based on a suitable topic, even outside the context of a specific subject.

4. Discourse:

How can I create opportunities for children and young people to discuss even difficult topics (as a class)?

Examples for application: Here, the focus is on a larger group of children. With them, I can build on a suitable topic and a pre-prepared, facilitated discussion session, or develop a discussion session independently of any specific subject.

5. Knowledge:

How can I improve my own level of knowledge – or that of other teachers or pupils – regarding different power dynamics, dimensions of discrimination and their impact on well-being, motivation and ability to perform, and ultimately educational opportunities?

Examples for application: I can invite experts on intersectionality or on a specific dimension of discrimination – whether for the teaching staff, the subject department or the class. I can compile fact sheets and develop extended assignments on these topics for the class.

Best regards

Sabrina