There are many ways of making the group a place of acceptance and of multiracial celebration.

• Study the stories of famous people who have fought against discrimination.
• Celebrate the contributions made by people from all parts of the world to the common stock of human knowledge and experience.
• Introduce as much cultural diversity as possible into the curriculum.
• Invite people of other races or colours who are active in community work to speak to the class about what they do.
• Invite members of a different “minority group” to speak , under the auspices of its Human Rights Club.

Prepare group members by helping them to recognize their stereotyped expectations and to prepare useful questions. How can they best participate in promoting justice, freedom and equality in these particular cases? UNESCO’s Universal Declaration on Cultural Diversity emphasizes the link between cultural identity and diversity:
“Culture takes diverse forms across time and space. This diversity is embodied in the uniqueness and plurality of the identities of the groups and societies making up humankind.
As a source of exchange, innovation and creativity, cultural diversity is as necessary for humankind as biodiversity is for nature” (article 1). Examine your own community.

• Are there cultural minorities?
• Is their culture respected?
• Do they participate freely and publicly in their culture, or are they expected to do so only privately or not at all?
• Does your school encourage respect for the culture of minority groups? Discuss:
• Why is the right to cultural identity so important? Why is it important to preserve, develop and appreciate different cultures?
• Why do dominant groups often seek to impose their culture on minority groups? a Identifying some “minority groups” help the group develop a definition of “Minority group”.
• Are they always in a minority mathematically?
• In what ways do minorities usually differ from the majority or dominant population?

Dress a portrait of contemporary “minority groups”, starting with the local community. Be sure to include minorities based on class, ability, sexual orientation and other non-racial factors. Do these minority groups experience discrimination? In what ways? Participants could eventually do case studies to find out about the size, location, history, culture, contemporary living conditions and key claims of specific minority groups.

• What are some circumstances that create minority groups in a population (e.g. indigenous peoples, immigrants, refugees, migrant workers)?