Tolerance and Respect
Senior 3 · History and Citizenship
Tolerance and Respect
Lesson 3 of 3
25 min
Brian: [shares an edited photo of a classmate, Diane, who has albinism] (two laughing emojis)
Three classmates: (a laughing emoji each)
Gloria: …
Source A. A class chat, written by Ganzaa.
Analysing the source. Brian started it, but the three who laughed made it bigger: every reaction tells Brian it is acceptable, and tells Diane that her classmates agree. Gloria has not yet answered. What she does next matters more than anything else in the chat. Most acts of bias happen in front of bystanders, people who see it but are not directly involved. When bystanders act, bullying usually stops.
Definition
Tolerance: accepting that others have the right to views, beliefs, appearances and ways of life different from one's own.
Respect: treating every person as having equal dignity and worth.
Bystander: a person who sees bullying, harassment or discrimination but is not directly involved.
Upstander: a bystander who chooses to act to support the person targeted and to stop the harm.
Inclusive language: words that respect people and do not reduce them to a condition or a label.
For Gloria, the steps could be: not reacting with a laugh; sending Diane a private message of support; writing in the group, "This isn't funny. Delete it."; and telling the class teacher. Choose the steps that are safe for you. Reporting is not "snitching": it protects someone who is being hurt.
| Instead of… | Say… | Why |
|---|---|---|
| "a cripple", "the disabled" | "a person with a disability" | The person comes first, not the condition |
| "an AIDS victim" | "a person living with HIV" | People with HIV live full lives; "victim" suggests helplessness |
| "an albino" | "a person with albinism" | Albinism is a genetic condition, not an identity |
| "those people from…" | the person's name | A label hides the individual |
Is the Bystander Effect Real?, SciShow Psych. Watch for what research says about when people in a group do, and do not, step in to help, and compare it with Gloria's choice in Source A.
| Who | What they can do |
|---|---|
| Each person | Notice and question your own biases; refuse to join in mocking; include people who are left out; keep other people's health information private; learn the facts about HIV and disability |
| Families | Teach respect by example; talk openly about difference; never hide or shame a child with a disability or HIV |
| Schools | Clear rules against bullying, including online; counsellors and clubs; ramps, accessible toilets and adapted teaching; quick, fair responses to reports |
| Religious and community leaders | Preach and practise equal dignity; challenge harmful beliefs, such as myths about albinism or HIV |
| The state | The Constitution forbids discrimination (Article 16) and requires special measures for persons with disabilities (Article 51); free HIV testing and treatment; the National Council of Persons with Disabilities; unity programmes such as Ndi Umunyarwanda |
Worked example: planning a school campaign
Question: Your school wants to reduce stigma against pupils with disabilities. Suggest three actions and explain how each helps. (6 marks)
Action 1: an awareness day led by pupils with and without disabilities, to replace myths with facts and personal stories. Knowledge reduces prejudice.
Action 2: an accessibility check of classrooms, toilets and paths, with a list sent to the school leaders. Removing barriers allows full participation.
Action 3: mixed teams in sport and group work. Working together builds friendships, and friendships break down stereotypes.
Each action is linked to how it reduces prejudice or exclusion.
Warning
Tolerance has limits. Tolerating different views and ways of life does not mean tolerating violence, abuse, hate speech or genocide ideology. Respect for every person's dignity is the line no one may cross.
Why do bystanders often stay silent? List three reasons, and for each one suggest what could help a bystander become an upstander.
Tip
Four levels for "how to promote" questions: the individual, the family, the school and community, and the state. Give at least one action at each level, with a reason.
Practice
Further reading
Sources and credits
