A workshop to tackle racial stigma and discrimination in Cuba

Cuba has a complex history of racial issues, including slavery and colonialism. These historical legacies can still influence social dynamics and racial attitudes today. Promoting racial equality and tolerance is essential for building a harmonious and cohesive society and enabling all children to access quality education. The Steve Sinnott Foundation believes that workshops can empower young people to challenge discriminatory attitudes and contribute to a more inclusive future. Addressing racial stigma and discrimination aligns with the principles of human rights, equality, and social justice. It reinforces the importance of treating all individuals with dignity and respect, regardless of their race or ethnicity.

The workshop


On May 18th, a workshop on racial stigma and discrimination was held for young people aged 16 to 18 in the municipality of Cerro, Havana. It was taught by Dr. Norma Guillard Limonta and Dr. Rosaida Ochoa Soto, and took place at the local development project called CASI (Friendly, Safe, and Inclusive Community), led by activist Leticia Santa Cruz.


The workshop began with an introduction by Leticia Santacruz, who explained the ‘Clave’ project, which includes the CASI project and the benefits it will bring to the community, along with the developmental opportunities it provides. Dr. Rosaida Ochoa addressed the objectives of the workshop, highlighting the opportunity for the participants to expand their knowledge on the subject of racial stigma and discrimination.


In order to maintain an active and participatory dynamic, an affective-participatory technique called "La Fiesta" (The party) was introduced. Each participant was asked to bring something to the party that starts with the first letter of their name. This interactive technique is used to enhance rapport among the participants, break down barriers and create a pleasant and festive atmosphere.


For the closing of the workshop, participants identifyed the positive, negative, or interesting aspects of what they discovered. As an outcome of the workshop it was agreed that at this age it is necessary to conduct more workshops of this kind, as these are topics not covered in the school curriculum. There was also a significant interest generated in having the project reach out to nearby schools to conduct these workshops.



Discussions from the workshop


"What do you understand by stigma?"

The workshop participants had not heard this word before, so there was silence in the group, and the facilitators had to explain its meaning using examples. They clarified that stigma can be related to various attributes but is a negative perception or judgment that leads to discrimination, social exclusion, and marginalization. Stigmatized individuals or groups are often stereotyped, judged, and treated unfairly due to this perceived difference.


"What do you understand by discrimination?"

One of the workshop participants expressed the idea that it means "treating someone badly". Then several participants offered more words, such as "inferiority", "rejection", "disdain" and the concept of discrimination began to take shape. Their conclusion was: Treating individuals or groups inferiorly based on their origin, ethnicity, religion, or other factors. Norma explained that there are people who are victims of discrimination for various reasons, such as being a woman, black, or living in a poor area, and this is referred to as intersectionality.


"What do you understand by stereotypes?"

The students did not immediately respond to the question, so facilitator Norma supported it with examples. Experiences from members of the ‘Clave’ project were shared, including a participant who narrated her experience of stereotyping, and being stigmatised as a woman wanting to be a bricklayer. Initially, the men in her brigade believed she couldn't do it well, but later they congratulated her and recognized her work. Norma provided the example of a TV series currently airing on Cuban television called "Calendario". This example prompted the participants to mention several characters from the series who have been stereotyped and stigmatised, such as the boy from the eastern part of Cuba who was called "el nagüe".


"Have you ever been discriminated against or stigmatised?”

One participant shared that her classmates called her crazy because she self-harms, and reflected on the rejection she experiences from this, without them knowing the difficult realities she faces at home. A classmate displayed a stigma towards people who get treatment from a psychologist and this was an opportunity to explore the role of psychologists. Another young person shared his difficulties socialising. He acknowledged that he was going through difficult times, appeared shy, and recognized that he was discriminated against, and although he didn’t attribute it to being of Afro-descendant, he did acknowledge the presence of racism.


“How can we manage these challenges?”

Dr. Rosaida shared an anecdote: "When you are born, they give you two baskets: one in your right hand to hold the good things and one in your left hand to hold the bad things. In life, the goal is to fill the basket of good things as much as possible." She asks the group what they would put in the basket of good things. The responses were, "Health", "Love", "Affection".


One asks what to do if the basket of good things becomes full and overflows. Someone else in the group suggests sharing what is inside the basket of good things with other people, and this attitude is reinforced within the group.


Norma mentions some positive actions she has observed in young people helping and supporting the elderly on the street. She shares an example of her own experience on public transportation and asks how many of the participants have similar attitudes. Asking one participant how he feels when he does those things, he responds that he feels good, as if he has done something right. The facilitators highlight this attitude and encourage the participants to engage in similar experiences and reflect on their feelings afterward.


"Do you believe that racial discrimination exists in Cuba?"

The response is affirmative, and examples of racial discrimination in communities and certain jobs, such as in the tourism industry, are provided. Information is given about the ‘National Program Against Racism and Racial Discrimination’, its objectives, and the actions to be taken, including the recovery of historical memory, communication, access to universities for Afro-descendant populations, work in better-paying positions, housing improvements, and youth life projects. This provides the participants with new knowledge about the program.


The ‘Clave’ project also includes the recovery of historical memory. Highlighting the Municipality of Cerro, the vulnerable neighbourhood where they are located, as a place where historical events, locations, and figures that have been little disseminated, are found. This municipality in the past, was an area of illustrious and wealthy individuals.


"Who do you believe is more discriminated against in our communities?"

The group provided different examples of women being mistreated, and it is acknowledged that this is not a completely resolved problem, although there are many spaces for these discussions and some changes are being observed.


“What are your aspirations, what do you want to study in the future?”

It is observed that the trend is to pursue studies in middle-level technical fields that lead to employment opportunities linked to salaries in dollars.


Conclusion


The attendees learned about the concept of stigma, and learned about the history of the Cerro municipality. They found it particularly interesting to discuss the topic of racial discrimination and stigma. We hope this workshop project can be extended to schools to reach more young people.


A big thank you to the organisers, and the instructors: Norma Guillard Limonta and Dr. Rosaida Ochoa Soto.


Steve Sinnott • July 24, 2023

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

I believe in you.

By Vanessa Herder • May 30, 2025
We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.