We used the P-MOPS Protocol as a guideline for comparing and contrasting our group’s generated ideas for solutions against our criteria created in Part II of our report. The majority of our ideas for solutions are based in approaching the issue of hate speech with children as the subjects. The others stem from childhood and what can be done to deter the use of hate speech, and further, consequences for using hate speech.
In order to begin instilling positive, or at least respectful, thoughts towards others in children, conversations about diversity must take place both at home and in the classroom. This means that the conversations must begin first with adults—teachers and parents. The assumption here is that teachers and parents have open
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This will begin with first teaching clear and unambiguous definitions of “hate speech”. This can occur in trainings for teachers and administrators, parent-teacher conversations, classroom settings, and hopefully home settings as well. Constant exposure to all types of diversity as a child will create an accepting mindset for a child that will grow into and accepting and open adult, not singling out any group on the receiving end of hate speech.
If we can also expose children to the effects of hate speech, including the actual acts of hate speech, we can reach children from an emotional standpoint. We can teach them effective ways of expressing themselves through their freedom of speech without using hate speech.
In order for the application of diversity training and anti-hate speech lessons to be enforced in educational settings, they will have to become an enforced and mandated portion of each classroom’s curriculum. This will have to be developed throughout school boards across the country. In order for this to become a reasonable and feasible plan of action it will undoubtedly transform and be shaped for the most effective application in schools over the years. It will have to occur in installments throughout each school year and between each year. To approach the curriculum with the idea that it can be developed completely in one school year would be