Breaking prejudices and stereotypes towards refugees

Prejudices and stereotypes towards refugees


• To present and analyse existing prejudices and stereotypes towards refugees at societal level

• To form positive attitudes towards refugees through self-reflecting and transformational learning


Expected Outcomes

During the workshop participants will be encouraged to develop positive attitudes and moral values towards refugees

Target group

Youth (over 14 years old), Adults

Nationals, Immigrants - mixed group of nationals and immigrants

Number of participants: 10 people



(1 - very easy, 5 - very difficult)

The degree of expertise needed - 4

The amount of work to prepare and implement the scenario - 3

The relative overall cost predicted - 3



2 h 15 min


Room with one big table (can be connected few tables as one) and with chairs around it, for each participant one seat required around the table


A3 size white paper for each participant in the group, A4 size white paper for each participant in the group, soft pastels - different color for each participant



For this workshop, you will need a room with a big table and chairs for each participant. Participants should sit around the table. Before the workshop it is recommended to facilitator to read the article about  stereotype and prejudice definition at theoretical level:




Nowadays prejudices and stereotypes towards refugees became a constant topic of our society and one of the most often covered topics in the medias. Medial representation of the topic and also depicting the image refugees forms our personal perception of the mentioned above social actors. It is often an inadequate and despicable image which might be preserved in the society which lacks direct contact and self-reflection on the matter.

This workshop is intended to discuss and reconstruct negative public opinion about refugees and foster positive attitudes towards refugees at societal level.



Stage one:  Visualisation of stereotypes (10 min)


The facilitator asks each participant to think about stereotype or prejudice related to refugees’ issues.  This stereotype or prejudice should be related in somehow to participant experience: for example the experience from TV, radio, newspaper, personal experience and etc. When they are ready, each  participant needs to write his/ her stereotype or prejudice. After they do so, participants are asked to select one colour of soft pastilles. Important is that every participant has to choose different colour. The facilitator asks participants to draw objects related to considered and written stereotype or prejudice and pass the painting to other participant clock wise until each participant will receive his/her painting. For drawing participants needs fixed time, only 2-3 minutes.


Stage two: Writing narrative ( 35 min)


The facilitator asks participants to create the story at third person. To do that he/she gives A4 size white paper to each one in the group  and asks to write the sentence, which is related to the stereotype or prejudice written on the drawing.  As the painting the story is going to the neighbour participant,  clock wise until comes back to the owner. The first and the last sentence has to be written by the owner of the drawing. The facilitator asks each participant of the group to:

 1.mark the bullet  at the beginning of each sentence with the same colour of soft pastel which was chosen at the beginning of the workshop;

2. write only one sentence by pen in a very clear way, that it would readable for the rest of group;

In the end of this stage every participant reads his/her story out loud and is asked to find positive phrase or sentence from the narrative, which fosters to break stereotype or prejudice. Each participant needs to underline it.


Stage three: Reflection and group discussion (30 min)

The suggested question which could be asked:

- What symbols are in the image? To what/whom do you associate them?

- What meaning do they have for you?

- Could you share your experience of creating narrative? What was challengeable for you?

- What sentence of your narrative foster to break stereotype or prejudice?


Stage four: Transformation stage (30 min)

At the end, each participant is asked to transform his/her picture. It means every participant has to change/add anything to their picture using the symbols representing the sentence of narrative which foster to break stereotype or prejudice.  Participants are encouraged to give a new title for the transformed picture.



After the activity facilitator gathers participants  in a circle for self-reflection and discussion and asks the questions as follow: (30 min)

-What have you changed in your picture?

-What symbols did you use in transforming your picture? To what do you associate them?

-How was your title of the picture changed? How does it sound right now?

-Where from and how do stereotypes, prejudices appear? What are the reasons of them?  Why do you need to break stereotypes, prejudices?

-What have you learnt, if anything, from this workshop?


Support tools



Ideas for action

This workshop could be implemented during the class of Geography, English language (learning foreign language), Literature, Political Science or Sociology, Social work (both, at school or University). It is a good way to encourage people to discuss and reflect on negative public opinion about refugees and develop positive attitudes towards refugees at societal level. It can also be implemented in various NGO working with refugee issues, by social workers and other specialists.



Annex 1: Process of the workshop



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Social-educational initiative centre PLUS

Make it Better

Ecos do Sur




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