SÉQUENCE 8

BLACK BRITISH: IDENTITY AND EXCHANGES

PART 2

Guilty as charged? Addressing systemic racism in the

British police force

Introduction

British Policeman walking around his neighbourhood or a London Metropolitan Police Constables. iStock Editorial / Getty
“Bobby on the beat”. Images Plus
iStock / Getty Images Plus

For a long time, in public imagery, the British police appeared to be a model police force. The familiar
image of the British “bobby”, the friendly policeman going about on his “beat” the neighbourhood he
patrolled on foot, protecting and serving the public. Confidence and trust in the institution were high.
Over the past thirty years, things have changed for the worse and the image of this once trusted institution
has been tainted by a series of scandals and failings.
One of the first of these scandals shook the nation in the last years of the 20th century.
Read on to discover more.

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Activity 1 - Reading comprehension – Headline news

Look at these documents and write a paragraph about what you understood about the affair:

May 6, 1993
Apr. 27, 1993
Feb. 14, 1997

Feb. 15, 1997

Dec. 21, 1998 Jan. 15, 1999

Jan. 14, 1999

Feb. 14, 1999 May 20, 2004

Nov. 6, 2007
June 20, 2001

Feb. 25, 2008

May 19, 2011
Jan. 4, 2012
Photo 1- Daily Mirror
Photo 3 - Nelson Mandela meets Neville and
Doreen Lawrence on May 6, 1993 Picture: PA.
Published in The Latest London
Published in Daily Mail.
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Activity 2 - Reading comprehension

1. Read this document:

Stephen Lawrence: how his murder changed the legal landscape

Alan Travis, home affairs editor, Mon 22 Apr 2013
The murder of Stephen Lawrence in an unprovoked, racist attack 20 years ago has had a profound and
lasting impact on attitudes to race in Britain and triggered change across the public sector.
But the police, whose investigation into Stephen’s death was found to have been marred by professional
incompetence, institutional racism and a failure of leadership, have struggled to keep up with that pace of
change.
It took more than five years of campaigning by Stephen’s parents, Doreen and Neville, before the home
secretary, Jack Straw, announced in July 1997 a judicial inquiry by Sir William Macpherson into the
police investigation into their son’s death. When it was finally published nearly two years later, amidst an
atmosphere of leaks, high court injunctions and open hostility amongst some sections of the police it was
feared that it would be left to gather dust.
But more than a decade later Macpherson can rightly claim to have led to an overhaul of Britain’s race
relations legislation which created the strongest battery of anti-discrimination powers to be found in
western Europe. (…)
Straw has recently claimed that the report has played a key part in a “deep-seated cultural change”
towards race in Britain: “The pervasive, open racism of the fifties and sixties, the pernicious, sniggering
racism of the seventies, eighties and nineties is gone. For that we have to thank Doreen and Neville
Lawrence, above all others.”
But as Straw himself is also quick to acknowledge there is still a long way to go – with serious allegations
of continued racist behaviour by the police a persistent and ugly feature of the criminal justice system. (…)
Macpherson’s most controversial finding was his use of the term “institutional racism” which he
explained as the “collective failure of an organisation to provide a professional service … through
unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority
ethnic people”. (…)
Perhaps the most important police activity is stop and search which has been described as “the central
historical flashpoint” in relations between black people and the police.
In 1993 when Stephen Lawrence was murdered a black person was five times more likely to be stopped
and searched on the street under section one powers in the 1984 Police and Criminal Evidence Act. The
latest numbers compiled 14 years after the Macpherson inquiry reported show that black people are now
seven times more likely to be stopped and searched than white. In London, the gap is actually getting
worse. with 52% of all stops involving black and minority ethnic people -far in excess of their proportion in
the population. (…)

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2. Answer the questions:
a. What is the nature of this document?
□ A news report □ an opinion piece□ a biography extract

b. Choose the best alternate title for this article:

□ From Tragedy to Catalyst: How the Macpherson Inquiry Changed Britain
□ Stop and Search: A Flashpoint in Race Relations in Britain
□ The History of Anti-Discrimination Legislation
□ The Long Road to Justice: The Stephen Lawrence Case 20 Years On

c. Put the main events back into chronological order:

1993
1993-1997
1997
1999
2000-2013
2013

• The Macpherson report is published and concludes the police investigation failed because of
“institutional racism” in the police force.
• The judicial inquiry by Sir William Macpherson, a Conservative judge, into the police investigation
begins.
• The Stephen Lawrence police investigation goes nowhere.
• New anti-discrimination legislation was passed.
• Stop and search policies still disproportionately target black people.
• Stephen Lawrence, a black teenager was murdered by a gang of white racist youths.
→ Check your answers

3. Are the following statements Right or Wrong? Justify using a quote from the text.
a. The police investigation failed due to a lack of evidence.
□ Right □ Wrong
Justification: .........................................................................................................................................................

b. The Macpherson inquiry put an end to police discrimination.

□ Right □ Wrong
Justification: .........................................................................................................................................................

c. If the Lawrences had not persisted, the case would not have advanced.
□ Right □ Wrong
Justification: .........................................................................................................................................................

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d. S
 ince the murder of Stephen Lawrence, stop and search policies targeting black people have gone
down.
□ Right □ Wrong
Justification: .........................................................................................................................................................
→ Check your answers

4. Vocabulary: Answer the questions:

a. In the sentence Stephen’s murder “triggered change”, the word “triggered” means:
□ brought about □ prevented □ responded to

b. In the sentence “the investigation … was marred by professional incompetence”, the word “marred”
means:
□ damaged □ mutilated □ polluted

c. In the sentence “an atmosphere of leaks”, the word “leaks” refers to an issue concerning:
□ vegetables □ water damage □ confidentiality

d. In the sentence “an overhaul of Britain’s race relations legislation”, the word “overhaul” refers to:
□ a renovation □ a revision □ a suppression

e. In the sentence “The pervasive … racism of the fifties,” “pervasive” means racism was:
□ invasive □ discrete and concealed □ everywhere

f. In the sentence “through unwitting prejudice”, “unwitting” means prejudice was:

□ conscious □ unconscious□ irresponsible

g. In the sentence “the central … flashpoint”, “flashpoint” refers to:

□ a speed camera system □ a subject of tension □ street lighting
→ Check your answers

5. Using logical connectors to link up a report

Use these words to link up the report on the Stephen Lawrence case. Each word must be used once,
though some are interchangeable:

although - as a result - because – consequently - despite - due to - for – however - in order to - owing to - so
as to - thanks to - to

The Stephen Lawrence case was a landmark in recent British history …………………… it highlighted the
institutional racism within the police force and the justice system.
Stephen Lawrence, a black teenager, was murdered in a racist attack in South-East London in 1993
…………………… being black. …………………… significant evidence and witness statements, the police failed to
bring the perpetrators to justice …………………… their inherent bias and prejudices.
…………………… the public outcry and pressure from Stephen’s family, an inquiry was launched in 1997
…………………… investigate the failings of the police and the justice system in the Stephen Lawrence case.

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The inquiry, led by Sir William Macpherson, concluded that there was “institutional racism” within the
Metropolitan Police, and …………………… made a great many recommendations …………………… address this
issue.
……………………, changes were made in the policing and justice systems …………………… improve the
treatment of ethnic minorities. One crucial change was the suppression of the double jeopardy rule, which
allowed suspects to be retried for the same crime if new evidence emerged.
…………………… this was a step in the right direction, there were still challenges in bringing the suspects
to justice. ……………………, …………………… the determination and perseverance of Stephen’s family, and new
DNA evidence, two of the five suspects were finally convicted of murder in 2012, nearly 20 years after the
attack.
→ Check your answers

Activity 3 - Mediation
You tell a friend in French what you understood about the Stephen Lawrence case and its importance.
→ Check your answers

Activity 4 - Reading comprehension

The Stephen Lawrence case drew attention to how policing was done, especially regarding ethnic
minorities.
Though a number of recommendations were made, some were followed with effect, but others remained
unaddressed.

1. Read this document

Watchdog highlights concern over impact of stop

and search on ethnic minorities
The Independent Office for Police Conduct has made
a series of recommendations aimed at stopping
disproportionate use of the powers.
By Margaret Davis, 20 April 2022
Police chiefs must overhaul their use of stop and
search powers and address the disproportionate
impact the measures have on ethnic minority
groups, a watchdog has found.
A review by the Independent Office for Police
Conduct (IOPC) made a series of recommendations Police recruits enact a stop and search role play at a workshop
in Wood Green, London (PA) / PA Archive
aimed at stopping the unequal targeting of black,
Asian and other ethnic minority groups.
In the year leading up to March 2021, black people were seven times more likely to be stopped and
searched than white, while Asian people were two-and-a-half times more likely.

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The report included one case study of a black boy who was searched more than 60 times between the
ages of 14 and 16, sometimes more than once in the same day.
IOPC lead on discrimination Sal Naseem said: “We are concerned about the impact of stop and search on
ethnic minority groups, in particular the negative effect it can have on public confidence in policing.
“It cannot be underestimated how traumatic a stop and search encounter can be on an individual. If
carried out insensitively, a person can be left feeling humiliated and victimised.
“The experience can also be the first interaction for some young adults and if it is a negative one, this can
have a lasting impact on that person and the trust they put in the police.
“It is time to break the cycle.”
“The challenge for police forces is to build bridges with those in communities who feel marginalised so
those same people feel confident in coming to police when needed.”
The recommendations include:
• The National Police Chiefs’ Council and the College of Policing draw up new guidelines to stop people
from ethnic minorities being searched or subject to use of force “because of decision-making based
upon assumptions, stereotypes and racial bias”
• That the two bodies and the Home Office commission research into trauma caused by the incorrect use
of stop and search
• The ethnicity and gender of people subject to traffic stops should be recorded to see if the powers are
disproportionately used against certain groups
• Officers’ individual stop and search records should be regularly reviewed
• Police chiefs should make sure their officers know they are obliged to challenge inappropriate
behaviour by colleagues during stop and searches.
The IOPC said that force, in particular handcuffs, must not be used as standard during searches.
It highlighted one example where a 12-year-old boy with a plaster cast on one arm was handcuffed while
out running an errand for his mother.
The child was restrained within 20 seconds of the officer leaving his patrol car.
Police in England and Wales carried out 695,009 stop and searches in the year to March 2021, 77 per cent
of which resulted in no further action.
Although forces often cite the powers as useful for taking weapons off the streets, 478,576 of the searches
were for drugs, up 36 per cent on the previous year.

2. Answer the questions below

a. What is the nature of this document?
□ A news report □ a documentary review □ an opinion piece

b. Select the best title for this article:

□ Trauma and Bias: The Negative Effects of Stop and Search on US Minority Communities
□ Breaking the Cycle: Recommendations for Reforming Stop and Search Powers
□ Addressing Youth Crime: Reinforcing Police Stop and Search Powers
c. Read the summary of the report and highlight the 7 factual mistakes it contains before
correcting them:

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A recent report by the Independent Office for Police Conduct (IOPC) found that stop and search powers
have a disproportionate impact on white individuals in England and Wales.
In the year to March 2021, black people were two-and-a-half times more likely to be stopped and
searched than white people.
The IOPC recommends that the National Police Chiefs’ Council and the College of Policing develop new
guidelines to prevent the use of force against individuals from ethnic minority groups.
The IOPC recommends the use of handcuffs as standard during searches, in particular for children.
They also recommend recording the ethnicity and gender of people subject to traffic stops, regularly
reviewing individual stop and search records of officers, and ensuring that officers challenge
inappropriate behavior by the public during stop and searches.
The report states that stop and search policies reassure people about crime prevention and that a
majority of the stop and searches conducted by police were justified by their result.
→ Check your answers

3. Focus on vocabulary: complete the crossword using these words from the text and
corresponding to the following definitions

BAME – bias - bodies – bridges – guidelines – handcuffs – inappropriate – insensitively - likely – overhaul –
policing - restrained – stereotypes - targeting – watchdog

Across
4. not suitable or proper
8. metal restraints used to restrain a person’s wrists, often by law enforcement officials
9. in a way that shows a lack of sensitivity or consideration
10. to completely review or renovate something in order to improve it
11. widely held beliefs or oversimplified ideas about a particular group of people, often based on
prejudices or assumptions rather than actual knowledge or experience
12. p
 rejudice in favour of or against a particular person, group, often based on personal opinions or beliefs
14. selecting something or someone as the object of one’s attention or intention
15. held back or restricted in some way, often by physical or emotional means.

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Down
1. a person or organization responsible for monitoring and ensuring accountability in a particular area
2. structures built to go over obstacles, such as rivers or valleys
3. a group of people or institution with a common function or purpose.
5. t he activity of maintaining law and order, usually carried out by a police force or other law enforcement
agency
6. an acronym referring to ethnic minority backgrounds
7. recommended rules or principles enforced to ensure safety or fairness
13. having a high probability of occurring or being true

Follow the link if you prefer to do this exercise online.

→ Check your answers

Activity 5 - Pronouncing words in English

English words can be tricky. Because French and English share many common roots, one common source
of mistakes for French speakers is that similar looking words in English or French are often said quite
differently. This can lead to confusion and misunderstanding.
There are a number of tools you can use to check or practice your pronunciation.
You could use:
• The International Phonetic Alphabet (IPA) devised to help people say words correctly:

• A number of dictionaries propose a “phonetic respelling” (for people used to approximate English
pronunciation).

• And of course, an audio example of the pronunciation symbolised by a speaker icon (z).

• Or you could use any voice synthesis algorithm (Google Assistant, Siri, Mycroft,…) as well as
https:// forvo.com for example, very useful for pronouncing less common words or names.

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1. Using the IPA
a. I n order to see how similar looking words can have very different sounds in English and in French, you
are going to work with the International Phonetic Alphabet or IPA.
Look at the word “prince” transcribed using the IPA:

LANGUAGE IPA

ENGLISH FRENCH ENGLISH IPA FRENCH IPA

cycle ˈs aɪkəl sik l

b. Using the IPA table, write out the pronunciation of the following words from the article using the IPA
and compare them.

ENGLISH FRENCH ENGLISH FRENCH

independent indépendant ɛ̃ .de p ɑ̃ .dɑ̃

discrimination di . sk ʁ i . mi . na sjɔ̃
cycle ˈs aɪkəl sik l
standard s tɑ̃ .daʁ
example exemple ɛɡ. zɑ̃ . p l
interaction ɛ̃ .t ɛ .ʁ ak . sjɔ̃
recommendations recommandations ˌr ɛkəm ɛnˈdeɪʃən z
minorities minorités maɪˈnɔr əti z
decision décision de. si . zjɔ̃
stereotypes stéréotypes ˈs t ɛr i ət aɪpz

→ Check your answers

2. Focusing on stress
a. Look at the phonetic transcriptions in French. What can you notice?
b. Now look at the phonetic transcriptions in English. What do you notice?
c. Compare the three representations of the word “minorities”: What do you think the IPA apostrophe (ˈ)
indicates?

IPA Phonetic respelling Audio waveform

maɪˈnɔr əti z mahy-nawr-i-teez

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d. Now, look at the corrected chart again and highlight the stressed syllable in these words:

1. in-de-pen-dent
2. re-com-mend-a-tions
3. de-ci-sion
4. in - di – vi - du - al

e. Practice pronouncing these words with the correct stressed syllable.

1. Begin by checking the pronunciation using a dictionary, divide the word into syllables and
highlight the stressed syllable.

2. Pronounce the words.

a. commission
b. incorrect
c. traumatic
d. incidents
→ Check your answers

Activity 6 - Listening comprehention

In 2023, 30 years after the Stephen Lawrence murder shocked Britain and made the public and successive
governments take a long hard look at how its institutions functioned and served the public, a new review
of the London Metropolitan police has been released.

Listen to this document to find out more about the problems posed by British policing today.

Reuters, 21 March 2023

You can listen to the document several times. Take down notes to complete the mind map with information
you heard. At the end, you will write a report in French about what you understood following the prompts
given.

→ Check your answers

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Activity 7 - Mediation - Reporting in French
Now, using the information gathered, write your report in French following the guidelines offered.

Vous rendrez compte du document en français, en prêtant particulièrement attention à :

a. la nature et le thème principal du document ;
b. le déroulement des faits, la situation, les événements, les informations ;
c. les réactions suscitées;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

→ Check your answers

Activity 8 - Assessing the progress made from the 1999 Macpherson report
to the 2023 Casey Review (1)

1. Expressing positive or negative similarities using similarity tags

Look at these examples:
The Macpherson report concluded in the existence of institutional racism in the police. The Casey review
came to the same conclusion.
= The Macpherson report concluded in the existence of institutional racism in the police, so did the Casey
review.
The Macpherson report did not result in sufficient diversity in the police, the IOPC 2021 report did not
improve things.
= The Macpherson report did not result in sufficient diversity in the police, neither did the IOPC 2021
report.
Note: The auxiliary used in the similarity tag is based on the verb form (tense and aspect) in the first part
of the sentence.
Complete the following sentences with a similarity tag.
a. The Macpherson report of 1999 was not positive, …………….….. the 2021 IOPC report or the 2023 Casey
review.
b. T
 he Macpherson report revealed BAME communities were under-protected and …………….….. the Casey
review..
c. T
 he Macpherson report did not fully address the issue of police accountability, …………….….. the IOPC
2021 report.
d. T
 he Macpherson report was considered “damning” for the police, and …………….….. the Casey review.
e. T
 he Casey review regrets there is not enough police accountability, …………….….. the Macpherson report.
→ Check your answers

12 CNED – PREMIÈRE – ANGLAIS

2. Comparing and contrasting
a. R
 ead the language boxes here summing up different ways of expressing contrast, similarity and
comparison.

Contrasting

– contrary to (something or someone)

– as opposed to (something or someone)
– unlike (preposition linking two contrasted statements)
– while = whereas (conjunction linking two contradictory statements)
– however (adverb introducing a contradictory statement)
– but rather
– instead of + Ving
– the one ≠ the other (referring to two mentioned contrasted subjects)
– the former ≠ the latter (referring to two mentioned contrasted subjects)
– on the one hand, ≠ on the other hand, … (introducing two contrasted subjects)

Expressing similarities Comparing

• the two + N… “short” adjectives + er + than
• Both + N… more + “long” adjectives + than
• Both of + object pronoun… Exceptions : good & well > better, bad > worse…
• subject pronoun + both… (not) as + adjective + as
• All + number
less adjective + than
• All of + pronoun
• (just) like…

b. Using the words provided in the box, complete the summary to compare and contrast the findings of
the three reports you studied.

also - all three - but rather - despite – however - in contrast - similarities - similarly - whereas - while

The Macpherson report, the 2021 IOPC report on Stop and Search, and the recent review of the
Metropolitan Police force reveal striking …………………………. and some differences.
The Macpherson report, published in 1999, found that the Metropolitan Police was institutionally racist.
…………………………., the Casey review found that the Met was “institutionally racist, misogynistic and
homophobic”. …………………………., the 2021 IOPC report on stop and search did not conclude that the police
force was systematically racist, …………………………. that there were “disproportionate” outcomes for Black,
Asian, and Minority Ethnic (BAME) individuals.

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…………………………. these similarities, there are also notable differences between the reports. The
Macpherson and IOPC reports focused specifically on racial issues, …………………………. the recent
independent review looked at broader issues of sexism and homophobia in addition to racism.
…………………………. reports acknowledge the need for significant reform and changes within the police
force, …………………………. they …………………………. identified a culture of defensiveness and denial as a
significant barrier to change.
Overall, these reports highlight ongoing issues of racism, sexism, and homophobia within the
Metropolitan Police, and the need for continued efforts to address these issues. …………………………. there
have been some improvements since the Macpherson report, it is clear that more work needs to be done
to create a police force that is truly representative of and accountable to all communities.
→ Check your answers

Activity 9 - Preparing for an oral presentation in English (part 2)

Dans la première partie de l’entrainement, vous avez construit une présentation orale basée sur un plan
thématique.
Vous allez maintenant travailler à construire une présentation orale à partir d’un plan analytique
répondant à la question
How to explain and address the systemic racism prevalent in the British police?
La question «how» s’attèle à trouver des solutions à un problème. Cela demande d’identifier un fait ou un
problème, en expliquer les causes puis les conséquences pour trouver des solutions appropriées.
Vous allez voir différentes étapes pour d’abord organiser votre plan puis développer ses parties d’abord
en posant des généralités puis en proposant des exemples ou des illustrations pour ces idées.
How to explain and address the systemic racism so prevalent in the British police?

1. Construire son plan :

a. Le plan analytique se décline généralement en Faits – Causes - Conséquences Solutions ou
Perspectives.
b. Formuler des questions :
Il peut être utile de formuler des questions qui permettront de clarifier le contenu pour vous comme pour
vos interlocuteurs.
1. Par exemple, la première partie qui s’intéresse aux faits pourra répondre à la question : What is
systemic racism, what examples are there?
2. Quelles questions pourrait-on formuler pour développer les parties suivantes ?
a. Causes: ................................................................................................................................................ ?
b. Consequences ..................................................................................................................................... ?
c. Solutions: ........................................................................................................................................... ?
→ Check your answers
a. What can explain the prevalence of this systemic racism? How to explain this systemic racism ?
What are the roots of this systemic racism? …
b. What does systemic racism result in? What are the consequences of systemic racism?
c. How can these negative outcomes be addressed? What solutions can be put forward? How to put
this right?

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c. Essayez maintenant de construire un plan détaillé selon la trame qui suit en plaçant les propositions
suivantes dans l’amorce de plan.
1. Facts: What is the reality of systemic racism?
a. …
b. …
c. …
2. Causes: What can explain the prevalence of this systemic racism?
a. …
b. …
c. …
3. Consequences: What does systemic racism result in?
a. …
b. …
c. …
4. Solutions: How can these negative outcomes be addressed?
a. …
b. …
c. …
d. …
e. …

Propositions:
• Reports repeatedly point to institutional or systemic racism
• Engage with the community
• Unconscious biases
• Lack of diversity within the police force
• Increase diversity
• Loss of public and internal trust
• Train officers on unconscious bias:
• Increase transparency:
• Discriminatory practices
• Physical, emotional and psychological harm
• Hold officers accountable
→ Check your answers

CNED – PREMIÈRE – ANGLAIS 15

2. Développer une idée en l’illustrant à l’aide d’exemples

Présenter un example à l’aide de :

For example / For instance…

An instance of this is…
such as…
like…
Research / A report / A study… by + [name]
According to + [name of source]

a. Prenons la partie «Facts». Choississez parmi les 4 exemples proposés, les 2 qui permettraient
d’illustrer chacun des points (1, et 2).
Facts: UK BAME people experience …
1. Reports point to institutional or systemic racism
...............................................................................................................................................................................
2. BAME people are disproportionately targeted
...............................................................................................................................................................................
Exemples:
• Research has shown that minority ethnic individuals are disproportionately targeted by stop and search
operations, use of force, and arrests. For example, they may be up to seven times more likely to be
subjected to stop and search. On Wednesday January 9th, Stephen Lawrence’s brother, a teacher,
revealed he had been stopped by police 25 times for no particular reason other than his colour.
According to Louise Casey, BAME communities are “over-policed and under-protected”.
• Police chiefs have said they want to put their own house in order. The former Metropolitan police
superintendent Leroy Logan said police leaders could not be trusted to reform the service and an
independent inquiry was needed, similar to that which last month exposed racism within London’s fire
brigade.
• Systemic racism has been an issue in the British police force since the 1999 Macpherson report, an
Independent Office for Police Conduct (IOPC) of 2021 and the recent Casey review published on March
21 2023.
• For instance, Tyron Joyce, a deputy chief constable in the NPCC who is currently the most senior
minority ethnic officer in the country, said: “The findings of this survey give us important insight into
the experience some of our black colleagues and how they feel about policing. We now need to use this
knowledge to bring about real change.
→ Check your answers

16 CNED – PREMIÈRE – ANGLAIS

3. Introduire et conclure :
Comme toute présentation, il vous faut bien sûr l’introduire et la conclure.

a. Introduction :

Votre introduction peut comporter une amorce, des éléments de contexte et le plan que vous vous
proposez de suivre.
Mettez les éléments suivants en ordre de la façon la plus efficace :
1. As a society, we must address these systemic barriers to ensure equality before the law and protec-
tion from harm.
2. The badge should symbolize protection and justice, yet for some communities in the UK, it repre-
sents fear and oppression.
3. In this essay, we will explore the problem, its roots of this problem and offer practical solutions to
tackle the pervasive issue of systemic racism within the British police force.
4. Systemic racism within the British police force has long been a contentious issue, with numerous
cases of discrimination and prejudice coming to light.
→ Check your answers

b. Conclusion :

La conclusion doit vous permettre de répondre à votre question, en récapitulant certains éléments
importants et d’ouvrir sur de nouvelles perspectives.
Mettez les éléments dans l’ordre pour construire cette conclusion.
1. “Deeds, not words” is the motto of the discredited Metropolitan police force. Now is the time to live
up to the promise!
2. It is not enough to acknowledge the problem; real action is needed to build a fairer and more just
policing system in the United Kingdom.
3. Systemic racism in the British police is a pressing issue that requires a comprehensive and deter-
mined approach.
4. This includes training programs, diversity quotas, creating a more diverse leadership, and adopting
a zero-tolerance policy towards racism, sexism and homophobia. It is crucial to create a police force
that is representative of the communities it serves and actively works towards building trust with
these communities.
5. The police must be held accountable and real changes made. A more inclusive and equitable police
force would ensure everyone feels safe and equal under the law.
→ Check your answers

Now that you have completed this second part and before going on to your final production, you
can check what you have learnt by doing the Revision activity.

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Activity 6 - Mind Map
(à imprimer)

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