A/HRC/14/18 38. With respect to the differences and commonalities among people of African descent and indigenous peoples, Ms. Shepherd noted that Garifuna and Maroons were both indigenous and of African descent. She also warned that reform of educational curricula could be effective only if history was made a compulsory subject in schools, which was not always the case. Noting that reparations were a right, she added that teaching history was a critical factor in creating popular support for reparations in communities of African descent. 39. On 13 April, at the 3rd meeting, the expert of the Working Group, Ms. Shepherd, made a presentation on structural discrimination in education. Ms. Shepherd emphasized that racism could masquerade as “classism” even in contexts where people of African descent constituted a majority. The expert pointed out that in many post-colonial societies problems did not arise from the formulation of legal measures but from the occurrence of insidious practices. 40. She noted that in many countries there was differential access to quality secondary education, due to competitive entrance processes and poor primary education. Entrance tests also had a detrimental impact on children’s health because of the high level of stress. Furthermore, in some educational systems differential access was also determined by religion and culture. In that context, education was used to perpetuate class divisions. Language was also an element used to grant differential access to education. 41. Ms. Shepherd emphasized that contents of textbooks and curricula were important for the empowerment, self-esteem and identity of people of African descent, Asians and indigenous peoples. It was essential to ensure that textbooks and other didactic materials were free from racist and sexist remarks that perpetuated negative stereotypes and prejudices. It was noted that knowledge of the past played an important role for mental liberation. 42. With regard to sexism, the expert noted that in some educational systems masculinity was praised and perpetuated through gender stereotypes and incorrect information. Educational models dominated by stereotypes of masculinity emphasized the subordinate role of women. The role of intensified awareness-raising for the destruction of such stereotypes was pointed out. 43. An observer emphasized that compulsory and free primary and secondary education could break vicious circles of poverty, illiteracy and unemployment. It was reiterated that the content of textbooks could affect mentalities. An observer emphasized that in order to properly address the needs of people of African descent they should be recognized as a specific group in the context of the formulation and implementation of strategies, programmes and policies. It was also noted that there was a tendency in some communities of African descendents to view European physical features as indicators for higher social status. That indicated the low self esteem of such groups. Self-esteem could be increased through education. 44. At the 3rd meeting, Alma Jenkins Acosta, a representative from UNICEF, made a presentation on structural discrimination in education. The panellist pointed out that some students of African descent were discriminated against because of their clothing, hairstyle or because their families practiced a different religion or belief. It was emphasized that educational methods should be adapted to the contemporary circumstances and interests of young people. Modern communications technologies could and should be used for educational purposes – the so called “edutainment tools” (mixture of education and entertainment). 45. Ms. Jenkins noted that covert racism worked from the unconscious, guaranteed the effects of structural asymmetries, mutated and reproduced. 8