Home/Guidance material for university and general education teachers/The Muslim image in the European media – how to change the conversation regarding Muslims in the contemporary world?/Methodical explanation

Methodical explanation

Methodical explanation

A multi-perspective analysis is the optimal approach, which means that different types of sources (i.e. articles and videos) must be analysed in five stages: description, interpretation, connection with previous knowledge, identification of stereotypes in the text and, if possible, searching for additional sources. The multi-perspective analysis makes it possible to study what is being discussed in the texts and videos, how it is being interpreted through different stereotypes and Muslim images, ideas and concepts.
Incorporating a multi-perspective approach into the text analysis requires:

  • A comparative approach.
  • Opening up the decision-making context. 
  • Identifying the motives of decision-makers. 
  • Empathy.
  • Understanding attitudes (i.e., understanding how people’s decisions were influenced by their opinions and assumptions and what are the possible reactions of others to their decisions).

By answering analyses questions, it is possible to follow what the image of Muslims are in the text; how prejudices are formed in the text; why the text has stereotypical images of Muslims; what purpose the images serve in the text; what the depiction of Muslims reveals about the authors of the text and why these images are constructed.
 

Reflection for the teacher

  • Be aware that there may be Muslim students in your class or students who are related to Muslims through friendships, family and local community or connection with other social groups.
  • Please take into account that students’ knowledge of Islam is different and how Islam will be interpreted is different. Students’ thinking is influenced by modern problems and topical issues.
     

Ethical approach

  • Be aware that the texts and videos can identify the hidden causes of conflict which can unfortunately be the readers own subconscious prejudices. It needs to be understood whether the misunderstandings are related only to individual views and concepts or whether there is a more systematic internal conflict in the classroom.
  • It must take into account that value conflicts are frequent and necessary.
  • The active listening of students, clear self-assertion and reflection of feelings, as well as critical analysis of one’s own values and reconciliation with differences is important (Gordon 2006).
  • The teacher could approach the topic from the perspective of a culture-sensitive teacher and involve the student in the learning process. It is important to pay attention to different perspectives, experiences and knowledge (Gallen 2010).

One tool you can use to identify your hidden prejudices / connections is Harvard’s set of implicit association tests (IATs) developed by university researchers ( https://implicit.harvard.edu/implicit/). On the aforementioned page, you can choose a different topic compiled between tests in English. For example, it is possible to assess your race, Islam, or skin tone prejudices. When analysing the text with the students, the teacher must also take into account that it is not simply a self-analysis of the students, but also of the teacher. They identify the hidden causes of conflict, which can, unfortunately, be the teacher’s own subconscious prejudices. The teacher must be aware of this moment of self-analysis and explain it to the students (Kirss and Järv 2018).
 

Teaching methods

It is desirable for a multi-perspective analysis to use different tasks with different teaching methods that allow substantial discussion and puts the student in different positions in there it is possible to look for as much different information in the text (and the videos) as possible. In solving the tasks, I propose three different methods, which are described in more detail for each individual task. Three different methods of analysis (Four Corners; Think-pair-share, and Six Thinking Hats) are used, which can be performed both in a group and individually. Detailed descriptions of the methods are given in the tasks. All the teaching methods used to examine the problem of stereotypes from different perspectives as well as to ensure a broader, more focused and effective approach to the issue of how to change the conversation about Muslims in the modern world.


Questions for reflections working with the texts and videos: 

  • What is represented in the text/video?
  • Which words are used in the text/video in relation to Islam and Muslims?
  • What purposes the image of Muslims serve in the text/video?
  • What have been the factors influencing the various situations describe in text/video?
  • How are the stereotypes constructed in the text/video?
  • Which tools can be used to change the image of Muslims in this text/video?