Teaching Methods and the Ethical Approach
Teaching methods proposed in this module:
- exposing – fragments of films (for students and for teachers),
- providing – presentation, informative lecture,
- problem – work on case studies (exercises): individual work, teamwork,
- activating – didactic discussion, group discussions, critical analysis of the text.
Tips: In order to prepare with a group of students for this e-module based on intercultural competence, it is recommended that you watch two videos Mobility of researchers and intercultural competence and What can you do to develop your intercultural competence?. Than acquaint yourself with two presentations: Self-access intercultural competence course – short version and Self-access intercultural competence course – long version. Both the videos and presentations are available at Euraxess,Intercultural Competence. In addition, you can read the training material Compare national cultures along Hofstede`s dimensions available at Euraxess, Compare Cultures, and check your intercultural competence at Euraxess, Self-test for researchers.
A note for the teacher:
Diversity-sensitive language: When discussing topics related to interculturalism, the Other, and migration, it is inevitable that sensitive issues will be raised. Therefore, it is important to use inclusive language, free from stereotypes and prejudices, and remain open to dialogue, debate and different perspectives. It must be recognized that racist, disparaging, or demeaning language discriminates, stigmatizes, and harms both individuals and groups. For other key terms, see Guidelines…
In intercultural education based on intercultural competences, while discussing “difficult topics” related to migration:
- Establish common principles for work and discussions with students (e.g. contract: “A group contract is a document that a group creates to formalise the expectations of group members.” For more information consult: Making group contracts),
- explain, do not criticise, try to encourage good rules and principles (refer to ethical, non-discriminatory codes at your university or school),
- make sure that students feel part of the group (sense of security) and at the same time feel responsible for working together in class,
- discuss specific cases and situations in their social, cultural, political, geographical context – refer to the context and situational relevance of the presented issues, • try to verify and differentiate sources of knowledge and information, and stick to the facts,
- show the latest data along with its sources,
- present images of people in an ethical way (respect the dignity of the person of an image and their right to privacy),
- diversify the methods of work, but at the same time choose those which are comfortable and safe for you as a teacher,
- take care of your own and your students’ comfort in the group/class, pay attention to the potential resulting from the internal diversity of the group/class,
- be aware of the diverse learning needs of your students, • ensure appropriate non-discriminatory language in discussions. Ethical approach The topics discussed in this e-module are sensitive, especially in the context of the migration crisis (Bhabha, 2018) and strong social polarisation on the issue of whether or not to accept migrants and refugees (e.g. Poland, Hungary in 2015/16 and then again in 2021/22).
It is important to pay attention to the possibility of a situation in which there are people with difficult migration/refugee experiences in a group or class. It is necessary to ensure that they do not feel called upon to respond as experts. It may happen that some issues may be difficult to discuss for some students/pupils with migration experience (memories may also be difficult). For this reason, it is crucial to remember about ethics and to ensure a sense of security in the group. Before starting classes on this topic, it is advisable to inform students that such classes will take place and what methods will be used.
