Methodological explanation

Structure of the e-module

1. A short introductory lecture (video and theoretical framework)
2. Theoretical presentation of the topic
3. Teaching methods and ethical approach (including exercises)
   1. Lesson plan for discussing terror attack
   2. Exercises
      1. Exercise I
      2. Exercise II
4. Ethics in teaching sensitive and controversial topic
5. References
6. Further reading

Questions for reflections for teachers:
 

1. How to avoid passing on your attitudes, prejudices, and established narratives to students while teaching?
2. How to provide support to students who may be subjected to racist or otherwise extremist in their family?
3. How to support students in finding and using reliable sources of information on social media in the post-truth era? The validity of the question is further exacerbated when one realises that information reaches the general population the fastest through the social media channels, which might be very usable and accurate while at the same time the so-called slow media may reproduce stereotypes and share misinformation.

Ethics

Discussing the aftermath of a terror attack is ethically challenging. Therefore, the main aim of the lesson plan is to support teachers if they feel it is necessary. The possibility of sharing false information by the teacher or by a student and of stigmatizing somebody based on their worldview, upbringing, or religion form the biggest ethical concerns. Teachers are trained to teach based on facts; discussing terrorist acts might be difficult, as not much information might be available. While talking about such attacks, teachers should be aware of their own related feelings, prejudices, attitudes, fears, and concerns. Teachers are usually authorities for students. Because of that, they should not mix their emotions and concerns with the facts and refrain from reproducing rumours or speculations.

Discussing terrorist attacks is ethically challenging if a student is influenced by speculations, rumours, or firm opinion on the topic. In addition, upbringing may affect students’ worldview and interpretation of such acts. For example, students can have very negative attitudes towards perpetrators of such attacks or they might embrace their position. Although students with strong opinions about the acts should have a chance to discuss the situation in more detail, their positions, no matter whether positive or negative, should not be at the centre of the discussion with the whole class, if not limited to facts. The most important elements when discussing facts, instead of speculations and opinions, is to teach students about the likelihood of sharing false information and protect them against it in the classroom.

Students with a similar background, religion, or worldview with the perpetrators of the terror act might be attacked by other students. Victimizing students because of their origin, religion, worldview should not be allowed or tolerated. Discussion about the topic should not lead to blaming but to understanding facts and emotions.

If a student finds the subject disturbing and distressing, support should be provided either during or after the discussion. In case of distress or very strong emotions, guardians of the student and school psychologist should be contacted and further assistance provided.