{"id":258,"date":"2024-04-04T06:43:40","date_gmt":"2024-04-04T03:43:40","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/"},"modified":"2024-06-21T10:07:27","modified_gmt":"2024-06-21T07:07:27","slug":"e-modules","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/","title":{"rendered":"Guidance material for university and general education teachers"},"content":{"rendered":"

\n\tThe guidance material<\/a> will be a tool for teachers of higher and general education
\n\tinstitutions for understanding sensitive issues themselves and for having the knowledge of different methods how to
\n\taddress these issues. The issues can be sensitive by their nature (another religion, genocides, position of women)
\n\tbut an issue can also become sensitive because of the audience. The guidance material will address the following
\n\ttopics: migration, minorities (sexual, ethnic, religious etc), war and political conflicts, interpretation of
\n\thistorical events, generations and gender, religion in the public sphere.<\/p>\n

The idea is not to teach the
\n\t\u201cright\u201d way of thinking or addressing an issue, but rather to be able to hear and understand other views, to be able
\n\tto communicate and relate in spite of differences. The guidance material will enable teachers\/instructors to discuss
\n\tcontroversial topics in their classroom in a student-centred way.\n<\/p>\n

\n
\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tQuick judgement vs reasoning. How does morality work?
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe module offers some explanations on how morality and moral choices work by building on the work
\n\t\t\t\t\tof social psychologist Jonathan Haidt. He proved that morality is a result of quick judgement that
\n\t\t\t\t\tis not necessarily linked to logical reasoning. Moreover, Haidt is known for his Moral Foundations
\n\t\t\t\t\tTheory \u2013 that provides an overview of the important categories of moral intuitions that explain not
\n\t\t\t\t\tonly intercultural, but also political differences between people. These two concepts provide an
\n\t\t\t\t\texplanation on how our morality works, and how and why do we differ in fundamental issues, including
\n\t\t\t\t\tsensitive or controversial topics. This will help students to understand why people differ on moral
\n\t\t\t\t\tissues, and what are the origins of these differences.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tHistory and counter-history: Roma and historical narrative(s)
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThis module offers excerpts from testimonies from Roma Holocaust survivors. By reading these
\n\t\t\t\t\ttestimonies, students not only gain a better appreciation of oral history, but also gain an insight
\n\t\t\t\t\tinto the interpretation of events as seen or experienced by Roma. This module is also approaching
\n\t\t\t\t\tthe Holocaust from a unique perspective: rather than focusing solely on forms of oppression,
\n\t\t\t\t\tdiscrimination and cruelty, this module emphasises bravery, resistance and the importance of
\n\t\t\t\t\tcollective experience.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tMultiple identities of Muslims in Europe
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe module provides an overview of contemporary Muslim population in Europe with a focus on Muslim
\n\t\t\t\t\tcommunities in Western Europe. The content of the module is very broad and diverse. It starts with
\n\t\t\t\t\tstatistics and history of Muslims in Europe. Later it covers one of the most prominent concepts of
\n\t\t\t\t\tacculturation \u2013 the model of John Berry. Then it briefly describes the models of integration in
\n\t\t\t\t\tselected European countries. The exercises for students proposed in the e-module reach further and
\n\t\t\t\t\talso include the issues of identity and music performed by Muslim artists in Europe and the US.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n\t\u00a0\n<\/p>\n

\n
\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tThe \u201cabsent present\u201d: challenges of educating about Jews in Central and Eastern Europe
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe subject of the course is aimed at showing the formation of stereotypes and prejudices towards
\n\t\t\t\t\tOthers and the resulting behaviors, at the example of situation of the Jewish minority in Europe,
\n\t\t\t\t\twith particular emphasis on Poland. This geographic orientation results from the fact that after
\n\t\t\t\t\texpulsion from Western European countries, the Jewish minority found a safe shelter in Poland for
\n\t\t\t\t\tmany centuries, which resulted in Poland becoming a Center of Jewish Life for nearly 1000 years. The
\n\t\t\t\t\tmodule will start with the introduction that aim at bringing the historical and social context of
\n\t\t\t\t\tincluding Jews into the European sphere of cultural influence and theories explaining formation of
\n\t\t\t\t\tthe bias as a result of the intergroup contacts at the example of the relations between the Jewish
\n\t\t\t\t\tminority and the subsequent host countries. The final part of the module will be dedicated to
\n\t\t\t\t\tidentifying ways of establishing understanding, mutually respectful dialogue and cooperation between
\n\t\t\t\t\tthe majority and minority groups within the society.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tConfronting refugee-related stereotypes in the classroom
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThis e-module is intended to introduce pupils to the problem of refugee-related stereotypes
\n\t\t\t\t\twithin the European \u201crefugee crisis\u201d context. A negative narrative about refugees is prevalent
\n\t\t\t\t\tin the public discourse, which leads to a growth of the negative attitudes and stereotypes. On
\n\t\t\t\t\tthe other hand, many studies suggests that stereotypes are the result of a lack of knowledge
\n\t\t\t\t\tabout other social groups. Thus, this module seeks to support teachers in building pupils\u2019
\n\t\t\t\t\tunderstanding of the refugee-related issues and building resilience to the divisive narratives
\n\t\t\t\t\tand stereotypes spread among Central and Eastern European societies. The module provides
\n\t\t\t\t\tbackground information outlining the stereotype concept and the context of European refugee
\n\t\t\t\t\tcrisis; and activities for teachers to run with young people in the classroom.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tTalking about a terror attack with students in upper secondary school
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe possibility of witnessing a terror attack in some way is more and more frequent in the
\n\t\t\t\t\tcontemporary world. Globalisation, technological devices, and the use of social media have
\n\t\t\t\t\tbrought such events closer to us than ever before. No matter how far they take place, terror
\n\t\t\t\t\tattacks create strong feelings like fear, anxiety, and curiosity. The e-module aims to give
\n\t\t\t\t\tteachers an overview of how to talk about a happened terror attack to the students and with
\n\t\t\t\t\tthe students. The module provides a scenario of discussing terror attacks with lower or
\n\t\t\t\t\tupper secondary school students and two exercises that can be used in a classroom to support
\n\t\t\t\t\tmedia literacy and critical thinking. The module\u2019s content covers the school and teachers\u2019
\n\t\t\t\t\trole in case such events occur and an overview of methods and principles of how to discuss
\n\t\t\t\t\tthe event. The module consists of a lesson plan that aims to use in upper secondary school.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tSchool Belonging and the Construction of the Other in Educational Settings
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThis e-module deals with the issue of the construction of the Other in educational settings and
\n\t\t\t\t\toffers a reflection on the obstacles to school communication and school belonging in classrooms. The
\n\t\t\t\t\te-module presents four exercises that can help teachers develop a discussion related to sensitive
\n\t\t\t\t\tand controversial topics among high school students.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tThe Muslim veil in Central and Eastern European perceptions: between Islamophobia and the
\n\t\t\t\t\tpolitics of controlling female demeanour
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tWomen\u2019s veils play a significant role in many religions present in Central and Eastern Europe,
\n\t\t\t\t\tincluding the Abrahamic religions: Orthodox Judaism, Islam, and Catholicism. The module refers
\n\t\t\t\t\tto European perceptions of the female Muslim veil in Central and Eastern European countries. The
\n\t\t\t\t\thijab as a part of the Muslim women\u2019s veil became a symbol on which the attention of the
\n\t\t\t\t\tEuropean populist and conservative parties focuses. However, it is a symbol abused by the West.
\n\t\t\t\t\tThe public controversy is great and may be indicative of polarisation between Muslims and
\n\t\t\t\t\tWestern European societies. For some parties, Muslim veil represents conflict of values and the
\n\t\t\t\t\tclash of civilizations. The subject of the Muslim veil is very sensitive both in the everyday
\n\t\t\t\t\tlife and in the social and political discourse, especially among secondary school students,
\n\t\t\t\t\twhose socio-political views are consolidating and crystallising.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tHow to speak about \u201cOthers\u201d who are a part of our class? Students from diverse cultural
\n\t\t\t\t\tbackgrounds in schools
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThis e-module deals with how the concept of the \u201cOther\u201d (one that is simultaneously our
\n\t\t\t\t\tstudent\/peer in the educational setting) in intercultural education via migration processes
\n\t\t\t\t\tis constructed. As a material for didactic inspiration, it offers a reflection on the
\n\t\t\t\t\tchallenges and difficulties connected with university and school intercultural communication
\n\t\t\t\t\tand university and school integration via non-discrimination in a group or classroom. The
\n\t\t\t\t\te-module presents both theoretical materials and exercises that can help teachers and future
\n\t\t\t\t\tteachers understand why intercultural communication matters. It supports them in developing
\n\t\t\t\t\tstrategies related to teaching sensitive topics to students connected with diversity and
\n\t\t\t\t\tnon-discrimination in intercultural education in the classroom. This e-module focuses on the
\n\t\t\t\t\tPolish context.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tHow to teach about genocide in fragile contexts? Sensitive topics and our everyday life in times of
\n\t\t\t\t\tmigration crisis.
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe module introduces issues related to the problem of education and teaching about genocide in the
\n\t\t\t\t\tfragile contexts of migration crisis in the 21st century. It defines what genocide education is as
\n\t\t\t\t\t\u201cdifficult knowledge\u201d and as education in which the key concepts are memory and understanding.
\n\t\t\t\t\tSelected areas of genocide education, together with its goals and the approaches to teaching about
\n\t\t\t\t\tgenocide at different levels of education in selected countries are discussed. An attempt is made to
\n\t\t\t\t\tanswer the questions on how and why we should teach about genocides in the 21st century in fragile
\n\t\t\t\t\tcontexts. Education about genocide is an essential element in understanding historical and
\n\t\t\t\t\tcontemporary processes related to political, economic, and cultural con\ufb02icts.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tThe Muslim image in the European media \u2013 how to change the conversation regarding Muslims in the
\n\t\t\t\t\tcontemporary world?
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe Fear of Muslims and Islam as the violent other in Europe has not disappeared. Over the last
\n\t\t\t\t\ttwenty years, the media have perpetuated various prejudices against Islam and the image of
\n\t\t\t\t\tMuslims as a non-peaceful people. In this growing Islamophobia context, it is becoming
\n\t\t\t\t\tincreasingly important to ask: how to change this stereotyping of Islam and Muslims. In order to
\n\t\t\t\t\tmake this shift, it is necessary to analyse the prejudices and stereotypes portrayed and
\n\t\t\t\t\tperpetuated in the media? How they are designed and how can they be transformed? The aim of this
\n\t\t\t\t\te-module is to present, through multi-perspective analysis of different texts and videos,
\n\t\t\t\t\tstereotypes and prejudices about Islam and Muslims. Within the module, the participant has the
\n\t\t\t\t\topportunity to study how these images of Muslims and Islam are represent in text, what is the
\n\t\t\t\t\tpurpose of their constructed biased position and also ask how we can deconstruct the resulting
\n\t\t\t\t\timage? After completing the module, the participant will know how to pay more attention to why
\n\t\t\t\t\tcertain stereotypes arise, change and ask uncomfortable and sensitive questions regarding the
\n\t\t\t\t\tMuslim image in Media and look for answers to those questions.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tBioethics in Islam: dilemmas, perspectives, questions
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe module provides an overview of the Muslims\u2019 moral dilemmas related to bioethics.
\n\t\t\t\t\tControversial topics such as abortion, family planning, in vitro and cryopreservation,
\n\t\t\t\t\tsurrogacy, euthanasia and suicide, transplantation, genetic engineering\/research and animal
\n\t\t\t\t\ttesting are are explained and presented from a religious perspective which is one of main
\n\t\t\t\t\tfactors influencing decisions made by members of the Muslim communities.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n\t\t\t\"x\"\n
\n
\n\t\t\t\t\tConstructivist Treatment of Political Values and Identities in the Educational Process
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThis e-module applies the constructivist approach to the sensitive topics of political
\n\t\t\t\t\tvalues and collective identity in the process of postmodern education in the 21st<\/sup>
\n\t\t\t\t\tcentury with the contextual reflection of Central European environment. The e-module
\n\t\t\t\t\tpresents the main theoretical concepts regarding the trends of teaching civics and political
\n\t\t\t\t\tscience as well as procedural and discursive interpretation of social reality which enables
\n\t\t\t\t\tto work with historical dilemmas and collective (self)-identification in a more pluralist
\n\t\t\t\t\tand open-minded way. Based on these theoretical approaches, this e-module develops students\u2019
\n\t\t\t\t\tsocial science soft skills such as critical thinking, argumentation, political literacy and
\n\t\t\t\t\tcivic culture through the exercises focused on the philosophical and critical discursive
\n\t\t\t\t\tunderstanding of values, re-interpretation of manipulative behaviour and narrativization of
\n\t\t\t\t\tthe history.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"s\"\n
\n
\n\t\t\t\t\tHow I, a teacher, can prevent extremism in a classroom?
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tPreventing violent extremism takes place more and more through education. At the same
\n\t\t\t\t\ttime, many teachers lack skills and knowledge of extremism and its prevention, as well
\n\t\t\t\t\tas successful experiences. This e-module takes a closer look at the links between
\n\t\t\t\t\teducation and prevention of extremism, including ways to do this. The e-module will
\n\t\t\t\t\treview the literature on the role of the educational institution in prevention. It
\n\t\t\t\t\tprimarily focuses on the Estonian context. Therefore, the attitudes of Estonian teachers
\n\t\t\t\t\tabout education and the role of their colleagues are praised more closely and
\n\t\t\t\t\tinstructions are given on activities that could support prevention.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n

\n
\n\t\t\t\"Banner\"\n
\n
\n\t\t\t\t\tWhat does it mean to be \u201ca true patriot\u201d? Patriotism in public discourse
\n\t\t\t\t<\/h5>\n

\n\t\t\t\t\tThe module is aimed at addressing the issue of patriotism and its presence in public
\n\t\t\t\t\tdiscourse. Public discourse is a factor that can influence people\u2019s attitudes and
\n\t\t\t\t\ttheir acts which enable those who create it to achieve their goals (of different
\n\t\t\t\t\tnature). Patriotic values are not infrequently referred to by creators of public
\n\t\t\t\t\tdiscourse and used with an intention to have impact on people\u2019s behaviours.\n\t\t\t\t<\/p>\n

\t\t\t\tStart<\/a>\n\t\t\t<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

The guidance material will be a tool for teachers of higher and general education institutions for understanding sensitive issues themselves and for having the knowledge of different methods how to address these issues. The issues can be sensitive by their …<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-258","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/258","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=258"}],"version-history":[{"count":3,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/258\/revisions"}],"predecessor-version":[{"id":2357,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/258\/revisions\/2357"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=258"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}