{"id":57,"date":"2024-04-04T06:43:19","date_gmt":"2024-04-04T03:43:19","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/scenario\/"},"modified":"2024-06-21T13:35:39","modified_gmt":"2024-06-21T10:35:39","slug":"scenario","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/ceu-inclusive-classroom-abstract\/case-studies\/scenario\/","title":{"rendered":"Stereotyping"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"Inclusive Teaching\" data-wp-interactive=\"core\/navigation\" data-wp-context='{\"overlayOpenedBy\":{\"click\":false,\"hover\":false,\"focus\":false},\"type\":\"overlay\",\"roleAttribute\":\"\",\"ariaLabel\":\"Menu\"}'><button 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class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Case studies submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Case studies<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/ceu-inclusive-classroom-abstract\/case-studies\/question-how-can-situation-be-resolved\/\"><span class=\"wp-block-navigation-item__label\">Conflict over interpretations<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/ceu-inclusive-classroom-abstract\/case-studies\/scenario\/\"><span class=\"wp-block-navigation-item__label\">Stereotyping<\/span><\/a><\/li><\/ul><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/ceu-inclusive-classroom-abstract\/bibliography-and-further-resources\/\"><span class=\"wp-block-navigation-item__label\">Bibliography and further resources<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/ceu-inclusive-classroom-abstract\/test-your-knowledge\/\"><span class=\"wp-block-navigation-item__label\">Test your knowledge!<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<h2>\n\tClass description<br>\n<\/h2>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t<em>Course\u00a0Topic: <\/em>Graduate course on working with children from culturally and socially diverse backgrounds\u00a0\n<\/p>\n<p>\n\t<em>Student composition:<\/em> 2nd\u00a0year\u00a0MA university students (domestic student only)\n<\/p>\n<hr>\n<p>\n\tThe situation in which the controversy occurred\n<\/p>\n<p>\n\tWhen teaching this course, one of the challenges I face is overcoming the focus on Western-framed perspectives, introducing postcolonialism,\u00a0and diversifying students\u2019\u00a0knowledge. To that end, I try to select reading materials that would enable a fruitful classroom discussion (Markowska-Manista 2016).\u00a0Another challenge is the\u00a0lack of intercultural contact\u00a0(Markowska-Manista\u00a0and\u00a0Zakrzewska-Ol\u0119dzka\u00a02017)\u00a0and\u00a0intercultural\u00a0experiences among students.\u00a0\n<\/p>\n<p>\n\tIn one of our classes the topic was how to properly discuss with young\u00a0children and\u00a0adolescents\u00a0texts from\u00a0the\u00a0so-called literary canon of\u00a0literature that\u00a0contains\u00a0stereotypical\u00a0representation of certain groups. A\u00a0heated debate took place about how the children\u2019s poem \u201cBambo\u00a0Brown\u201d (Murzynek\u00a0Bambo\u00a0in Polish),\u00a0written in 1934,\u00a0and\u00a0a\u00a0short story\u00a0entitled\u00a0\u201cIn desert and wilderness\u201d (W\u00a0pustyni\u00a0i\u00a0w\u00a0puszczy\u00a0in Polish),\u00a0written in 1912,\u00a0can contribute to the perpetuation of\u00a0negative stereotypes and overemphasize cultural differences in a\u00a0negative\u00a0way.\u00a0\u00a0\n<\/p>\n<p>\n\t\u201cBambo\u00a0Brown\u201d\u00a0is about a little\u202f\u201cblack boy\u201d\u202fnamed\u00a0Bambo\u00a0who lives in Africa.\u00a0It is a classic poem which, despite being absent from the\u00a0school\u00a0curriculum, is still used by some teachers,\u00a0while\u00a0criticized by others for instilling racism in children.\u00a0\n<\/p>\n<blockquote>\n<p>\n\t\t<span><span style=\"sans-serif\"><i><span style=\",serif\">Bambo Brown<\/span><\/i><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">\u201cOn African land lives Bambo and the Browns<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">His chocolate face shines even when he frowns.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">As soon as the Sun appears on the horizon<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">His new book is what he\u2019s keen on.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">And when he comes back home from school<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">He plays tricks as he thinks it\u2019s quite cool.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">\u201cCome drink some milk\u201d \u2013 his mummy says.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">But he climbing the tree prefers.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">\u201cCome take a bath\u201d \u2013 his mummy replies.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">But Bambo does not want his skin to turn white<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">But mummy loves her little boy<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">As he is good and full of joy.<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">What a pity that Bambo clever and funny<\/span><\/span><\/span>\n\t<\/p>\n<p style=\"margin:0in\">\n\t\t<span><span style=\"sans-serif\"><span style=\",serif\">Is not here to make the weather warm and sunny.\u201d<\/span><\/span><\/span>\n\t<\/p>\n<\/blockquote>\n<p style=\"margin:0in\">\n\tThe short story\u00a0\u201eIn desert and wilderness\u201d\u00a0was\u00a0written by Nobel Prize-winning novelist\u202fHenryk Sienkiewicz. This story\u00a0is\u00a0problematic in a similar manner with its explicit racist overtones. Both texts are products of their age\u00a0and do not reflect\u00a0modern reality. When discussed without a context and without sensitizing children to racism, they can\u00a0indeed\u00a0generate stereotypes. Today, in the era of multiculturalism, drawing on these\u00a0types\u00a0of classical texts without proper commentary seems harmful, as it can perpetuate schematic thinking and confirm stereotypes, which may be\u00a0already rooted in people\u2019s minds\u00a0and society.\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\tConsequently, the aim of the class\u00a0was to facilitate a critical discussion on selected \u201ctypical\u201d educational content,\u00a0discuss constructive strategies to do so,\u00a0and highlight the need to recognize\u00a0and problematize\u00a0this type of content in didactic activities \u2013 classes conducted in\u00a0classroom.\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<hr>\n<h2>\n\tHow to address this situation?<br>\n<\/h2>\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69e5c45feaaf0-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69e5c45feaaf0-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69e5c45feaaf0-collapse\">Preparation Phase <\/button>\n        <\/h2>\n        <div id=\"accordion-69e5c45feaaf0-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69e5c45feaaf0-heading\">\n            <div class=\"accordion-body\">Before beginning a discussion about stereotyping and inclusivity, students can watch a TED Talk by Chimamanda Ngozi Adichie, \u201cThe danger of a single story\u201d. Students may be asked to read academic and non-academic sources about how to understand and talk about other cultures.\u00a0This\u00a0preparatory phase\u00a0helps\u00a0prepare students to\u00a0critically\u00a0reflect\u00a0on\u00a0schematic\u00a0thought\u00a0patterns,\u00a0cultural\u00a0clich\u00e9s and stereotypes that generalise and simplify the image of different groups and\u00a0their living environments.\n\n<div style=\"max-width:854px\">\n<div style=\"position:relative;height:0;padding-bottom:56.25%\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--fixed\" style=\"height: 480px;\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>To view third-party content, please accept cookies.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Change consent<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div>\n<\/div>\n<p>\n\t<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69e5c45feaaf7-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69e5c45feaaf7-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69e5c45feaaf7-collapse\">Guest speaker<\/button>\n        <\/h2>\n        <div id=\"accordion-69e5c45feaaf7-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69e5c45feaaf7-heading\">\n            <div class=\"accordion-body\">Meeting with a guest speaker is an effective strategy to observe one\u2019s reaction to knowledge gained from \u201efirst hand\u201d source, knowledge that is decolonised, decolourised, and that prods one to reflect on issues with greater depth and deconstruct schematic thought patterns. It is important to note that the guest is never an \u201cexpert\u201d or a \u201claboratory\u201d for students. For the sake of transparency, the course instructor met the guest speaker in advance to provide information about the number of students in the group, topic(s) of discussion, and clarify that the guest speaker can refuse to answer questions. Students also received this information in advance. The guest can also ask the students questions in order to assure ethnical symmetry in a discussion, and students can refuse to answer questions as well. Often these questions refer to sensitive, personal and difficult topics. \u00a0\n\n<p>\n\tFor the described class, a guest speaker was invited who was from Sudan and lived in Poland for many years. The guest shared his experiences as a father of school-age children and an NGO activist. The course instructor introduced the guest to the students, stipulated the rules of the meeting, and allowed some time for question or concerns to be raised. Then, a discussion with the speaker ensued. During the discussion, questions could be raised anonymously as well: a box was circulated in the classroom, where students could drop their written answers. Meanwhile, the course instructor moderated the discussion, and prepared a list of the most important issues that emerged. Finally, before the end of the class, students were given an opportunity for one-on-one conversation with the guest speaker. <\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69e5c45feaaff-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69e5c45feaaff-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69e5c45feaaff-collapse\">Oxford debate<\/button>\n        <\/h2>\n        <div id=\"accordion-69e5c45feaaff-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69e5c45feaaff-heading\">\n            <div class=\"accordion-body\">During the next class, students engaged in an Oxford debate. The purpose of the Oxford debate is to form two teams, one to defend the thesis of the debate, and the other to refute it. First, students received instructions and debate thesis in advance (by e-mail). Students were informed about the format of the debate: a formal discussion between two teams, proponents and opponents of the thesis. The teams arrived prepared to debate. However, they were not informed which team they will be in. \u00a0\n\n<p>\n\tWhen the teams are decided, they have 12 minutes to look through their notes and choose the best arguments. The debate is moderated by a Marshal, supported by a Secretary who takes notes about the debate. The Marshal gives the floor to members of the teams. Lots are drawn to decide about the order of the speakers taking their stand. For instance, a speaker of the proponent team speaks first, followed by a speaker from the team of opponents. Speakers take turns.\u00a0\n<\/p>\n<p>\n\tEach team member has a predefined function. Apart from the teams, the Marshal and the audience, Experts are also present at the debate to evaluate both teams. Experts address the content of the arguments, erudition, body language, sensitivity (non-discrimination). Experts also assess whether the speakers fulfilled their roles and their behaviour. Importantly, both teams\u2019 task is to discuss the thesis in a substantive way. The goal is not to convince the experts to take on a particular stance, but to present well-thought-out, logical arguments.\n<\/p>\n<p>\n\tThis strategy is aimed at confronting students with the stereotypes faced by children of African descent, binational and bicultural children, children with migration background, as well stereotypes potentially faced by teachers conducting classes about other nationalities, communities and cultures.\n<\/p>\n<p>\n\t<\/p><div class=\"ratio ratio-16x9 mb-3\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--16x9\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>To view third-party content, please accept cookies.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Change consent<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div>\n\n<p>\n\tFurther resources on Oxford-style debate:\n<\/p>\n<p>\n\t<span class=\"file media-element file-os-files-link\" data-file_info=\"%7B%22fid%22:%2263629%22,%22view_mode%22:%22os_files_link%22,%22type%22:%22media%22%7D\"><img decoding=\"async\" alt=\"\" class=\"file-icon\" src=\"\/profiles\/openscholar\/modules\/os\/modules\/os_files\/icons\/application-pdf.svg\"> <a href=\"https:\/\/sisu.ut.ee\/sites\/default\/files\/3_2_0.pdf\">\u201cWhat is Oxford Style Debate?\u201d by Han-Rog Kang (Oxford University)<\/a><\/span>\n<\/p>\n<p>\n\t<span class=\"file media-element file-os-files-link\" data-file_info=\"%7B%22fid%22:%2263630%22,%22view_mode%22:%22os_files_link%22,%22type%22:%22media%22%7D\"><img decoding=\"async\" alt=\"\" class=\"file-icon\" src=\"\/profiles\/openscholar\/modules\/os\/modules\/os_files\/icons\/application-pdf.svg\"> <a href=\"https:\/\/sisu.ut.ee\/sites\/default\/files\/Oxford_debate_guidelines.pdf\">\u201cOxford-style debate guidelines\u201d by M. Moszoro<\/a><\/span>\n<\/p>\n<p>\n\t<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t<\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69e5c45feab04-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69e5c45feab04-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69e5c45feab04-collapse\">Follow-up class<\/button>\n        <\/h2>\n        <div id=\"accordion-69e5c45feab04-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69e5c45feab04-heading\">\n            <div class=\"accordion-body\">Following the meeting with the guest representing both Poland and his country of origin (Sudan), as well as the Oxford debate and a discussion based on diverse arguments, during the follow-up class, students have an opportunity to reflect on their thoughts. The group saw the content of the poem and the novel in a completely new light. A discussion with the students on how their views about the poem might have changed and their knowledge decolonised was part of the strategy of the class. They agreed on the fact that it is necessary to discuss literary texts that are problematic in our times based on the context, using their potential to show the space for non-discrimination and respect for human rights on many levels.\u00a0\n\n<p>\n\tIn the case of younger students, it is recommended to discuss the poem \u201cBambo Brown,\u201d while indicating the schematic thinking, negative stereotypes and colonial language. However, it is necessary to be well prepared to classes addressing this problem. They certainly require a discussion about the historical and social context in which the texts were written. Attention must be drawn to the students \u2013 what if some of them are children or adolescents whose parents from countries on the African continent? Is the instructor able to deal with non-discriminatory education in such situations? \u00a0\n<\/p>\n<p>\n\tEvery country has this type of publications in its literary canon. It is worth drawing attention to how and in what context the teacher transmits the knowledge, so as to sensitise the students to diversity and avoid direct and indirect discrimination in education. It is worth wondering about why the image of Africa and people coming from countries from the African continent is a result of a negative perception and prejudice. <\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n\n<p>\n\t\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<h2 style=\"margin:0in\">\n\tWorks cited:<br>\n<\/h2>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t<u>Academic sources:<\/u>\n<\/p>\n<p>\n\tDiouf, M.,\u00a0Igiehon, A.,\u00a0Karamalla, N.,\u00a0Rasolomampionona, D., &amp; \u015aredzi\u0144ski, P. (2011). Jak m\u00f3wi\u0107 i pisa\u0107 o Afryce.\u202fFundacja Afryka Inaczej, Warszawa.\u00a0\n<\/p>\n<p>\n\tLiebel\u201a M. \u201eWei\u00dfe\u201c Kinder \u2013 \u201eschwarze\u201d Kinder.\u00a0Nachdenkliche Anmerkungen zu Janusz Korczaks Kinder-Roman vom kleinen K\u00f6nig\u00a0Maciu\u015b, In: M.\u202fLiebel and Janusz Korczak\u00a0(eds.) \u2013 Pionier der Kinderrechte. Ein internationales Symposium, Berlin\u2013M\u00fcnster: LIT Verlag Dr. W.\u202fHopf, 2013.\u00a0\n<\/p>\n<p>\n\tMarkowska-Manista, U. (2020) \u201cO\u00a0potrzebie\u00a0dekolonizacji\u00a0wsp\u00f3\u0142czesnych\u00a0bada\u0144\u00a0nad\u00a0dzieci\u0144stwem\u00a0i\u00a0prawami\u00a0dziecka\u00a0<br>w\u00a0krajach\u00a0Globalnego\u00a0Po\u0142udnia\u00a0i\u00a0Globalnej\u00a0P\u00f3\u0142nocy\u201d.\u00a0Rozwa\u017cania\u00a0wst\u0119pne,\u202fPRZEGL\u0104D KRYTYCZNY\u00a02020 \/ 2(1): 9-20, DOI: 10.14746\/pk.2020.2.1.01\u00a0\n<\/p>\n<p>\n\tMarkowska-Manista, U. (2016):\u202fWalka\u00a0ze\u00a0stereotypami\u00a0odmienno\u015bci\u00a0kulturowej\u00a0\u2013\u00a0szkolne\u00a0i\u00a0pozaszkolne\u00a0pola\u00a0bitewne, In:\u00a0Twierdza.\u00a0Szko\u0142a\u00a0w\u00a0metaforze\u00a0militarnej. Co w\u00a0zamian? Maria\u00a0Dudzikowa\u00a0&amp; Sylwia Jaskulska (ed.), Wolters Kluwer SA, pp. 315-339.\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\tMarkowska-Manista, U. and Dominika Zakrzewska-Ol\u0119dzka (2017):\u202f<br>Pomi\u0119dzy\u00a0teori\u0105\u00a0a\u00a0praktyk\u0105\u00a0kontaktu\u00a0mi\u0119dzykulturowego,\u00a0Pogranicze.\u00a0Studia\u00a0spo\u0142eczne, vol. 30, ss. 113-129, DOI:10.15290\/pss.2017.30.08\u00a0\n<\/p>\n<p>\n\t<br><u>Online sources:<\/u>\n<\/p>\n<p>\n\tChimamanda Ngozi Adichie\u00a0The\u00a0danger of a single story\u00a0<a href=\"https:\/\/www.ted.com\/talks\/chimamanda_ngozi_adichie_the_danger_of_a_single_story\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/www.ted.com\/talks\/chimamanda_ngozi_adichie_the_danger_of_a_single_story<\/a>\u00a0\n<\/p>\n<p>\n\t\u201cHow to talk about the majority of the world\u201d published by the Institute of Global Responsibility\u00a0<a href=\"https:\/\/igo.org.pl\/\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/igo.org.pl\/<\/a>,\u00a0<a href=\"http:\/\/igo.org.pl\/wp-content\/uploads\/2016\/01\/Jak_mowic_o_wiekszosci_swiata_wydanie4_-ebook.pdf\" rel=\"noreferrer noopener\" target=\"_blank\">http:\/\/igo.org.pl\/wp-content\/uploads\/2016\/01\/Jak_mowic_o_wiekszosci_swiata_wydanie4_-ebook.pdf<\/a>\u00a0\n<\/p>\n<p>\n\tSource of the translated poem in the box is:\u00a0<a href=\"https:\/\/blogs.transparent.com\/polish\/murzynek-bambo-julian-tuwim\/\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/blogs.transparent.com\/polish\/murzynek-bambo-julian-tuwim\/<\/a>\u00a0\n<\/p>\n<p>\n\tZasady Debaty Oksfordzkiej http:\/\/ampdo.pl\/wp-content\/uploads\/2017\/08\/AMPDO_Zasady-Debaty.pdf\u00a0\n<\/p>\n<p style=\"margin:0in\">\n\t\u00a0\n<\/p>\n<p>\n\t\u00a0\n<\/p>","protected":false},"excerpt":{"rendered":"<p>Class description \u00a0 Course\u00a0Topic: Graduate course on working with children from culturally and socially diverse backgrounds\u00a0 Student composition: 2nd\u00a0year\u00a0MA university students (domestic student only) The situation in which the controversy occurred When teaching this course, one of the challenges I &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":56,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-57","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/57","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=57"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/57\/revisions"}],"predecessor-version":[{"id":2485,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/57\/revisions\/2485"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/56"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=57"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}