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  • Welcome!

    Welcome to the  online course on `How to become a digital inclusive teacher`. If you teach 10 - 19 year-old students you might find here what you have always been looking for. Here we offer you a set of tools that might help you to change your way of teaching in a wider range of inclusiveness than before. Feel free to do the whole course which will take you about 10 - 15 hours if you do all the tasks requested. The main exercises appear at the end of each module. There will be some reflection task in the modules that are designed solely to deepen your understanding of the topic.

    You will find additional supportive tools on our digital platform:  www.DigiEdu4all.eu

    Duration: 2 / 3 hours minimum for each module

►Module 2: Media Literacy
◄Module 4: Participatory Approach and Empowerment through Global Citizenship Education

  • Module 3: Non-Discriminating Approach

    Welcome to the third module.

    This Module is based on the learnings of critical global citizenship education.

    In this module you should

    • analyze excluding aspects and barriers (both technical barriers and mental barriers in people's minds)
    • gain knowledge about discrimination categories (migration, disability, gender, socio-economic background) and possibilities of inclusive thinking
    • gain knowledge about the social and digital needs of different target groups
    • learn how to identify and avoid exclusionary teaching practices

    • Diversity and Discrimination

      Discrimination at schools does not only mean that certain groups of students are actively excluded, but as well that students are not addressed in class because they have special needs which are not or cannot be taken into account in regular school life. 
      According to the different dimensions of diversity, such as migration, disability, social background, gender, and so on, we are called to bring particularly hard-to-reach groups on board - students with special needs.

      dimensions

      Not to discriminate means a variety of things that should be considered. The basic attitude should be to see diversity as a resource and opportunity rather than a burden or challenge. It is particularly important for teachers to be aware of the different needs of their students and to respond to them individually, taking into account their "barriers" which may have different backgrounds. There may be barriers due to migration backgrounds, gender, disabilities, socioeconomic status and different appearances. In the classroom, all possible groups of people should be represented so that students have a chance to identify with them.
      For the teacher, it is important to constantly reflect on one's own views, where stereotypes exist and what my knowledge of other groups is and where this knowledge comes from.


      How to overcome barriers resulting from ...

      Migrant background
      • consideration of barriers (language level, foreign words, hierarchy of language)
      • avoid barriers by not assuming regional or cultural knowledge which has nothing to do with the subject but is included into tests or questions in exercises
      • avoid stereotypes and clichées
      • represent difference as normal (gender diversity, different cultures, people with handicaps...) not as an exception
      • possibility of identification (different kind of names, such as foreign names or non gender-binary names)
      Gender
      • reflect on gender equality and language 
      • consider trans- or non-binary identities in language and teaching material 
      • avoid heteronormativity
      • accept gender-specific knowledge as a standard for everybody (STEM – Subjects)
        Problem: girls are less addressed, can‘t identify themselves and have less access to enter this field of professions
      • know that different genders and gender identities are also accompanied by different social positions, which include both advantages and disadvantages
      • reflect on social norms and one's own notions of normality as they relate to gender (heteronormativity)
      • teaching science: cultural/social knowledge - what is the hidden message that resonates?
      • avoid gender stereotypes and clichés 
      • remove and detach stereotypes in schoolbooks and teaching materials 
      • Example: show a balanced representation of female scientists, even if it does not correspond to reality now
      Disability (intellectual, physical or psychological condition or possibilities)
      • language (level, difficult words)
      • consideration of ´part performance disorders (e.g. dyslexia)”
      • digital material (design, colors, layout, font/typeface, font size)
      • reflection of ideas of general norms (to expect general existence of physical fitness, perfect mental and physical health, intellectual ability).
      • avoid stereotypical pictures of persons with disabilities (e.g. as seeking help, suffering ...)
      • portray real worlds of people with disabilities without making the disability a subject 
      • Example: The protagonist of a story is in a wheelchair, but the story is about his professional activity as a computer scientist
      Socio-economical background (education, financial situation)
      • language (level, technical terms)
      • flexibility when it comes to devices
      • no cultural or regional knowledge which is included in tests and exercis
      • avoid or deconstruct cliché figures (e.g.: precarious living condition of a single mum) 
      • expensive activities at school should be avoided (skiing holiday for everybody yes / no?)
      • reflect on a variety of lifestyles and leisure activities
      • refer to different living spaces
      Body (norms, appearance ...)
      • reflect on not pronounced but included norms (norms vs. diversity)
      • diversity in terms of appearance which also depict figures that are not conform to the ideal norm or the statistical norm average
      • show different variations of bodies (body shape, body size, weight, body hair)
      • do not show negatively connoted representations of bodies


    • How to address ´diversity and discrimination´ in class

      Topics such as diversity and discrimination are sensitive and focussing on them in work with young people requires not only reflection but also expertise.

      What can teachers do in the classroom?

      • common reflection of prejudices and sterotypes (movies, exercises, games...)
      • teaching knowledge about discrimination (different diversity-dimensions) and about the situation of discriminated groups
      • teaching values in the context of promoting democracy and the use of  methods to participate
      • be a good contact person in case of discrimination (and other forms of violence)
      • set up a system of complaints
      • show occasionally a film with critical content as an impulse for discussion
      • invite discrimination-experts and/or persons affected by discrimination (who are active as self-advocates) for workshops or discussions

      These two website give very short overviews about topics and discussions concerning migration and gender. They migth be a good starting point for use in the classroom:

      Films for reflection on diversity, prejudice, discrimination ect. in the classroom.

      All That We Share (3 Min) [3]:

      The video shows that even though humans are quick in categorizing individuals into boxes we have a lot more in common than we think.

       

       

       This video is originally a Danish video with English subtitles. However, there are many version of it now in different translations.

      Hjyab (7:55 Min) [4]:

      The video is about a young muslim girl that comes to a new school wearing a hyjab. In school she is pressured to take off the hyjab in the name of freedom of religion and antidiscrimination.

       


      This video is only available in Spanish with English subtitles.


      Snack Attack (4:41 Min) [5]:

      This video is a sweet reminder not to make rash judgements.

       


      The video has no voice.

    • Task 3:

      Now that you know how important representation is for students and how many types of discrimination everyone faces, we invite you to do a quick self-check. Of course, hardly anyone wants to discriminate consciously, but socialized categorizations are difficult to discard. The Diversity Checklist gives you a first overview of how far you already are in terms of representation and also inspiration where you can still improve something.

    • Sources

      [1] Team, G. U. A. G. (2019, 18. März). Why it is time to discuss migrations at school? GET UP AND GOALS! - Global education Time. https://www.getupandgoals.eu/global-issues/migrations/why-it-is-time-to-discuss-migrations-at-school
      [2] Team, G. U. A. G. (2019b, April 2). Let's clarify what we mean when we talk about gender. GET UP AND GOALS! - Global education Time. https://www.getupandgoals.eu/global-issues/gender-inequalities/let-s-clarify-what-we-mean-when-we-talk-about-gender

      [3] TV 2 PLAY. (2017, 27. Januar). TV 2 | All That We Share [Video]. YouTube. https://www.youtube.com/watch?v=jD8tjhVO1Tc

      [4] Xavi Sala. (2012, 25. Februar). Hiyab [Video]. YouTube. https://www.youtube.com/watch?v=kE5h_FaYAj
      [5] Eduardo Verastegui. (2016, 14. Juni). Snack Attack [Video]. YouTube. https://www.youtube.com/watch?v=38y_1EWIE9I


►Module 2: Media Literacy
◄Module 4: Participatory Approach and Empowerment through Global Citizenship Education