Activity 2 Topic 4

Title

Create and tell

Duration

1-2 h

Expected learning outcomes

By the end of this activity, students will be able to:

 

  • Identify and combat discriminatory positions

  • Use respectful dialogue to solve differences in a peaceful way

  • Discuss and understand other viewpoints in order to reach a consensus and collaborate in a constructive way 

  • Reflect on personal attitudes, take responsibility and adopt a more critical behaviour of personal actions

Methodology

Storytelling

Required resources

  • A room with enough space to divide the class into groups 

  • Pieces of paper and pens to take notes of the story if needed

Annexes

Annex I. Images of discrimination

Description

Life is full of stories: why don’t you share yours?

Episodes of discrimination may occur in multicultural environments. Learning how to recognise them can help prevent similar occurrences in the future and respect others people’s feelings. Sharing personal experiences with others can also contribute to enhancing empathy and a feeling of common belonging in the classroom. However, also creating new stories can help you to reflect on your personal experiences and analyse them from a different perspective. 

Guide your students:

Step 1.

Create a story using 6 images that portray discrimination.

Note for teachers: You may also replace images with sets of key words, such as:

- prejudice, teacher, insult, despair

- discrimination, faith, disability, pain

- stereotype, theft, poor, doubt

- prejudice, money, misfortune, adult

 

  • Use Annex I. Images of discrimination (or make a search on the web)

  • Create smaller groups (circles) of 3-5 students: each circle will create a story, by using a set of 6 images.

  • Ensure that each group positively interact and reach a consensus. 

  • Ask your students to tell their story to another group and vice versa. 

Step 2

Create a second story using 6 images that portray discrimination. 

  • Each group will use the same 6 images remaining in the same groups but creating another story.

  • Make sure each group comes to a consensus!

  • Discuss with your students: 

    • Which of the two stories are the most recognizable in your life?

    • Search for some examples in the stories that could refer to your neighbours/friends. 

    • Choose one example to share with the plenary circle. 

Step 3

Create a third story using 6 images that portray discrimination.    

  • Repeat the same exercise: each group will use the same 6 images and create another story.

  • Ensure that each group comes to a consensus: each story should end positively; each group will then place the pictures on the ground, following the sequence of the story.  

Step 4

Interpreting the stories of others

  • Students will change places and ‘interpret’ the story of another group. Ask them to try to reconstruct what they might have thought…

  • Reunite the smaller groups in the larger circle. 

  • Students (or each smaller group) will share their interpretation of the story.

  • Ask the group that created the story if their interpretation is correct or not.   

  • Member of the circle should imagine an alternative ending.  At least one ending must be positive and another negative.

Relevant topics for discussion

  • Was it difficult to interpret the stories of other groups?

  • Did you find any similarities with your own story?

  • How did you organise your work in the smaller group? Did you have space to contribute?

Original source

Share stories, photos and videos from your class while using this Activity!