The school community (management, teachers, parents, local community representatives) will explore in an experiential way their beliefs and prejudices on various issues of the refugee phenomenon, and will have the
opportunity to develop and listen to different perspectives.
The teachers to:
- listen carefully to others without making comments or interventions,
- think analytically and critically,
- develop arguments and counter-arguments for each controversial statement,
- reflect on their personal beliefs.
- listen actively and without interference to other people’s arguments,
- think analytically and critically about all aspects of an issue before forming an opinion,
- reflect on their personal beliefs and any prejudices on controversial issues.
Steps
- The facilitator prepares reflective statements (see examples below). S/he creates a dividing line in the room and places an A4 sticker with the word “AGREE” on one side and another with the word “DISAGREE” on the other side.
- S/he explains to the participants that s/he will read a series of statements with which they are asked to agree or disagree, and to place themselves accordingly in the space created with the words “AGREE” and “DISAGREE”. If they do not have a clear opinion, they can stand with one foot on one side and the other foot on the other side.
- After each statement, the facilitator asks the participants to explain why they chose the position they took. He/She explains that while the arguments for the different positions are being exchanged, the participants may move and change positions.
- Chairs are placed in a circle for reflection:
- How did you feel about the statements?
- Was the decision easy each time?
- If you moved after the first decision, what is it that made you change your mind?
Evaluation
Reflective discussion at the end of the workshop.
Duration: 20-25 minutes
Materials:
- Short list of controversial statements, no more than 5 or 6 (see attachment below).
- Two pieces of paper with the words “DISAGREE” and “AGREE”.
- This activity is an adaptation of the activity “What I stand for” from the manual “Learning to Live Together” (https://gnrc.net/en/knowledge-center/documents/document/1132-learning-to-live-together-programme).
