Living together in an ethnic diversified society.
Contents:
- Teaching series: Living together in an ethnic diversified society (illustrated by different media);
- Series of lessons;
- Lesson - Living in Detroit today (Poetry);
- Rough sequence of the double lesson (90 min);
- Detailed procedure of the lesson;
- Selected poems for group work;
- Attachment.
This series of lessons is carried out in a class at the vocational college for future educators. They are usually between 16 and 30 years old and come from different schools and thus also with different school-leaving qualifications and knowledge. The vocational college in particular is a type of school where the learning group is very heterogeneous. Some students do their training as educators directly after graduating from secondary school and are therefore only 16 years old. However, there are also students who are already 30 years old, some of whom have children or a university degree and are using the training as an educator as retraining or further training. Thus, the level of knowledge and skills at the vocational college varies more than at any other type of school. The teacher must learn to deal with this heterogeneity, sometimes create several sheets and exercises for the different levels of knowledge, so that each learner has the opportunity to get better and prove himself within his framework. Also, the teacher can use the already existing heterogeneity to work in smaller groups that are also heterogeneous, so that the students with a higher level of English and knowledge help the students who need more support. The class has about 20 students. The lesson series consists of six units. Each unit is a double lesson.
Table of Contents
1. Teaching series: Living together in an ethnic diversified society (illustrated by different media)
1.1. Series of lessons
2. Lesson - Living in Detroit today (Poetry)
2.1. Rough sequence of the double lesson (90 min)
2.2. Detailed procedure of the lesson
3. Selected poems for group work
Objectives and Topics
The primary objective of this work is to present a structured series of lessons for vocational students regarding the topic "Living together in an ethnic diversified society," aiming to foster both subject-specific knowledge and English language proficiency through various media and creative reflection.
- Analysis of migration causes, history, and societal consequences.
- Critical examination of refugee policies and asylum seeker experiences in Germany.
- Cultural identity and social dynamics in the USA (the "melting pot vs. salad bowl" concept).
- The role of media and literature in understanding urban social change, exemplified by the city of Detroit.
- Developing pedagogical competence and empathy for future work with diverse populations.
Excerpt from the publication
2.2. Detailed procedure of the lesson
In this section, one lesson of the series ‘Living together in an ethnic diversified society’ is described in more detail. The lesson presented is the penultimate lesson - the fifth of six. In the previous lesson (fourth lesson), the broader topic was already brought into the thematic direction of this lesson. While the third lesson was still about Germany, the focus in the fourth lesson was on the USA. Now, in the fifth lesson, this topic is even more narrowly defined and dealt with using the city of Detroit. Detroit is a good example for the lesson series because it is a city that polarizes and symbolizes change as well as urban and social decay. Detroit is often used as a synonym for this, especially in the American media. The students can analyze how a city changes through social structures, working conditions, people, living conditions and also the population due to ethnic groupings. Students can use the poems to better understand, analyze and discuss the history and life in Detroit.
Summary of Chapters
1. Teaching series: Living together in an ethnic diversified society (illustrated by different media): This chapter outlines the six-unit teaching series designed for vocational students, focusing on media competence, independence, and the social integration of diverse ethnic groups.
2. Lesson - Living in Detroit today (Poetry): This chapter provides a granular breakdown of the fifth lesson, using contemporary poetry to explore social and urban transformations in Detroit as a microcosm for broader societal issues.
3. Selected poems for group work: This chapter analyzes the four selected poems—by Dunya Mikhail, Tom Wayman, Kim Hunter, and Jamaal May—discussing their themes, relevance to the curriculum, and potential impact on student empathy.
Key Words
Ethnic diversity, Vocational education, Migration, Lesson series, Media literacy, Detroit, Poetry analysis, Refugee crisis, Social change, Integrative pedagogy, Curriculum, Urban decay, Cultural identity, Classroom methodology, Global village.
Frequently Asked Questions
What is the core focus of this teaching series?
The series addresses the topic of "Living together in an ethnic diversified society" to help vocational students understand global migration, cultural mixing, and the specific challenges of social integration in the modern world.
What are the central thematic areas covered?
The themes include the "global village" concept, the history and consequences of migration, the situation of refugees in Germany, the cultural narrative of the USA, and urban social change in Detroit.
What is the primary educational goal?
The goal is to combine English language learning with specialized social science knowledge, while preparing future educators to handle heterogeneous learning groups and develop cultural empathy.
Which pedagogical methods are applied?
The approach utilizes student-centered techniques such as small group work, project-based learning, media analysis (including YouTube, newspapers, and poetry), and the "Gallery Walk" method.
What content does the main body address?
It provides a comprehensive overview of the six-unit plan, details a specific lesson on Detroit using poetry, and offers a rationale for the literary texts used in the curriculum.
How can we characterize this work using keywords?
Key concepts include ethnic diversity, media literacy, integrative pedagogy, social change, and the use of literature to foster professional student development.
Why is the city of Detroit used as a central case study?
Detroit serves as a powerful symbol of urban transformation, social decay, and the long-term effects of structural changes, which helps students analyze social themes in a concrete, relatable context.
How does the author integrate the students' future profession?
The lesson structures are designed specifically for trainee educators, encouraging them to reflect on these topics through the lens of their future work in kindergartens or social services, with a strong focus on empathy for diverse backgrounds.
- Arbeit zitieren
- Annemarie Mehler (Autor:in), 2020, Living together in an ethnic diversified society, München, GRIN Verlag, https://www.grin.com/document/1421512
