Self-conception and Attitude
In general, please note that students coming together in a seminar room have different backgrounds and realities of life from which they engage with the course content. This requires lecturers to be sensitive to different learning styles and needs so that all students can benefit equally from their studies.
As has repeatedly been shown, it is essential how knowledge is imparted. Not only the selection of content, but also the teaching methods offered and the design of the materials influence the students' learning success. A gender- and diversity-sensitive didactic approach to teaching contributes to fair and respectful interaction as a precondition for good teaching and learning.
In order to appropriately promote diversity and equal opportunities, a critical reflection of one's own prejudices is therefore important. This can be initiated, for example, through self-reflection and critical self-examination, awareness-raising and further training, openness to new experiences, exchange and feedback from others (e.g. other lecturers) and the active desire to change one's own behavior. Reducing unconscious bias is a learning process that requires time and commitment. It is not about being completely free of prejudice, but about developing an awareness for and continuously working on overcoming them.
If a person enjoys certain advantages within society due to physical (e.g. gender, sexuality, health), social (e.g. origin, education, finances) or other characteristics, this is referred to as privilege. In addition, not only do the privileges of lecturers relate to their personal background, but also to existing hierarchies and power structures within the institution of higher education. The position or role within the institution, such as students, deans, professors, lecturers, academic staff, technical and administrative staff, or security and cleaning staff, determines access to resources, organizational opportunities and decision-making authority.
Power dynamics can exist between lecturers and students, particularly in teaching. Teachers often have authority and control over the implementation of the curriculum, the assessment of work and the general design of the learning space. This dynamic can lead to students feeling less empowered to express their opinions or help create the teaching process. By becoming aware of your own privileges and your position within these power structures, you can better adapt your teaching to the needs of all students.
Lecturers should therefore be aware of their own position within these structures and reflect on how these might influence their interactions with students. What types of personal or institutional privilege do you have? How does it influence your teaching practices and decisions? And do these in turn contribute to reproducing or reducing existing power structures and hierarchies?
Video "What is privilege?"
Length: 3:59 min, in English language
Recognizing one's own implicit thought patterns and prejudices is the first step towards implementing diversity-sensitive didactics. A diversity-sensitive approach in teaching focuses on the diversity of students and aims to design teaching methods and materials in such a way that they take appropriate account of the different backgrounds, abilities and needs of students. It is primarily about providing impulses, cultivating an open culture of constructive criticism and creating a space for growth and change. This always raises open questions or problems and creates tensions that need to be tolerated and evaluated in a constant process of negotiation.
The elements of diversity-sensitive didactics include, but are not limited to, for example:
- Gender- and diversity-sensitive language and representation in lessons and teaching materials
- Inclusive discussion culture and sensitive speaking behavior
- Participation and a culture of constructive criticism
- A variety of methods and consideration of different types of students
- Teaching materials without stereotypes
Above all, diversity-sensitive didactics are a question of one's own attitude. Fair and respectful interaction is a precondition for good teaching and learning.
Developing Racism-Critical Competences:
As a teacher, it is important to develop professional competence in this area. Competence development critical of racism serves to act critical of racism. To this end, it is necessary to understand how constructions of difference have been and continue to be functionalized in the past and present in order to turn people into other, alien and dangerous beings.
Lecture "Racism in school and society"
Karim Fereidooni uses the metaphor of putting on racism-critical glasses to describe this process. This perspective serves as an analytical tool that enables you to review and redesign the teaching and learning space and thus a significant part of the university environment. Click here for a lecture by Prof. Dr. Karim Fereidooni.
Reflecting on and revising curricula:
The aim is not only to break up the dominance of white knowledge production, but also to create space for multi-perspective knowledge production. This means integrating the voices, experiences and forms of knowledge of academics from different backgrounds into the discourse.
Curriculum
Racism should be explicitly addressed as part of the curriculum to encourage and empower students to critically question racist structures and assumptions. For further information see Framework and Social Organization.Support and empowerment of students
Special attention is paid to supporting students from marginalized groups. See also Teaching Design and Mediation. In your teaching, you can also always refer to support structures in your department or university, such as the anti-discrimination office.
Teaching culture and discussion
Create a safe and supportive space for open discussions about racism and discrimination. To this end, it is recommended to reach and record a joint agreement with the students at the beginning of the course on a culture of communication that is critical of discrimination. See also Teaching Design and Mediation.
A transcultural and anti-racist approach to knowledge production and teaching promotes a deeper and more comprehensive understanding of global and local discourses and creates a more balanced platform where different perspectives can be heard, valued and integrated into research, education, media and politics.