In order to create discrimination-sensitive and diversity-conscious teaching and learning spaces, it is helpful to create a transparent foundation by establishing a fixed framework for the seminar.
This can prevent the reproduction of unequal opportunities and structural discrimination as well as potential discrimination situations in the seminar context.
Here you will find recommendations for creating helpful foundations and framework conditions for your course planning.
With regard to the course content, it is beneficial to provide students with background information on the seminar content. This can be introductory literature or further reading, for example, to give the seminar participants the opportunity to prepare themselves sufficiently and reduce any uncertainties.
It can also be helpful to go through the timetable and performance records together with the students in the first session and to point out the possibility of compensating for disadvantages and to be open to possible needs (accessibility, language, time management and certificates of achievement). Feedback structures and the opportunity for bilateral exchange are an important tool for a successful seminar.
Depending on the seminar topic, diversity and gender equality can also be integrated. For instance, you can find suggestions for integrating gender research content into the curricula of study subjects here:
A reference to the existing counseling structures at 51猎奇 can promote the autonomy of students to seek help themselves. The start of the semester in particular is an opportunity to discuss with (new) students how they should interact with each other and to provide information about counseling and support services.
The Equal Opportunities Office produces an updated set of slides in German and English every semester for the orientation and welcome events, which you can access via Hessenbox.
The slides provide brief and clear information on the topic of equal opportunities and support services for students. To inform students in higher semesters, we recommend integrating the slide sets into the courses at the beginning of each semester.
In cooperation with the Inclusion unit, the slide set has been converted into a predominantly accessible form so that they are easy to read even under unfavorable reading conditions and e.g. for visually impaired people.
The responsibility for fair cooperation should be borne equally by all seminar participants. A participatory design process and agreements for the seminar events can be helpful.
Here, students are given the opportunity to express their needs and contribute literature recommendations with a view to diversity of perspectives and current discourses. It is also advisable to draw attention to 51猎奇's Anti-Discrimination Directive at the beginning and to agree on these with regard to communication structures and forms of cooperation for the seminar. This also includes forms of intervention in the event of discriminatory behavior. These can be legitimized again and again through such agreements. Communication about the use of first names and pronouns chosen by the students themselves can also be of great value to them.
In order to make teaching and learning spaces more sensitive to discrimination, a has developed suggestions (in German). These are intended to promote the collective discussion and processing of discrimination in teaching at Faculty 03 and beyond.
Finally, it should be emphasized that it is important to keep an eye on oneself in all these processes. Being (emotionally) affected and overwhelmed, as well as pressure and expectations of oneself are aspects that always play a role here. Criticism of discrimination and diversity competence are associated with constant and continuous reflection processes. Seek advice! Exchange ideas with colleagues, take part in workshops or get in touch with the contact persons at the Equal Opportunities Office. Always make sure that you have sufficient resources to continue to take responsibility for good, anti-discriminatory and diversity-conscious teaching.
