#4Using case studiesCase studies are an effective way of raising race-related, cultural and faith issues. They can be used to highlight practical and realistic scenarios that students might face as well as to assist cross-cultural competencies and understanding.
The following case studies can be posed to staff and students using a problematised learning approach to identify steps that can be taken to address the case study issue.
Using case studies | race equality toolkit - universities scotland
One student reports that, having observed for six weeks, she feels that the system is not equitable or fair particularly in relation to able pupils and pupils with no additional needs 14 Dec 2017 - Race case studies. The race case summaries are grouped into two categories: court and tribunal decisions, and conciliated outcomes..
She suggests that pupils whose first language is not English are getting too much teacher time leaving those who are perceived to have no issues, e.
indigenous pupils (as described by the student), being unequally treated. The tutorial group of second-year teacher education students agree with their fellow student.
How might you respond as the tutor?ResponseThis is an opportunity to open up discussion on an issue that many students (and probably staff) would identify with but are unlikely to voice so as not to be seen as “politically incorrect” or unsympathetic to the inclusion agenda.
Best practice - diversity case studies | royal society
Enabling inclusion requires careful planning and a realistic budget 29 Jun 2016 - Public Sector Equality Duty case studies - Reducing exclusions Over the past decade, the attainment gap between white and ethnic At the time of writing, it is too early to evidence the impact in quantitative outcomes..
The issues here might be varied:the student may lack confidence (due to lack of knowledge and training) to work with pupils for whom English is an additional language;the class size may be large and the inclusion of a diverse range of pupils not properly resourced (e.
appropriate materials, having access to team teaching with English as an Additional Language teachers);the student may have values issues that require to be addressed. The student’s comments could usefully be used to open up discussions about the contested terrain of equity and inclusion.
For example, the concept of distributive injustice (as discussed by Sharon Gerwitz (2006:97)1) could be explored here.
Distributive injustice may be occurring in the school as it does not have sufficient resources to ensure that the needs of each pupil are being met in an equitable way The U.S. National Institute of Medicine has noted that historically, studies on Biologists Marcus Feldman and Richard Lewontin write that the 0.1% genetic the disease is produced by cultural practices—in this case, shared culinary habits..
Example 2An Asian student is being observed on a clinical placement. Once the 15–minute consultation period is over, the older person wants more information and reassurance and continues to try and engage with the student. The student finds it difficult to cease the consultation and allows it to run over by five minutes. The practice educator marks the student down for the slippage in time since, in a real-world setting, over the course of a day there could be 20–30 minutes’ slippage and the appointment schedule would not be kept.
Should the practice educator have imposed this reduction in marks on the student?ResponseIt would be reasonable for the practice educator to impose such a penalty, particularly if students have been told beforehand that time-keeping would be one of the criteria that would be used in assessment.
Race and ethnic relations in education - university of amsterdam
There may have been issues of age (respect of older people), culture (younger people do not dictate to older people) and gender in this case study Conduct and write up a case-study on a particular problem concerning ethnic relations in education. The case-study should include collection of data, analysis of .
The student being Asian may or may not have been material but cultural issues may have played a significant part in this case study.
Example 3You are a lecturer on a mechanical engineering course. After a lecture, a British home student of an Asian background stays behind to have a quick word with you as her Director of Studies.
She mentions that she is not happy with the group she has been assigned to in another module View case studies of best practice for increasing diversity in the scientific the representation of women, disabled people and those from minority ethnic .
She explains that the group consists mainly of Asian overseas students and she feels that the level of English in the group is so poor that it is affecting her ability to take part effectively.
Race & ethnicity | gendered innovations
She considers that she is missing out on robust discussions and wishes to transfer groups. As her Director of Studies what might you advise?ResponseThis is the type of tension that faces those responsible for ever more diverse learner groups.
What needs to be explored here is whether the student’s concerns are real or whether they feel uncomfortable being in a group of “foreign” students. It would be erroneous to assume that visible minority ethnic students would naturally bond with students from similar ethnic groups from overseas. The reality is that many visible minority ethnic students who are second or third generation British or UK students may have little in common with students from similar ethnic groups from overseas.
Supporting ethnic minority young people from education into work
All students should be able to draw from their group work information that stimulates intellectual growth or skill development in the subject area Ethnic minority young people remain disadvantaged in the UK labour market. We chose our three case studies to capture a range of different demographic, with pupils on careers guidance, support with application-writing, facilitation of .
Barriers that prevent this will need to be addressed.
Those responsible for the course may wish to consider whether providing language support to international students to assist them in becoming familiar with terminology within the discipline might be a useful tutorial during the induction process. Can opportunities be provided to allow students to use their first language so that they can better articulate their ideas? There may need to be further discussion about how to support international students into new cultures of learning (see Equally, it may be useful to provide all students with an awareness of a multicultural and multilingual environment.
The purpose of such a session would be to heighten awareness of different communication styles across cultures and to develop positive attitudes towards multilingualism 16 May 2016 - Unlawful discrimination is explained on a range of topics using case studies and examples..
Adcq : race case studies
A paper by Dee Amy-Chinn discusses how she sets the scene to enable discussions:providing a module booklet with a high degree of detail with regard to course contentproviding detailed guidance for reading each week that included web links to sites that would assist challenging the hegemonic thinking on sexuality matters that might existproviding in the module handbook detailed clear ground rules for engagement with Week 1 allowing time to agree rules for “in-class” behaviourspending time during Week 1 in allowing students to discuss how they would move beyond surface learning about the issues and to critically engage with “difference”early introduction of standpoint theory and issues of embodied epistemologynot placing any student in the position of “informed expert”using third party testimonies to open up discussionnot avoiding difficult areas e. views of theology on sexuality matters, feminist theology, writers who favour female circumcision. (2006) “Towards a contextualised analysis of social justice in education”, Educational Philosophy and Theory, vol.