How to start the
'Context' Case Study
These case studies were developed by core members of DEC. They are composites based on real experiences that aim to expose the sometimes obvious, but oftentimes unconscious, biases within our curriculum and academic culture. You are able to view them online or download them for use at a later stage. Either way, we hope they empower you to stand to for these injustices that are experienced by marginalised students in our classrooms.
Cheslin’s favourite module is his World History module. This term, the module is split into two different case studies, each spanning 5 weeks. The first case study is World War II and a lecture in week one begins with the lecturer issuing a content warning to the class.
He says “anyone who feels uncomfortable with the content at any point over the next five weeks is free to step out. Someone will come check on you and can catch you up at a later stage if need be.”
Due to the sensitive start to the case study, Cheslin notices that class discussions are sensitive and inclusive.
Week 6 means the start of the second case study: Myanmar. The focus of the study is conflict and political unrest, so Cheslin assumes it may be distressing at times again. To his surprise, however, the lecturer issues no content warning to the class. In turn, discussions around this case study are uninformed and less sensitive. They learn of how many had to flee and Chelsin relates as his family arrived in the UK as refugees. As the weeks progress, Cheslin grows more distressed as conversations and content are not handled with the same sensitivity and respect that those around World War II were.
Cheslin walks back to college and past Central Hall where he sees a Social Sciences World Cafe taking place. Out of interest, he pops in. He is struck by DEC’s stand, where they discuss the need to diversify the curriculum but not only in terms of content but in terms of pedagogy too.
After what Cheslin has experienced in his World History module, this rings especially true as it is not necessarily what was being taught that is the issue but rather how it was approached in the classroom.
How to use the
Reflective Questions
As you explore these case studies, we expect various reactions and questions will arise. Nurture your thoughts and allow for an emotive response - these stories are worthy of such. The questions you have may empower discourse, or personal reflection. Either way, we hope your brain is tingled! If you need a little spark of inspiration to get you thinking, here are some reflective questions. Utilise them liberally, letting your own experiences and ideals navigate your approach. We’d love to hear your thoughts - why not add them to our forum discussion?
Reflective Questions
1. What are the things the student may have been feeling, and how can the lecturer be aware of it?
2. Is it possible to account for every potential connection a student may have to an academic discussion?
3. What steps could the lecturer have taken to ensure the student did not feel alone in their reaction to the topic?
4. What potential content in your class may affect students of diverse backgrounds?