Student consultation and participation
Young people at the centre
Our report argued that young people should be at the centre of this debate about 'who we are', 'why we live where we do' and 'how we relate to each other'. We believe that, in a time of rapid change and some turbulence young people should debate, discuss and celebrate what people living in the UK share and have in common but also celebrate and respect differences and what we can learn from each other.
Source: Adjegbo, Keith (2007) Diversity and Citizenship: curriculum review, DfES.
Consulting students
Ask students what they think about a topic of teaching in which they will focus on questions such as 'who are we?', 'why do we live where we do?' and 'how do we relate to each other?'. Explain that in the Adjegbo Report, it was argued that young people should be involved at the heart of answering such important questions.
- What do students think about this as a topic for study? Can they give reasons for their answers?
- Put students into groups to discuss and record up to five reasons why they think this would or would not be a good idea.
- Give each group allotted feedback time.
- Discuss the range of responses from the class - what was the balance between positive and negative reasons? Were similar reasons given? Were there responses that could be grouped together? Are there some reasons that stand out as being more important than others? Can they be ordered? Are some reasons strongly disagreed with? Give students the chance to respond after all groups have spoken.
- Support the class to summarise the responses and take suggestions about possible outcomes and audience.
This approach can be used to compile a list of questions that students might want to ask about identity and place. Choosing and sorting relevant questions can be a deeply reflective process.
Mind mapping
At this stage you might choose to involve your students in an initial mind-mapping activity to demonstrate what they know and think they know about identity, place and belonging. Whatever activities you choose to do at this initial stage, they should be geared towards:
- Finding out students' starting knowledge, views and values
- Enabling students to have a direct input into their learning
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