As for the type of text, I personally like to use movies, literature, and music to introduce my students to difficult topics.
I must admit, however, that selecting texts that deal with the Palestinian cause is not always an easy task, as multiple factors must be carefully taken into account: the interests and background of the students, their command of the language, the purpose behind sharing specific texts, as well as our own biases as teachers with socio-political identities. Terry Osborn has a book called Language education for social justice which provides useful principles for designing activities that can help educators raise awareness of issues of power, social equity and justice, including vocabulary and grammar policies. While such an approach is not always comfortable, it helps to affirm the identities and backgrounds of all students, it fosters inclusion and belonging, and it gives voice to those who have traditionally been absent from the program. of languages.
As for the type of text, I personally like to use movies, literature, and music to introduce my students to difficult topics. I find this to be a gentle entry point that allows us to see ourselves as like-minded people, and the students appreciate them. Recently, the MUBI platform organized a selection of contemporary Palestinian films which includes many award-winning films. Discover it for a truly exceptional collection.
As for the songs, I’ve asked my friends and colleagues on social media to suggest what works in their lessons, and here are some suggestions. Remember that songs can generate a lot of fun in the classroom, even when the underlying subject is tragic. So please don’t use songs to just talk about the dark side of politics, but use them to sing along, to enjoy the video clips and the humor displayed, to dance, to discuss the issues. underlying socio-political and to appreciate the music itself. .
Songs to animate the class
I’ll start with songs that lend themselves to all of the above: