1: 28/10 (Face to Face - F2F):
Introduction, Course Syllabus & Expectations
2: 4/11 (Distance Learning - DL): What’s in a Name? Students’ Name Stories
Children’s Literature: The Name Jar, By Yangsook Choi, 2001
Reader Response: I Am Poem
Readings: Hatoss A. (2012) Where are you from? Identity construction and experiences of ‘othering’ in the narratives of Sudanese refugee-background Australians. Discourse & Society, 23(1) 47–68.
- View a video of the story The Name Jar in the following link: https://tinyurl.com/yabhv3wj
- Write the “I Am Poem” reader response on the story: A poem about a character in the story: Who s/he is, what s/he wonders, hears, sees, touches, worries, understands, says, dreams & wants, & how s/he pretends, cries, feels, tries, & hopes.
- Read the article “Where are you from? Identity construction and experiences of ‘othering’ in the narratives of Sudanese refugee-background Australians” and highlight key points
3: 11/11 (F2F): Students’ Name Stories & Identities
- Sharing the “I Am” poems with the whole group
- Discussing Hatoss’ article
- Discussing the relevance between names and identities.
4: 18/11 (F2F): Trust Building Workshop
A Trust Building Workshop with the visiting scholar Isabell Schierenbeck from the University of Gothenburg, Sweden
Readings: Wackenhut, A. F. (2018). Ethical considerations and dilemmas before, during and after fieldwork in less-democratic contexts: Some reflections from post-uprising Egypt. The American Sociologist, 49(2), 242-257.
5-6: 25/11 & 2/12 (DL): Multiple Identities and Identity Construction in the Context of Migration
Children’s Literature: My Name Is Sangoel, by Karen Williams & Khadra Mohammed, 2009
Reader Response: Connections: Text to Self & Text to World
Readings: Valentine, G., Sporton, D., & Nielsen, K. B. (2009). Identities and belonging: A study of Somali refugee and asylum seekers living in the UK and Denmark. Environment and Planning D: Society and Space, 27(2), 234-250.
- View a video of the story My Name Is Sangoel in the following link: ">.
- Write a reader response that describes how the story connects to the reader & to the community/world.
- Share your reader responses “Connections: Text to Self & Text to World” with the whole group
- Read the article “Identities and belonging: A study of Somali refugee and asylum seekers living in the UK and Denmark” and discuss its relevance to your reality in the session forum.
7: 9/12 (DL): Identities and Border-Crossing Social Formations
Children’s Literature: Crow Boy, by Taro Yashima, 1976
This is Me: A Story of Who We Are & Where We Came From, by Jamie Lee Curtis, 2016.
Reader Response: Sketch to Stretch
Readings: Brubaker, R. (2005). The ‘Diaspora’ Diaspora. Ethnic and Racial Studies, 28(1), 1-19.
- View a video of the story Crow Boy in the following link: ">
- Draw a “Sketch to Stretch” (a sketch symbolizing the text)
- Read Brubaker’s article and pick up 3 sentences/excerpts that you found especially intriguing
8: 16/12 (F2F): Identities and Border-Crossing Social Formations
- Sharing the sketches through a classroom walk-in exhibit and elaborating on them
- Discussing Brubaker’s article and sharing students choices of sentences/excerpts they found especially intriguing
- Discussing the intersection between social formations and identities.
9-10: 23/12 & 13/1 (DL): Ethnic Identity & Theories of Acculturation/Assimilation
Children’s Literature: Azzi In Between, by Sarah Garland, 2012
Reader Response: Post It Thoughts
Readings: Berry, J.W. (1997). Immigration, Acculturation and Adaptation. Applied Psychology: An International Review, 46(1), 5-68.
- View the video of the story Azzi In Between in the following link: ">
- Write “Post It Thoughts” on the story: Write quotes from the book on Post-It notes and add your thoughts on underneath each quotation.
- Read Berry’s article and try to connect it to the story.
- Share your “Post It Thoughts” in the course forum and comment on at least 3 thoughts shared by others.
- Discuss the connection between Berry’s article and the story in the assigned forum discussion section in the forum.
- In your discussion, relate to theories of acculturation/assimilation in the Israeli society.
11: 20/1 (DL): The Journey in Between: Students’ “Journeys” as Minority Members
Children’s Literature: The Journey, by Francesca Sanna, 2016.
Reader Response: One Observation, One Surprise, One Connection, One Question [Using four Post-It notes, students write on each, respectively, one observation, one surprise, one connection, one question that come to their mind when reading the text. Then, they hang their notes around the room and discuss them together.]
Readings: Bhabha, H. K. (1994). Between Identities. In: R. Benmayor & A. Skotnes (Eds.): Migration and identity: International yearbook of oral history and life stories, Volume 3.
Optional reading: Reyhner, J. (2017). Affirming identity: The role of language and culture in American Indian education. Cogent Education, 4(1), 1340081
- View the video of the story The Journey in the following link:
- Write the reader response “One Observation, One Surprise, One Connection, One Question” on the story: Using
four Post-It notes, write on each, respectively, one observation, one surprise, one connection, one question that
come to your mind when reading the text.
- Bring your notes to the following F2F session to hang around the room and discuss together with the whole group.
- Read Bhabha’s article and highlight key sentences
12: 27/1 (F2F): Students’ “Journeys” as Minority Members
- Sharing of Post-It notes: hanging them around the room and discussing together with the whole group.
- Discussing Bhabha’s article and its connection to students’ reality as minority members in Israel, with a special focus on their feelings.
13: 2/3 (DL): Crossing Borders
Children’s Literature: Stepping Stones: A Refugee Family’s Journey, by Margriet Ruurs, 2016.
Reader Response: Graffiti Wall
Readings: Cocks, E., & Dix, T. (2012). Creative ESOL: The power of participatory arts in language acquisition. For migrants and refugees, 95.
- View the video of the story Stepping Stones: A Refugee Family’s Journey in the following link: ">
- Read Cocks & Dix’s article and write a one page summary of the article.
- Upload the article summary to Moodle.
14: 9/3 (F2F): Narrative Interviewing Workshop
Readings: Bucerius, S. M. (2013). Becoming a “Trusted Outsider” gender, ethnicity, and inequality in ethnographic
research. Journal of Contemporary Ethnography, 42(6), 690-721.
A workshop on narrative interviewing given by Isabell Schierenbeck, the University of Gothenburg
15: 16/3 (F2F): Crossing Borders
- The pebbles activity
- Preparing a collective graffiti wall of sketches, drawings, words, ideas, symbols, shapes, and colors that represent the story and its relevance to students
- Talking about the artistic products in a circle
- Exploring the benefits of using arts in the EFL classroom
16: 23/3 (DL): Challenges in the Lives of Migrants & Minorities
Children’s Literature: Four Feet, Two Sandals, by Karen Lynn Williams & Khadra Mohammed, 2007.
Children’s Literature: The Other Side, by Jacqueline Woodson, 2001
Reader Response: Collage
Readings: Amit, K. (2017). Identity, Belonging and Intentions to Leave of First and 1.5 Generation FSU Immigrants in Israel. Social Indicators Research, 1-17.
- View the videos of the two required stories in the following links:
- Prepare a collage that represents the relevance of the stories to your life. It may include drawings, cut-out pictures, real objects, words, chunks, and symbols.
- Read Amit’s article and pick up an outstanding insight.
17: 30/3 (F2F): Challenges in the Lives of Migrants & Minorities
- Sharing the collages in a classroom walk-in exhibit and elaborating on them
- Sharing the insights from Amit’s article and discussing its connection to students’ reality as minority members in Israel.
18: 27/4 (DL): Critical Race Theory and Whiteness Studies
Children’s Literature: I am Rosa Parks, by Brad Meltzer, 2014
Reader Response: Double Entry Diary
Readings: Hayik, R. (2019). Voices countering whiteness in the Israeli Arab classroom. Whiteness and Education, 1-20.
Optional reading: Ahmed, S. (2007). A phenomenology of whiteness. Feminist Theory, 8(2).
- View a video of the story I am Rosa Parks in the following link: ">
- Write a “Double Entry Diary”: Write quotes from the story on one side of the diary and explain what each quote reminds you of on the other side.
- Read Hayik’s article and write a reflection on it
19: 4/5 (F2F): Critical Race Theory and Whiteness Studies
Readings: McIntosh, P. (1988). White Privilege: Unpacking the Invisible Knapsack.
- Sharing the “Double Entry” diaries on the story I am Rosa Parks
- Discussing McIntosh’s article and which of its components apply to students
- Sharing students’ reflections on Hayik’s article
20-21: 11/5 & 18/5 (DL): PhotoVoice (Participatory Documentary Photography Projects)
Readings: Hayik, R. (2018). Through their eyes: Israeli-Arab students speak up through participatory
documentary photography projects. Language Teaching Research Journal, 22(4), 458-477.
Hayik, R. (2017). Exploring the passers-by’s perceptions through the participatory documentary
photography tool PhotoVoice. Linguistic Landscape, 3(2), 187-212.
Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for
Participatory needs assessment. Health Education and Behavior, 24, 369–387.
- View the PowerPoint presentation describing PhotoVoice.
- Read the three required articles and write a one-paragraph reflection on each.
- Post your reflections to Moodle and discuss at least 2 reflections of other students.
- Take photos of challenges in your life (hardships, concerning issues, things requiring change, etc…) and write a reflection underneath the photo.
- Assemble your photo and written description in one PPT slide and post it to the group Google PPT.
22: 25/5: Eid El-Fitir - No class
23: 1/6 (F2F): PhotoVoice Presentations
Students’ PhotoVoice projects are displayed in the college in a festive walk-in exhibit, and influential figures (policy makers, political representatives, and media) are invited to hear the students’ voices.
24-25: 8/6 & 15/6 (Distance support & Individual student-lecturer meetings): Narrative Interviews and Life Stories
Final Task: Interviewing an immigrant/displaced person (in pairs) & preparing a video clip of the story
- Students engage in the interviewing and editing process.
- Individual student-lecturer F2F meetings with students needing support and guidance while conducting and processing the interviews
26: 22/6 (F2F): Presentations of Narratives Of Displacement
A festive summation of the course: Students share their interviews (stories/videos) with each other and possibly an invited audience