Challenging values and inspiring attitude change: Creating an effective learning experience

Abstract

Historically, a number of methods have been employed to introduce students to issues of racism and discrimination and to link these issues with personal values. This paper contends that these methods have often been ineffective, and in some cases 'dangerous' in their unanticipated and undesired consequences. For example, focussing on explanations at the structural sociological level often fails to engage with issues at the personal level, whereas confrontational methods focussing on the culpability of the individual often produce discomfiture and resentment that prevents learning taking place. In addition, traditional confrontational methods are argued to be particularly unsuitable in multi-cultural and multi-ethnic groups, where undesirable and potentially destructive outcomes have been observed. Following a critique of existing teaching methods and their outcomes, an alternative approach is introduced supported by an account of the underpinning theoretical framework. Our rationale, a synthesis of pedagogy and social psychology, explores an effective and safe model of teaching and learning in this field, drawing on social identity theory, and explicitly addressing individual and collective attitudes and values. Some early results from pilot work thus far undertaken are presented as a work in progress, in addition to which a detailed description of the workshop format used is offered. Early results appear to show that this model for teaching and learning achieves the aim of being both safe and challenging, with potential for reflexivity at individual and group levels, and that it works particularly well in multi-cultural, multi-ethnic groups. Further evaluation is anticipated in order to measure the impact of the model on values and attitude change over time.

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