Reflection:
Reflection is a critical part of each stage of teaching within this framework. Teachers and/or students may raise questions to guide reflection, or students may wish to follow their own thoughts. Students should be encouraged to reflect on their learning of not only the issues they have encountered during the class, but also on their language learning ... vocabulary, grammar, genres, etc.

Example lesson ideas for English Majors:

The Speaking Classroom

1. Eastley (2003) has an excellent idea for a unit of work to teach 1st year students about refugees and the refugee experience.
2. Eastley (In Press) has a fun idea for a unit of work to teach human rights.
3. Students read an account of the experience of a refugee (each student will need a different account for this activity). They interview each other about their experiences. These may be video- or audio-taped for review.
4. Students are given a scenario of a sudden mass exodus. They are also provided with a map of a site and work in groups to plan the layout of a camp to be established to meet the needs of the refugees, and provision of services therein. Groups report back to the class, taking questions as appropriate. Other groups may critique their work.

The Listening Classroom

1. Students listen to an account of a refugeeÕs movements whilst fleeing persecution. They mark these movements on a map, including any other relevant details. This can be completed as a jigsaw listening activity, with students regrouping to complete the exercise.
2. Dictate a short news piece. Students predict outcomes and suggest a list of possible solutions.

The Reading Classroom

1. Students read stories, poetry, songs, accounts anecdotes, etc., written by refugees about their experiences. They represent these in posters, and, in poster session format, present the work to other members of the class (or to members of other classes).
2. Students read about the history and conventions of the UNHCR. They work in groups to create a presentation about the conditions leading to the formulation of each of the conventions.
3. Students read about the history of the UNHCR. They work in groups to map the changing role of the UNHCR, and the conditions leading to change. Students may wish to debate the role that the UNHCR took in a particular crisis, or predict the direction that the UNHCR will take in the future in order to protect refugees.
4. Students read newspaper representations of refugees seeking asylum in a third country, e.g. Australia, Britain, or Japan. Students identify problems addressed in the articles, and classify the problems according to type.

The Writing Classroom

1. Students are given a picture of refugees. They describe it, and their reactions to it. These may be published on- or off-line.
2. Students ar given, or decide by themselves, a topic related to the theme of "The Global Refugee Crisis". They work individually, in pairs, or groups, to create a lesson to peer-teach their topic. This may be in the form of a web-quest for other students to complete, powerpoint demonstration, or face-to-face lesson.

The CALL Classroom

1. Students complete jigsaw readings about a topic relevant to "The Global Refugee Crisis". Set a question with multiple possible solutions and have students debate the question online. Team work, pair work, or individual work is possible in this mode.
2. Teams work together to produce a multimedia presentation about a topic relevant to "The Global Refugee Crisis".
3. The class works together to create a database of informatin concerning "The Global Refugee Crisis".
4. Pairs or groups research NGO's working with refugees. They create a webpage with information about the group and it's activities.

Example Lesson Ideas for Non-English Majors

Non-English majors will appreciate the opportunity to apply their knowledge of their field, and to be able to present their ideas in English, so lessons should be designed to elicit vocabulary and concepts from the particular academic discipline, and to encourage problem-solving within the context of the discipline.

Nursing majors may present research issues of health in refugee populations, and may be asked to design an emergency response nursing compound in a refugee camp set up as a response to a sudden mass exodus of people from a neighbouring country.

Nutrition students may be asked to consider issues of nutrition in a similar situation, and having researched usual diet of the target population, they may be asked to suggest a selection of rations to be distributed at a efugee camp set up as a response to a sudden mass exodus of people from a neighbouring country. Selections may then be critiqued by other groups in terms of appropriacy, dietary needs, cost, time necessary for preparation, etc.

Economics students may be asked to participate in a simulation in which the informal market develops in a refugee camp.

Architecture and Design students may be asked to consider problems in engineering or human systems in an example camp and to present solutions, which may be critiqued by other groups.

All links were active as of January 5th, 2004.

Eastley, F. (2003). Refugee Issues in the Classroom. In T. Newfields, K. Kikuchi, & K. Asakawa (Eds.). Proceedings & Supplement for the 1st Peace as a Global Language Conference.
Eastley, F. (In Press). Human Rights and Problem-solving in the Classroom.
Helton, A.C. (2002). The Price of Indifference: Refugees and Humanitarian Action in the New Century. Oxford: Oxford University Press.
Hyndman, J. (2000). Managing Displacement: Refugees and the Politics of Humanitarianism. Minneapolis, MN: University of Minnesota Press.
Indra, D. (ed). (1999). Engendering Forced Migration: Theory and Practice. New York: Berghahn Books.
Korn, D.A. (1999). Exodus Within Borders: An Introduction to the Crisis of Internal Displacement. Washington, DC: Brookings Institution Press.
Maynard, A. (1999). Healing Communities in Conflict: International Assistance in Complex Emergencies. New York: Columbia University Press.
U.S. Committee for Refugees. (2002). World Refugee Survey 2002. Washington, DC: Immigration and Refugee Services of America.
Weiss, G. & Collins, C. (2000). Humanitarian Challenges and Intervention. Boulder, Colorado: Westview Press.
Wilkinson, R. (2003). Old problems, new realities. Refugees, (3) 132.[Online]. Available:for download as .pdf file here

Please send your ideas to: kim@bradford-watts.com.