Establishing a connection between the contents of the classes and the students’ “world”, life and “mind set” (Interview with L3) is an essential part of both the lectures and the tutorials of Class 1 and Class 2. “If you can place it back into your own world, it’s it’s an easier thing to engage with and to connect on”, according to L3 (Interview with L3). This means not only that he is trying to “bring in their life, into the concept” (Interview with L3) but also that he gives students the “opportunity to ignore” aspects and opinions which do not relate to their understanding and “build their knowledge from something that they understand” (Interview with L3) and which is “more significant for them” (Interview with L3). This option is recognised by S2 (Interview with S2) and makes her think that the lecturers and tutors “care more about your personal development than about anything else” (Interview with S2).

The methods of assessment used for Class 1 follow this idea. Instead of exam questions which test the students’ knowledge, the final assignment is composed of reflection tasks. “Thus, personal interests and life experiences can be included in the assignment” (Class 1: Lecture 06/10/2015). According to S1, L2 also made students “elaborate [on] their personal connection with their presentation” (Interview with S1), one of the other two assignments.

During class sessions the connection between content and the students’ world is established through several methods. Firstly, events from the past are brought into the present by pointing out their remains (Class 1: Lecture 25/08/2015) or explaining their significance for contemporary life (Class 1: Lecture 13/10/2015). Furthermore, examples which are used in class are often taken from the local area or from the university (e.g. Class 1: Lecture 25/08/2015 & Class 1: Lecture 27/10/2015). This creates a connection between the abstract information and a familiar place which is relevant to the students. The same idea is used when the tutors tell stories and provide examples from their or the students’ lived experience (Interview with L2) “to connect to the abstract concepts with [their] audience” (Interview with L3). In the final tutorial session L2 also asks the students to consider what they “personally could do for reconciliation” (Class 1: Tutorial 29/10/2015). With this task reconciliation supposedly gains a certain degree of significance for them and becomes connected to practical, real life actions.

All three student interviewees are aware of what the classes have contributed to their personal development. While they have made S1 more “appreciative and curious” (Interview with S1) about her own cultural background, they “have opened [S3’s] eyes” (Interview with S3) for cultural diversity and are “changing who [S2 is] as a person” (Interview with S2). They all feel positive about their development.

For a full list of all quotes relating to the connection to the students’ world, please click here.

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