Teaching controversial issues (BAGSKOL) - Completed
01.10.2024 - 30.09.2025
General Overview
BAGSKOL aimed to understand how culturally complex teaching is addressed in teacher training and how it could benefit from a theoretical-practical twinning between student teachers from five countries.
Purpose and Significance
This project tackled key issues in teacher training, particularly subjects that teachers find challenging. It aimed to provide guidance and understanding on how intercultural interaction can help address complex teaching issues. Culturally complex teaching refers to subjects and situations that lack straightforward answers or established teaching procedures, which are difficult to anticipate in initial teacher training. Examples include controversial issues such as racism, heteronormativity, religion, body image, sexuality, multilingualism, and beyond.
These topics align with EUniWell’s mission to foster individual and social well-being, as they help envision a more inclusive and democratic society. Additionally, this project was designed to develop a more inclusive and comprehensive Teacher Education programme.
© Taylor Flowe on Unsplash
Implementation Method and Timeline
Six institutions collaborated under the lead of Nantes Université: Linnaeus University, the University of Murcia, Taras Shevchenko National University of Kyiv, University of Education Weingarten, and the University of Zaragoza.
Outcomes
BAGSKOL held a seminar in Nantes with 22 students and 14 staff members. Participating students and professors acquired several key competencies through this project. These included increased intercultural knowledge and a better understanding of other countries’ educational systems, particularly regarding complex didactic issues. Participants gained deeper insights into how concepts such as race, gender, sexuality, and religion have different meanings and connotations in various cultural settings. Additionally, students developed greater confidence and skills in addressing difficult topics within culturally diverse and international contexts, supported by activities such as online seminars and an international student seminar.
The team secured follow-up funding with an Erasmus+ KA2 Funding and the Trajectoire Europe funding (Région des Pays de la Loire).
The Handbook Critical Moments in the Classroom: Case Studies for Reflective Teaching is available via open access (link below). Other publications are currently being prepared.
Further Information
Handbook Critical Moments in the Classroom: Case Studies for Reflective Teaching
Bergmüller-Hauptmann, C., Hansson, K., Lundin, M., & Silander, C. (2025). Critical Moments in the Classroom: Case Studies for Reflective Teaching.
Contact:
Tanguy Philippe, Nantes Université (Coordinator)
Peiru Bai, Nantes Université (Co-Coordinator)
