Racism Education in the EFL Classroom using the Film "Hidden Figures" as an Example

Table of Contents

1. Introduction

2. Definitions

2.1 Discrimination

2.2 Racism

3. Racism Against the Black Community in the USA

3.1 Civil Rights Movement

3.2 Black Lives Matter (BLM)

4. Intercultural Awareness

5. Using Film in the EFL Classroom

5.1 Audio-Visual Competence

5.2 Presentation Modes

6. Hidden Figures

7. Teaching Units

7.1 First Unit: Pre-Viewing Phase

7.2 Second Unit: While-Viewing Phase

7.3 Third Unit: Post-Viewing Phase

8. Prevention Concept for Secondary Schools

8.1 Exemplary Programs

9. Critical Outlook and Conclusion

Research Objectives and Thematic Focus

This thesis examines the pedagogical potential of using the film Hidden Figures as a medium to promote racism education and foster intercultural awareness within the English as a Foreign Language (EFL) classroom, specifically addressing issues of racial discrimination and historical struggles of African Americans.

• Theoretical definitions of discrimination and racism.
• Historical analysis of racism against the Black community in the USA.
• Pedagogical implementation of film-based learning in the EFL curriculum.
• Development of classroom teaching units based on a "sandwich" approach.
• Integration of institutional prevention concepts like school-based anti-racism initiatives.

Excerpt from the Book

Summary of Chapters

1. Introduction: Introduces the research question regarding the extent to which the film "Hidden Figures" can promote racism education and foster intercultural awareness in the EFL classroom.

2. Definitions: Provides necessary terminology for "discrimination" and "racism," differentiating between individual, institutional, and social forms.

3. Racism Against the Black Community in the USA: Lays the historical foundation by covering slavery, the Jim Crow era, and the Civil Rights Movement, as well as the contemporary Black Lives Matter movement.

4. Intercultural Awareness: Discusses the EFL curriculum goal of intercultural competence, specifically referencing Michael Byram’s Model of Intercultural Communicative Competence.

5. Using Film in the EFL Classroom: Explores the pedagogical advantages of using film for language acquisition and the theoretical aspects of "Audio-Visual Competence" and "Presentation Modes."

6. Hidden Figures: Offers an overview of the film and analyzes key scenes that demonstrate racial segregation in the 1960s.

7. Teaching Units: Outlines a practical three-part teaching sequence based on the "sandwich approach" covering pre-, while-, and post-viewing phases.

8. Prevention Concept for Secondary Schools: Discusses institutional anti-racism requirements and introduces "Schule ohne Rassismus – Schule mit Courage" as an exemplary program.

9. Critical Outlook and Conclusion: Summarizes findings, reflects on the benefits and drawbacks of using film in the classroom, and reiterates the significance of racism education.

Keywords

Racism Education, EFL Classroom, Hidden Figures, Intercultural Awareness, Discrimination, Civil Rights Movement, Jim Crow Laws, Methodology, Film-based Learning, Multiliteracies, Institutional Racism, Black Lives Matter, Secondary Education, Pedagogical Approach, Cultural Competence.

Frequently Asked Questions

What is the core focus of this thesis?

This thesis explores how the movie "Hidden Figures" can be utilized in the English as a Foreign Language (EFL) classroom to educate students about racism and to foster their intercultural awareness.

What are the central themes discussed in the work?

The work focuses on racial discrimination, historical contexts of racism in the USA (such as the Jim Crow era and the Civil Rights Movement), pedagogical teaching methods using films, and institutional anti-racism efforts in schools.

What is the primary research question?

The research asks: To what extent do films, specifically "Hidden Figures," promote racism education toward African Americans and foster intercultural awareness in the EFL classroom?

Which scientific method is employed in the study?

The study uses a combination of literature review to establish a theoretical and historical framework, followed by a methodological approach to designing didactic teaching units for the classroom.

What does the main part of the thesis cover besides the film analysis?

The main body covers definitions of discrimination and racism, the history of African American civil rights struggles, the significance of intercultural communicative competence, and concepts for preventing racism in German secondary schools.

Which key terms define this work?

The work is characterized by terms such as "Racism Education," "EFL Classroom," "Intercultural Competence," "Hidden Figures," and "Institutional Discrimination."

How does the "sandwich approach" function in this project?

The sandwich approach involves selecting specific key scenes from the film rather than showing the entire movie, allowing for teacher-led didactic preparation and focused learning outcomes while omitting irrelevant footage.

What is the role of the "Schule ohne Rassismus – Schule mit Courage" network in this thesis?

This network serves as a practical, exemplary program that schools can join to commit to anti-racism and human rights work, which the author cites as a concrete pedagogical tool for educators.

Why was "Hidden Figures" chosen as the primary case study?

The film was chosen because it provides an authentic, historically grounded depiction of racial segregation in the 1960s, which is age-appropriate and relatable for the target group of 10th-grade students.