What are some non-biased political podcasts

Projects

Subject area (s)Police, State and Society
Human rights education
KeywordsExcursion guide
Demonstration observation
Role of the police in demonstrations
Change of perspective
Breaking down prejudice
Target groups)Police students
Students (Diploma, Bachelor)
Students (Master)
Individual service
Educational context (s)Training (middle service)
Studies (senior service)
Advanced training
Service instruction / decentralized further education / training courses
Format / methodologyLesson series
Workshop
Exercise / training
role playing game
field trip
Project
work in groups
Number of participantsapprox. 10 to approx. 35
Time approach> 1 day to < 2="">
2 days to < 5="">
Event series: Ideally, three days should be estimated here. You can find more information on this under the point "Process planning".
Need for external
Speakers
No
costsAn implementation by the author will be invoiced according to the in-house tariff of the respective educational institution. There are no costs for the user when using the concept independently.
In practice since2016

Focus on content

Operations at demonstrations run the risk of selective treatment of political groups by the police. The focus of the learning and practical unit is therefore a change in perspective from a partially biased view of demonstrators to a differentiated view of the perceived external perception and one's own role. As part of the tripartite educational module, the participants deal with the political backgrounds and motives of demonstrating groups and with their perception of them in the context of a research assignment. You will receive a detailed introduction to the method of demonstration observation and a guide for excursions to demonstrations will be made available. Finally, the consequences of a hasty categorization of the police counterpart in the demonstration context are problematized and interactions between demonstrators and the police are processed using action-simulating methods.


Acquisition of skills / goal setting

The participants deal with political aspects of demonstrations and their perception of them. Working with the description template addresses the judgment competence of the participants. The guideline for demonstration observation provides the participants with a situational observation method, promotes methodological competence and a change of perspective. Action-simulating methods in the evaluation enable cooperative visualization of the experience, the development of conflict dynamics and address the action, solution competence and empathy of the participants.


Scheduling

Ideally three days that are planned around the excursion. The units can also be carried out individually. The time required is:
  1. Introduction (Part I): 2x3 hours: Introduction to the topics "Police view of protesters", "Police self-perception", "Problem of selective policing of protesting groups". Group work: research task (copy template: description template protesters).
  2. Excursion (Part II): 3 hours: Introduction to demonstration observation, excursion (master copy: requirements and guidelines for demonstration observation).
  3. Evaluation (Part III): 2x3 hours: Exercise for creating categorizations, instructions for re-enacting a case study.

Implementation notes

The educational package is based on the curriculum of the "Higher Police Enforcement Service" course, but can also be used in other police education and training contexts or for advanced training. Teachers can choose which modules they want to use from the educational package. All modules are suitable for independent implementation with the help of the descriptions, but can also be carried out with external support as part of a workshop (duration three days: one day per unit).


additional information

The teaching person should familiarize himself with the entire educational module before the learning units are carried out in order to initiate organizational steps, such as the selection of relevant demonstrations for the excursion (Part II), the setting of relevant excursion dates and the timing of the preparation (Part I) and the excursion evaluation (Part III). The instructions for implementation are described in detail in the respective parts. The educational unit is also suitable for participants without any operational experience.


Planning and implementation aids

Educational materials for the educational concept are available in the following forms:
  • Guide to the implementation of the learning and practical units
The guide contains in particular
  • precise explanations, among other things, on the problem context, the role of the teacher and the exercises,
  • Copy templates for the independent implementation of the 3 units (introduction, excursion, evaluation),
  • detailed references and sources.
The guide can be requested from the author so that the concept can be carried out independently.

Provider

Contact:
Nina Steinitz
Email: [email protected]

Profile:
Nina Steinitz is a research assistant at the German Police University (DHPol) and lecturer at the University of Economics and Law (HWR) in Berlin in the Police and Security Management department.

Police reference / references:
Nina Steinitz has university teaching experience in the field of political protests and internal security (bachelor's degree "Higher Police Enforcement Service" at the University of Economics and Law [HWR] Berlin) and extensive practical experience in youth and adult education in the field of police and civil society (Federal Office for Family and Civil Society Tasks). She is doing her doctorate on the subject of German participation in international police missions.