Published in May 2019
This module is a resource for lecturers
Possible class structure
This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class.
NOTE: The class structure proposed is merely indicative. As students' prior knowledge and exposure to these issues varies widely, the lecturer should adapt contents as well as the time suggested for each component of the Module, according to the educational and social context, needs of the students and as otherwise appropriate.
Ice-breaker and attention-catcher
The Module may be started by discussing with students what particular issues and difficulties they think smuggling and trafficking of children raise. The introductory debate should invite students to reflect on the following:
- In what ways and why are children more vulnerable to trafficking in persons and smuggling of migrants?
- What is their country's, or region's, experience with each phenomenon? Has it been in the media recently and what particular issues have arisen?
- Why is it important to treat children as children first, rather than as smuggled migrants, trafficked persons, or migrants?
in line with the topics described under Introduction and learning outcomes (app. 85 minutes)
Break (10 minutes)
Exercises (app. 60 minutes)
- The class may be divided into two groups with each group being given 20 minutes to analyse a question from the Exercises section.
- Each group should be assigned a question. The answers should then be presented (5 minutes) to the other group.
- The lecturer should lead a debrief and debate of both questions (15 minutes).
Next: Core reading
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