ARE POSITIVE STEREOTYPES ALSO NEGATIVE? EXPLORING THE (MIS)CONCEPTIONS AMONG FUTURE GFL TEACHERS SURROUNDING RACISM

Abstract

This study examines the competence of prospective teachers of German as a foreign language (GFL) to reflect on racist topics. To assess the extent of racism among students, the IRDlabs’ free test battery was translated into Serbian and adapted to the country’s context. Initial assessments indicated that participants (n=67) were more aware of negative stereotypes than positive ones. In response, an intervention was designed to highlight the potential negative impacts of positive stereotypes. After a two-hour intervention session, the test battery was administered again to the students five months later. The before-and-after measurement results showed no statistically significant difference in the overall level of racism among participants. However, the results showed that the students’ awareness of the importance of teaching about racism and its various manifestations increased significantly. The findings underline the role of universities in sensitising prospective GFL teachers to racism, enabling them to create a culturally sensitive learning environment after their studies and to enhance the intercultural competence of their learners.