Active Learning Exercises
Lesson 11: Podcast
Lesson 11: Podcast
Migrant Experience
When thinking about migrants, what ideas or associations do you make? While the term refers to an individual moving (either internally or externally) across borders, the image of a racialized minority usually comes to mind. Type migrant into the search bar, and a plethora of articles and photographs appear that reinforce this stereotype.
Seldom is the image of a person of European descent moving temporarily for work attached to a migrant story. And yet, they too are migrants. The distinction between a migrant’s skin colour and country of origin has negatively framed the discourse abut migrants.
Mencie and Dee, considered essential workers during the pandemic, are grossly underpaid, lack job security, and are underrepresented in the media. Their stories shed light on racialized workers risking their lives for more privileged segments of the population. Celebrated as essential workers, yet demonized when pursuing equity in the workplace, the racialized migrant experience deserves to be shared. This is so conversations can lead to positive changes and positive discourse about the important role they play in the local and global economy.
The Canadian experience of migrant workers has been challenging for some. Yet, this story remains widely unknown to the majority of its citizens.
Your task is to “expose” the realities of migrant workers during the Covid-19 pandemic. You will record a podcast. View the YouTube clip for a brief explanation on podcasts.
Watch
What is a Podcast?
Teacher led task:
As a class, listen to the podcast link below. Determine the topic, purpose and the intended audience. Consider the voice and tone of the podcast host. How does he use his voice to engage the listener?
How the media contributed to the migrant crisis – The Guardian
Suggested answers: The Topic is about how the word “migrant” is conflated with the term “other,” which is rooted in and how the media is responsible for creating a negative discourse about migrant populations. The purpose is to inform, not to entertain or persuade. The listener is quickly aware that the host intends to inform without judgment or coercion. He speaks slowly; there is a warmth in his tone, he emphasizes particular word choices. What effect does his voice have on the audience?
Record student observations and insights on the board. Other questions more specific to the content of the podcast are:
- In what ways does the media contribute to a negative discourse about migrant populations? Provide several examples from the podcast.
- How might this negative discourse influence peoples’ opinions of migrant peoples?
Student Task
Step 1
Topic: Your podcast will focus on the negative experiences of racialized migrant workers in “essential” jobs in Canada during the Covid-19 pandemic.
Step 2
Purpose: Your podcast aims to inform listeners about the experiences of racialized migrant workers in “essential” jobs in Canada during the Covid-19 pandemic. Things to consider are who these workers are, which sectors they work in, where they are coming from, why they are in precarious employment, and who benefits from these working conditions?
Include an analysis about negative discourse based on your research. How are migrants portrayed in the media sources you referenced for your podcast? Do you think the media contributes to a perception that presents these people and their experiences in hostile ways?
Step 3
Audience: With your chosen topic and purpose in mind, determine the intended audience of your podcast episode.
Choose the intended audience of your podcast episode from the list below:
- The school community (teachers, students, parents, and guardians)
- students across all grades
- students from your grade only
- Other (this option must be discussed with your teacher)
Step 4
Script: Write a script for your show. The episode must be at least 3 minutes in length. Record the podcast on a device using the built-in microphone. Practice how you wish to project your voice and tone. You may want to do run-throughs before recording.
Step 5
Your podcast will require a show name, and a title for your podcast episode.
If you lack access to technology, you may air your podcast live to your classmates.
Below are articles for you to read and research. While you do not need to pull information from every piece, read them all, making sure to take valuable notes. Always remember to reference the article (s) used in the podcast.
How Covid-19 exposed Canada’s treatment of migrants, openDemocracy, September 20, 2021 https://bit.ly/3voQk86
Migrant farmers coming to Canada remain a risk, Globe and Mail, April 14, 2021https://tgam.ca/3OJxuQP
Exploitation of migrant workers increased during pandemic, CBC News, October 28, 2020https://bit.ly/3EUJ3jH
Immigrant workers at meat plant vulnerable to unsafe conditions, Calgary Herald, November 25, 2021 https://bit.ly/3MzlEXy
Filipinos across Canada respond to pandemic inequalities, Briarpatch Magazine, July 5, 2021 https://bit.ly/38sYhQJ
Canada’s immigration policy is failing migrant care workers, Canadian Centre for Policy Alternatives, July 8, 2021 https://bit.ly/3slYDzV
Labeling Us ‘Essential’ or ‘Nonessential’ Makes Us Less Human, Discourse Magazine, January 25, 2021 https://bit.ly/3Lm8A7L
Podcast Rubric
| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |
| Organizes information into a podcast episode | Ideas are addressed in a disorganized fashion. Conversations are inorganic. No intro, conclusion and main portion. | Slightly organized and conversations are somewhat organic. Attempt at an intro, conclusion and main portion. | Podcast is well organized. Conversations are organic. Podcast includes an intro, conclusion and main portion. | Very well organized and structured. Podcast is extremely organic and includes a clear intro, conclusion and main portion. Student diligently planned. |
| Informs about the topic | Student did not state facts, or make a claim/argument. Podcast was not well planned. | Student attempted to state facts, or make a claim/argument. Podcast was somewhat planned. | Student stated interesting facts and/or stated complex opinions, claims, or arguments. Podcast was well planned. | Student stated extremely interesting facts and/or stated very complex opinions, claims, or arguments. Podcast was extremely well planned. |
| Communicates information orally | Does not clearly communicate information and ideas are unclear. | Communicates information in a somewhat clear fashion and ideas are mostly clear. | Communicates information in a clear fashion and ideas are clear. | Communicates information in an extremely clear fashion and ideas are very clear. |
| Uses podcast conventions and techniques | Does not use any podcast conventions or techniques. | Uses podcast conventions or techniques with some effectiveness. | Uses appropriate podcast conventions or techniques with effectiveness. | Uses appropriate podcast conventions or techniques with a high degree of effectiveness. |
** Courtesy of Nel
Episode Script Draft
Intro: In this section, introduce the show and the name of the episode. Provide a short blurb about the show’s topic to generate audience interest.
Use music at the start of the show to create ambiance.
Show Content: Write your script. Keep in mind at all times, the purpose and intended audience of the episode. As your podcast is 3 minutes long, you will require additional paper for writing.