The classes were taught using participatory, Freire-inspired methods, which allowed for the term to be treated critically and dialogically. The team aimed to problematise the term "integration" and to contrast its mainstream understanding with how it is interpreted and reiterated in our ESOL classrooms. Ten hours of class time were recorded and observed on each course, in five two-hour classes.
You can see some of the work the students did at the blog here:
Read the project final report (opens in a new window)