Doing something is better than just reading something - here comes the BUT...
- how relevant is "culture" for the participants? e.g. i'm a german in austria and i've been in different settings since i migrated. In some of these settings I would have been glad about being equal. So be aware about questions of Identity and the teaching of "culture". To use the model of Milton Bennett: if ppl cant or dont want to reflect (their) culture, its useless to work with them like that. So you might start with basic communication and awareness training before getting to more detailed facts. Talking about own experiences is always good but this doesnt mean I have to be the exercise or I want to feel like one.
- For me it sounds more like training sessions - awareness training. Quite good start or like one of my teachers always says: lecturing a book was a good idea in times when we just had one book ;-) So the main goal is to teach what is not in a book or better: to teach things a book cant answer. It helps a lot when ppl stop to believe in textbooks as a holy grail. Own experience + theory as comparision of what just happened is a must - i think. In a course of urban anthr. our class didnt start with textbooks. We went out and tested about a dozen escalators to get a feeling about different speed, images, feelings about time, etc. after that we read some papers and started to compare/evaluate our experiences with those theories.
- I dont know classes in the US but you might have a look about group interests. find the right ppl who e.g. have the time, interests, etc. to work together. without a relationship its always hard especially when you have different styles of communication, etc. Putting nightshift and dayshift working students in a course would be problematic too...
- Institutional setting: Is your approach new? Are your colleagues interested in this kind of teaching too? Well, unbelievably but in germany/austria you can nearly act as a god in university but instead of doing a change, one is always looking what colleagues are doing. People are really afraid to do something new. So how is the structural/institutional support?
- Learning style? Ever reflected your teaching style? - If you want your students just to experience the chapters in the textbook it's something different than e.g. self directed learning where the students have to find the topics by their own. You might have different students, some need more direction and some less. So you might use peer education or working groups for different experienced students.
- ethics, etc.: thers no problems with ethics, its a problem how science describes it and wants us to teach/learn it. I've been in a multicultural classroom project where we tried to teach the pupils some basic social science stuff. At first, there've been a lot of rejection to our ivory tower explanations but then someone started with Hannah Montana and even the boys understood that its ok to accept that some girls like her even when the boys hate her. From now on it was very easy to talk about representation, questioning, interviewing, etc. They also discussed situations where a lie is good etc. Pupils are experienced in all kinds of ethics and norms you just have to bring it together with our scientific vocabulary + to bring in some new aspects in doing things in a special way.
Well, just some shots out of the hip to keep the discussion running.