The worldwide need to improve the work environment for App-based delivery workers
There is a case to be made that workers on food delivery platforms have it the worst when it comes to precarious pay and dangerous working conditions in the gig economy. Apps including Uber Eats, Deliveroo, DoorDash, and Foodora are notorious for pocketing tips, refusing to compensate workers for injuries, and systematically refusing to recognize workers as employees as a way of circumventing the costs of benefits.
1.1 What details do you remember most about the Dutch delivery rider?
1.2 Describe the job environment for food delivery riders
1.3. What dangers do bike delivery workers face?
1.4 How are food delivery workers currently protected?
1.5 Which food delivery apps do you use?
1.6 Do you tip your delivery riders? If so, how?
1.7 How have food delivery services in Korea changed their view of delivery drivers?
1.8 What is a union?
2.1 How do you think unions help businesses?
2.2 How do you think unions could help delivery riders?
2.3 How can you validate a delivery riders vulnerable situation?
2.4 What resources could you use to research the condition in which delivery riders operate?
2.5 Have you ever been App-based delivery rider? Evaluate your work environment
2.6 How are conditions for riders the same or different in Holland, Australia and Korea?
3.1 What would happen if all delivery riders were unionized?
3.2 Generate a plan to protect delivery riders without compromising the price or the service of delivery?
3.3 How could you change/improve workers conditions?
3.4 Since riders are environmentally friendly, research how they could get extra sponsorship from the government or private industry.
3.5 Make a list of App-based delivery services in your area.
3.6 Create a chart graphing the conditions of delivery riders working from different app-based food delivery services.
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Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.