The Open Spaces for Dialogue and Enquiry (OSDE) methodology is a participatory approach with the aim of creating a safe space for enquiry that encourages learners to develop their critical thinking. In Brazil, Gimenez et al. (2011) designed a 30-hour course using the open-space methodology to introduce global issues to their nine advanced-level students. Given that the course aimed to develop students’ critical literacy and independent thinking, the focus of the questions in the lessons was on “assumptions, knowledge production, power, representation and implications” (p. 52). During the whole course, activities encouraging learners to share their views freely were used, such as find someone who activities, in which they had to look for somebody who had a specific experience (e.g., someone who has travelled abroad, someone who was wearing something made in another country); gallery walk activities, in which they had to express their thoughts about quotes on the wall, small group activities in which they had to share their findings on an aspect of globalisation. In the identity and difference sessions, they were encouraged to discuss open-space reflective questions on immigration (causes, consequences, prejudices, implications). They were also asked to perform a role play pretending to be a committee member who selects people to be admitted to Brazil as immigrants. In the sessions revolving around the topic of poverty, after watching a scene from a film, they needed to answer open-space questions in connection with the possible links between their lifestyles and issues such as poverty, war, and diseases. As it was mentioned in Section 2.2.2, the students had an overall positive attitude towards the course. They also commented that the course managed to create a safe space, bonds developed between the participants, therefore, the discussions went smoothly; however, according to the authors, this social cohesion might have prevented the participants from encountering new perspectives and challenges to their views.