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Co-production and collaboration: Academic practitioner reflections on undergraduate internship schemes in History: Practitioner Reflection
No full textThis practitioner reflection piece discusses and evaluates the experiences of the authors overseeing undergraduate research internship projects in the discipline of history. It considers the opportunities such a scheme can afford the intern, and the potential for contribution to historical scholarship
Fisher, D., Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility (3rd ed.)
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Renforcer les équipes de terrain pour de meilleurs résultats : FieldTiK , un guide destiné aux équipes de terrain
Get PDFThere is inadequate support for leadership, management and learning within technical field teams in humanitarian organisations, and this hinders timely, effective humanitarian action. This paper describes the journey to develop the Field Team Impact Kit (FieldTiK), an approach that provides practical guidance and tools, rather than just soft skills, to improve field team performance. It addresses the recognised challenges: that support for team leaders is scarce, access to relevant resources is often poor, team knowledge is incompletely retained, and adapting and continually improving can be difficult. Sector experts overwhelmingly agreed that use of the FieldTiK would fill a significant gap, particularly for local non-governmental organisations, enabling improved outcomes, including in accountability, locally led response, quality, adaptability, safeguarding and team well-being.Le soutien au leadership, à la gestion et à l'apprentissage au sein des équipes techniques de terrain des organisations humanitaires est insuffisant, cemanque de soutien fait obstacle à une gestion efficace et rapide des actions humanitaires. Cet article décrit de quelle manière nous avons développé le FieldKit, un guide destiné aux équipes de terrain. Ce guide a été pensé pour améliorer les performances des équipes de terrain et fournit des conseils pratiques et des outils, plutôt que des compétences générales. Le FieldTiks'attaque aux défis connus du terrain : la rareté du soutien aux chef.fe.s d'équipe, le faible accès aux ressources pertinentes, la rétention des connaissances de l'équipe ou encore les difficultés dans l'adaptation et dans l'amélioration des compétences. Les expert.e.s du secteur ont largement reconnu que l'utilisation du FieldTiK comble une lacune importante, en particulier pour les organisations non gouvernementales locales. En effet, le guide leur a permis d'améliorer certains résultats, notamment en matière de responsabilité, de réponse locale, de qualité, d'adaptabilité, de protection et de bien-être de l'équipe
Réflexivité, colonialité et l’approche « Do No Harm » : réflexions sur la des travailleur.euse.s humanitairespartialité ?
No full textThis working paper is a reflection on how fostering the practices of individual and institutional positionality and reflexivity could improve the effectiveness of the Do No Harm approach, and act as a trigger for a reflection on the coloniality embedded in aid work. More specifically, it looks at the impact that the recognition of aid workers’ subjectivity is having on the application of the Do No Harm approach and how this could lead to deeper questioning of colonial practices, dynamics, and principles. In the first part I introduce the concepts of positionality, reflexivity and coloniality, and I clarify my standpoint. I then recall the story of Do No Harm, dig through its various interpretations, and identify the main streams, pausing on the intersection between the present reflection on aid workers’ subjectivity and the use of the Do No Harm approach. In the following section I explore positionality and reflexivity as tools that can help to challenge some of the colonial assumptions which are at the foundation of our sector, giving an example through the analysis of the principle of neutrality. Finally, I give suggestions for the application of positionality and reflexivity in humanitarian and development settings.Ce document est le fruit d’une réflexion sur la manière dont la promotion des pratiques de positionnalité et de réflexivité individuelles et institutionnelles pourrait améliorer l’efficacité de l'approche « Do No Harm » (Ne pas nuire) et comment adopter cette approche pourrait servir de déclencheur à une réflexion sur la colonialité dont le secteur de l’aide humanitaire est imprégné. Plus précisément, nous examinons l'impact de la reconnaissance de la subjectivité des travailleur.euse.s humanitaires sur l'application de l'approche « Do No Harm » et la manière dont cela pourrait conduire à une remise en question plus profonde des pratiques, des dynamiques et des principes coloniaux. Dans la première partie, les concepts de positionnalité, de réflexivité et de colonialité sont présentés. Nous rappelons ensuite l'histoire qui entoure le principe « Do No Harm » et nous passons en revue ses diverses interprétations et identifions les principaux courants actuels. Par la suite, l'intersection entre la réflexion actuelle sur la subjectivité des travailleur.euse.s humanitaires et l'utilisation de l'approche « Do No Harm » est abordée. Dans la deuxième partie, j'explore la positionnalité et la réflexivité en tant qu'outils pouvant contribuer à remettre en question certaines des hypothèses coloniales qui se trouvent à la base du secteur humanitaire, en donnant un exemple à travers l'analyse du principe de neutralité. Enfin, je propose des suggestions pour l'application de la positionnalité et de la réflexivité dans les contextes humanitaires et de développement
Athlete activism: advancing socio-political causes at mega sporting events
Get PDFHighly mediated, mega-sporting events provide opportunities for elite athletes to use their prominent status to elicit social change. However, with expectations and policies in place to regulate behaviour that prevents athletes from making political statements, athlete activists face risks. An examination of the 2018 Commonwealth Games highlighted two athletes who used their personal reputation whilst at this highly mediated global sporting event to raise the visibility of societal issues. Through the lens of persona studies, this research examined how these athlete celebrities crafted individualised narratives through internetworked platforms of new and traditional media to demonstrate forms of athlete citizenship. This research illustrates how athletes can become co-creators of the social cause narrative, demonstrating how valuable athletes can be in amplifying the core values of major sporting events by reinforcing a fluid form of intercommunication
The UX University: Emotionally Situating Student Experience in a Post-Protest, Marketized Sector
No full textThis article focuses on the critical role emotions, feelings and affect play in situating student experience during a major transition from rebellion against fees to an apparent capitulation to the marketization of the higher education (HE) sector. The discussion begins by shining a light on the “viscerality” of student fees protests in London in 2010. Through imagery and oral histories, the protests appear to comprise of joyful collective and contagious encounters, disobedient optimism, riotous anger, and eventual violence. Yet, following defeat in Parliament, the visceral intensity of rebellion seems to have been exhausted. Indeed, following a summary of the marketization of the HE sector, the second part of the article introduces the concept of the UX University. As follows, for many universities struggling to survive in an overly competitive marketplace for student numbers, UX is supposed to provide an edge. UX principles have therefore been incorporated throughout the student experience journey, including the tracking of emotional touchpoints that inform managerial metrics and enable the convergence of learning experiences, market design, and employee performance. In short, the UX university is significantly shaped by the emotional branding of student experience.Drawing on the work of Neetu Khanna (2020), the article concludes by defining the shift away from the viscerality of rebellion toward a digitally enhanced fattening of felt affect, as an “evisceration” of the student (user) experience.
'A conversation made this': the formation of a feminist peer mentorship model
Get PDFIn this paper, four creative writing PhD candidates (a digital journalist, a playwright, a novelist, a socially engaged theatre maker) explore how finding and connecting with each other during their first year of research (which coincided with COVID-19) helped shore up and galvanise their individual practice(s) and initiated a collective approach that has included regular online meetings and an emerging peer mentorship model. The four discuss how a collaborative writing project sparked into life and changed form, as well as the theoretical and creative practice frameworks they drew on to develop the work. They show how a collegial communications practice emerged and evolved into a long term, ongoing peer support model. This model created a mode of documentation; a useful and reusable trace of vital experience gained during their candidatures
Digital poetry for adult English learners with limited education: Possibilities in language learning, literacy development and interculturality
Get PDFStudies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students’ limited capacity for online learning (Pobega, 2020; Tour et al, 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform “social acts of meaning mediated by the creation of texts” (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al, 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills
Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.
Get PDFA prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential