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AI and ‘Tragic Dilemmas’ in Education
No full textChaired by Graham Morehead, Ph.D. (Gonzaga University)
Current ways of developing and deploying AI have presented young people and their educators with ‘tragic dilemmas’: they have to engage with AI without being able to choose an all-things-considered right thing to do. Tragic dilemmas involve pressures on the alignment of beliefs, commitments, and motivations of teachers and students, and ultimately impact on their integrity and wellbeing. I argue that focusing on the issue of ‘tragic dilemmas’ can help those in higher education to rethink and refine the usual recommendations for digital ethics and approaches to AI, such as setting institutional policies, changing assessment strategies, and developing character education programmes. I suggest that these typical approaches will be most effective if structures are put in place to support the integrity of teachers and students, with sensitivity to their specific roles and responsibilities in relation to uses of AI. Drawing on experiences from two digital ethics courses run in higher educational institutions in Asia, I will open up two cases for further discussion: using AI tools for English language editing whilst being aware of language bias, and keeping the environmental cost of AI in the picture whilst equipping students to use it well
Opening Remarks
No full textEnjoy breakfast with opening remarks from Gonzaga University President Thayne McCulloh
Improving the Health of Older Adults Through Access to Wellness Facilities
No full textPICOT Question: How does access to wellness facilities affect the health of the elderly
Preface to Song\u27s What Must I Do? Servant-Leadership and Choice
No full textDr. Jiying Song’s research on servant-leadership integrates archival work on Robert K. Greenleaf’s manuscripts with contemporary leadership theory. Her analysis of themes such as greatness, responsibility, and personal growth illuminates the ethical foundations of legitimate power, fostering dialogue on leadership that promotes community, foresight, and global well-being
A Study on Practical Examples of Servant-Leadership in Rural Areas of The Province of Herat, Afghanistan
No full textThis study investigates practical examples of servant-leadership in the rural areas of Herat province, Afghanistan. A literature review revealed a significant gap in research focusing on practical instances of servant-leadership in these regions. We employed a qualitative approach, utilizing in-depth interviews, focus group discussions, and circle reflections to collect data. Initially guided by Spears’ ten principles of servant-leadership, our data analysis led to a redefinition of both the term and its underlying principles, while remaining true to the original concept. The study identified two types of servant-leaders: traditional leaders, who inherit their roles through family status, and emerging leaders, who gain authority through personal qualifications and democratic processes. We identified eight key qualities of servant-leadership in these communities: a strong desire to serve, strong faith in afterlife reward, prioritizing the poor, community development, honesty, accountability, community building, and respect for children. These principles, while unique to the sociocultural context, share important commonalities with those outlined by Spears
‘I Flip the Switch’: Aboriginal Entrepreneurs’ Navigation of Entrepreneurial Imperatives
Full text linkCulture is integral to Indigenous entrepreneurs, but how culture manifests in their entrepreneurial processes is understudied. This paper explores how Aboriginal entrepreneurs in Perth, Australia navigate cultural and commercial imperatives in their entrepreneurial practice. The study uses an interpretive lens and thematic analysis based on Altman’s hybrid economy model (HEM) to explore how ten Aboriginal entrepreneurs managed commercially viable enterprises while meeting their cultural obligations and aspirations. The focus is on the convergence of the customary and market economies and entrepreneurs’ experiences of navigating the hybridity of that space. We find that Aboriginal entrepreneurs iteratively assess the complementarity of cultural and commercial imperatives to protect their Indigenous identity while meeting business objectives. Cultural and commercial imperatives are navigated using context-dependent strategies. Strategies fall within fluid classifications of ‘high cultural–low commercial bias’, ‘high commercial–low cultural bias’, and an even consideration of both. We propose a contingency model to help explain Indigenous entrepreneurs’ approaches to navigating customary and commercial imperatives. This study contributes to knowledge of culture in Indigenous entrepreneurship by uncovering strategies Indigenous entrepreneurs can, and do, use to conduct business in ways culturally attuned to their indigeneity and situations
Effects of mixed family immigration status on cultural adaptation and acculturation through education
No full textIn an increasingly political time in U.S. history, monitoring the effects of legislation has become a critical part of the education system’s role in socializing students. For many years, socialization has become a topic of discussion describing the way in which humans learn to navigate the world through interactions with the world. The educational system is a prominent actor in the process of socialization and identity formation. This study analyzes the effects of socialization on K-16 students as they navigate the United States education system. Central to this study are children in mixed-immigration-status families. This identity is one that goes unseen, yet students must navigate their acculturation into U.S. culture knowing this for themselves. How are student experiences in the education system affected by their membership in mixed-immigration-status families? Through research and student interviews, this study uncovers the ways in which expectations are placed on students from a young age through their families. Furthermore, it describes the ways in which student perspectives and ambitions in education and careers differ due to their experiences as children of immigrants
Structural Inequality: An Analysis of Tracy Chapman’s “Fast Car”
No full text“You and I can both get jobs and finally see what it means to be living” is the ambition for many American people in poverty. Tracy Chapman’s song “Fast Car” heartbreakingly describes multiple aspects of American economic inequality that trap the main character in poverty: unemployment, homelessness, addiction, and abandonment. Chapman tells the emotional story of growing up in shelters and economically segregated neighborhoods with an absent mother and alcoholic father, working multiple low wage jobs. This project will use Chapman’s lyrics and a visually catching art collage to illustrate how the American dream is highly inaccessible to those born into poverty. A common misconception is that American citizenship undoubtedly ensures wealth, freedom, and security. However, the “Park Avenue: Money, Power and The American Dream” documentary states that affluent Americans don’t “seem to accept the possibility that if you’re poor enough and your schooling is bad enough, you don’t really have an opportunity to compete” and “a job is no longer enough to keep Americans out of poverty” (Gibney, 2013). Using a structural view of economic inequality, this analysis will ask readers to rethink assumptions about individuals’ responsibility for a life mired in poverty
Empowering Justice-Involved Adolescents Through Hope: A Strengths-Based Intervention
No full textThis study will examine the implementation of the Hopeful Minds curriculum as a protective factor for adolescents involved with the juvenile justice system. The research will be conducted at an alternative high school serving justice-involved youth. The study will explore how increasing hope may positively influence educational engagement, emotional well-being, and goal-setting. The intervention will be delivered twice weekly over six weeks, with quantitative data collected through the Children’s Hope Scale and the Satisfaction with Life Scale, as well as qualitative analysis of student artifacts and semi-structured interviews. The study will follow an embedded mixed-methods design, integrating both quantitative and qualitative data to examine changes in hope and motivation. Findings may suggest that students experience increased hope and improved engagement with schoolwork and personal goal-setting. This research will aim to highlight the potential of hope-based interventions as a strengths-based approach to addressing educational and social barriers faced by marginalized youth. The study will reflect the broader theme of empowering students through positive psychological interventions, recognizing the impact of social systems, and valuing the dignity of each individual
