University of Groningen Press
Not a member yet
29910 research outputs found
Sort by
A Reflexive Autoethnographic Fragment: Epiphany in a Milkfloat
No full textIn \u27A Reflexive Autoethnographic Fragment: Epiphany in a Milk Float\u27, David Turner uses autoethnographic writing to begin to reflexively consider how his life history might have led him to an interest in a particular topic of study that he was about to embark on as part of research on the development of expertise in sports coaching, associated with a Professional Doctorate in Education course
Fast and Slow Thinking in Narrative Recovery: Pluralistic Trauma Processing during Covid-19
No full textHow can writing about the collective cultural trauma of the Covid-19 pandemic help in an autobiographical illness narrative about coming to terms with pre-existing Dissociative Identity Disorder? This disorder is characterised by inner plurality, autobiographical amnesia, and difficulties in discerning past from present times. Thinking about how to recall let alone organise such a life story might appear, at first, to be an impossible challenge. Might slow-thinking (coined by Kahneman 2011) through critical reading of comparisons between personal experiences and collective cultural experiences of trauma be a resolution? This lived experience account shares how the pandemic triggered fast-thinking dissociative symptoms but in so doing, gave me the story pieces to start forming a narrative about my earlier childhood trauma. Through slow, comparative readings of this personal experience with classic literary and collective cultural experiences of historical traumas, a co-produced narrative emerges. As a result, instead of the therapeutic creative writing modes that are gaining much traction in third sector mental health programmes and wellbeing forums (such as therapy journals, expressive writing or drama role play, see for instance Sampson 2007), the focus here is on how auto-ethnographic self-therapy can also provide new directions for narrative recovery in pluralistic trauma processing
Flyktpodden: Migrant and Minority Voices that Matter?
No full textIn recent years, podcasting has frequently functioned as a tool ‘to tell stories emanating from routinely marginalized lived experiences’ (Vrikki and Malik, 274). Flyktpodden is a podcast aiming to facilitate intergenerational dialogue about escape, persecution, and migration, thereby challenging mainstream stereotypes and generating understanding of different people’s lives. This article examines the podcast through the theoretical concepts of voice (Couldry) and listening (Bassel), addressing how the podcast uses life stories to broaden the cultural awareness of escape, persecution, and migration. This article further asks whether migrant and minority voices are ascribed agency and allowed to matter. Based on a qualitative content analysis, this article concludes that the podcast offers an eclectic collection of life stories on migration and persecution through which migrants and minorities are allowed to be both vulnerable and agentive. The podcast’s intergenerational and dialogic format gives their voices legitimacy and recognition, thus challenging the hierarchy of value and attention. Moreover, it enables marginalized groups to formulate counter-narratives (Vrikki and Malik) on the historic and present-day situation in Sweden rarely heard in the public sphere
Julia Novak and Caitríona Ní Dhúill (eds.), Imagining Gender in Biographical Fiction
No full textTaking its cue from Judith Butler’s definition of gender as ‘a practice of improvisation within a scene of constraint’ (2), this volume of essays sets out to explore biographical fiction’s innovations in gender, and also in genre. Deliberately avoiding ‘grand theor[ies]’ (3), the editors offer an understanding of genre as historically situated and in constant flux; like existing tropes of gender, concepts of genre are seen as available to biofiction’s rewritings
Project redesigning for U.S.-Japan COIL
No full textThis practice report describes an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL
Erasmus Speaks: Bringing Internationalisation Online
No full textIn recent years we have seen a growing recognition by educators of the value of Virtual Exchange (VE) in the context of Internationalisation at Home (IaH) (de Wit, 2016). Research has shown the benefits of VE for language learners, as it emphasises the development of transferable skills (European Commission, 2021; Godwin-Jones, 2020). In this paper, we report on the development of Erasmus Speaks, an innovative, transnational Virtual Exchange Project offered at a third-level research institution in Ireland in autumn 2020. This new element replaced the Erasmus study-abroad period for over 600 European language students in response to Covid-19 pandemic travel restrictions. The high completion rate of the project, reflected in the large number of Transnational Erasmus+ Project (TEP) digital badges awarded to participants, shows that this task-based project met its objectives in relation to language learning, intercultural awareness, digital literacy and transferable skills
Designing a collaborative and virtual exchange-embedded virtual summer school
No full textThis practice report describes the design and implementation of a collaborative and virtual exchange-embedded virtual summer school for postgraduate students in the context of European Higher Education. The two-week virtual summer school on multilingualism and intercultural learning brought together 40 students who collaborated to produce ten video-case studies based on their experiences as educators in a number of contexts. We share our experiences as organisers and participants and offer insights from the process of planning for, engaging with and evaluating the summer school. Our paper draws on quantitative and qualitative data, i.e., a pre and post summer school survey, a qualitative evaluation questionnaire and a student-participant account to evidence how the experience benefitted participants. Our findings demonstrate the effectiveness of the model presented here: participants’ understanding of key concepts of interculturality and multilingualism increased, there was a statistically significant difference in perceived development of digital competences and presentation skills, and more than 90% of the participants were very satisfied with their training and international collaboration opportunities. In conclusion, we propose a set of learning points that may support others to design and deliver a collaborative model of summer school and the use of ‘skills passports’ in alternative to accreditation.
Implementation of COIL in mental health education: Outcomes of a collaboration between Spain and the United States nursing students
No full textCollaborative International Online Learning (COIL) provides students meaningful and valuable engagement with students in another country to reach the goals of academic programs at the participating institutions. The strategy has demonstrated benefits for nursing students, including the acquisition of self-awareness, empathy, cultural humility, and leadership skills. The aim of this study was to share the results of the partnership in a COIL project using digital technology between a university in the United States and a university in Spain. The goals of this collaboration were twofold: to expose students in the U.S. and Spain to an international experience on mental health and to provide a comparative view of their respective health care systems. The chosen technique focuses on perceptions of mental health and how mental health care is delivered in clinical settings. A total of 166 students took part in this experience. The virtual exchange allowed students and faculty to share best practices in caring for people with mental illness. Nursing students providing care to COVID-19 patients reflected on lessons learned during the pandemic and its impact on community mental health. Small group activities such as icebreakers, homework assignments, and reflections were used to share and compare experiences. Students completed COIL surveys, which demonstrated that students from both countries perceived learning gains using evidence-based best practices related to key nursing concepts in a mutually respectful virtual exchange. The results show a perceived increase in the comprehension of mental health-related content and enhancement of clinical practice. Therefore, the COIL methodology is a feasible option as it allows for an intercultural exchange with an in-depth examination of content from the learners and teaching perspectives. In addition, it prepares students to work in international teams virtually
International competencies development in a virtual exchange for future veterinarians
No full textOver the past years, internationalization has become the gold standard for most higher education institutions and strategies for internationalization at home have grown as a means to foster global learning. Virtual exchange (VE) as an internationalization at home strategy encompasses one of the most innovative teaching methodologies to provide students with an intercultural perspective in the subject area of their academic programs. A total of 158 veterinary students from a private university in Spain and a public university in Brazil participated in a COIL project based on veterinary anatomy and diagnostic imaging. The project’s primary objective was for students to leverage their diverse knowledge and backgrounds to collaboratively discuss a clinical case and create a scientific poster in small groups. This practice report aims to demonstrate the potential of VE in veterinary sciences by detailing the collaboration design and presenting students’ perspectives on their experiences. The results of a postcollaboration survey indicate that this methodology effectively stimulates students to engage globally and fosters their personal and professional development
Archivos de arcilla y afectos políticos en "Las Cautivas": Ejercicios para desarmar un monumento de Lucía Sbardella
No full textEste artículo propone algunas reflexiones en torno a la instalación de sitio específico Cautivas: ejercicios para desarmar un monumento de la artista correntina Lucía Sbardella. Sus ejercicios, a través de lo que analizamos bajo las nociones de contra monumentalidad y arte inespecífico, se encuentran vinculados a los efectos traumáticos de la Guerra del Paraguay. Sus esculturas de arcilla anticipan un rastro singular del trauma y su práctica reincorpora la vida afectiva en nuestras concepciones de la ciudadanía.
This article offers reflections upon Cautivas: ejercicios para desarmar un monumento, an installation by the artist Lucía Sbardella. It analyzes her practices according to notions of counter-monumentality and non-specific art, thinking about the traumatic effects related to the Paraguayan War. It proposes that her clay sculptures anticipate a singular trace of trauma and incorporate affective life into our conceptions of citizenship