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How and Why to Diversify Curricula
Full text linkCalls for decolonisation and diversification of curricula in Higher Education (HE) have grown. Statements and commitments addressing these calls have been made by HE institutions but can face resistance, meaning the rate of change has not increased as called for. This paper seeks to explore what can be gained through diversification of curricula, tangibly and intangibly, as well as how to begin the process with meaning. It looks to mitigate resistance by exploring the benefits that are tangential to decolonisation, arguing that even if the idea of decolonisation is resisted, its benefits are less so, addressing research questions: Why diversify? How to diversify sustainably and with purpose? And, how, if it is met, to challenge resistance to this diversification? It is contended that cross-disciplinary insights can—and do—offer useable frameworks and understanding to make concrete the commitments made. There is reaffirmation as to why this work is needed, and who it is for and benefits. Suggestions are offered—through the prism of the performing arts—of where and how to start, how to overcome resistance, and where and how to look for knowledge
The role of fairness ideals in coordination failure and success
Full text linkIn a laboratory experiment, we study the role of fairness ideals as focal points in coordination problems in homogeneous and heterogeneous groups. We elicit the normatively preferred behavior about how a subsequent coordination game should be played. In homogeneous groups, people share a unique fairness ideal for how to solve the coordination problem, whereas in heterogeneous groups, multiple conflicting fairness ideals prevail. In the coordination game, homogeneous groups are significantly more likely than their heterogeneous counterparts to sustain efficient coordination. The reason is that homogeneous groups coordinate on the unique fairness ideal, whereas heterogeneous groups disagree on the fairness ideal to be played. In both types of groups, equilibria consistent with fairness ideals are most stable. Hence, the difference in coordination success between homogeneous and heterogeneous groups occurs because of the normative disagreement in the latter types of group, making it much harder to reach an equilibrium at a fairness ideal.Baranski and Reuben gratefully acknowledge financial support from Tamkeen under the NYU Abu Dhabi Research Institute Award CG005
Editorial Note: JEiE Volume 10, Number 1
No full textIn their Editorial Note accompanying JEiE Volume 10, Number 1, Samantha Colón, Nathan Thompson, and Dana Burde highlight the important contributions the authors featured in this issue make to education in emergencies scholarship and practice. In the research articles section, the contributing authors apply diverse, rigorous methodologies to practical questions in the education in emergencies field that relate to the opportunities and challenges of refining and scaling play-based learning; to the issues surrounding access to capacity-building initiatives for refugee teachers and for parents and caregivers in remote settings; and to the dynamics of intergroup contact, inclusion, and social hierarchy that are reflected in diverse learning spaces. The field notes section offers critical reflections on two adaptable, modular education in emergencies interventions: one is a place-based learning program centered on cultural heritage and young peoples’ sense of belonging, and the other is a teacher wellbeing program based on building social-emotional competencies. Finally, the three book reviews featured in this issue highlight themes of belonging and connection to place, especially in the refugee experience, as well as stories of students and their communities being enabled to claim their agency, power, and a stake in a better future
There’s an Imposter in the Theatre: Belonging, Impostor Syndrome, and Community Building, and Its Impact on Students of Color in Theatre
Full text linkThis article explores the general issues of impostor syndrome and the sense of belonging among undergraduate and graduate students of color in theatre programs. Dr. Crestcencia Ortiz-Barnett draws insights from her own experiences as an MFA student in directing at Arizona State University (ASU), and ongoing research with students at North Carolina Agricultural & Technical State University (NC A&T) where she currently serves as Assistant Professor of theatre and theatre historian. In the article, Ortiz-Barnett defines key concepts, discusses the manifestation of impostor syndrome subtypes, and highlights the critical importance of fostering inclusive communities to combat these challenges. The article also presents practical strategies and initiatives that Dr. Ortiz-Barnett created and implemented, such as the creation of the Black Theatre Organization (BTO) and Black Girl Magic Mentoring Group (BGM), and a pilot theatre exchange program that have all proven effective in empowering students and promoting a stronger sense of belonging. The findings emphasize that addressing impostor syndrome and cultivating true belonging are crucial for the academic and career success of students of color in predominantly white institutions (PWIs), while offering suggestions for administrators to adopt in the future as well as posing important questions on sustainability, retention and the invisible burdens that students of color bear while clearing a path for those who will come after them
An Unlikely Sanctuary: Examining the Impact of Church-Based Youth Arts Programs in the Current Educational Theatre Landscape
Full text linkWhen school leaders opened the doors to greet students at the start of the 2025-26 academic year, they also encountered a new set of circumstances impacting public education. Stakeholders across the country are engaging in conversations about the potential ramifications of decreasing student enrollment due to population decline, the end of COVID-era relief funds, and shifts in governmental policies that could deeply impact school funding.
For many arts educators, however, these conversations debating school budget cuts, as well their potential implications for arts programs, are all too familiar. Yet even in these times of uncertainty for arts education, some students are finding opportunities to take the stage in an unlikely place—the evangelical Christian church.
In this essay, I examine the way some evangelical churches provide spaces for children and teens to engage in the arts, especially focusing on large-scale Christmas spectaculars and innovative arts festivals. These faith-based performance opportunities hold the potential to shape how young people think about the nature, scope, and purpose of theatre in ways that could impact these future artists and theatregoers
Bringing it all back home: Incentives in the age of general population sampling
Full text linkTamkeen, under the NYU Abu Dhabi Research Institute Award CG00
Preservability Self-Assessment Tool
Full text linkThe Preservability Self-Assessment Tool was developed to help scholars, publishers, and preservation specialists assess the preservability of complex digital scholarship. It is to be used in conjunction with the Guidelines for Preservability in New Forms of Scholarship. A web version of this tool is available at https://drive.google.com/drive/folders/1y5k1Lvx7iz9ycZ9QxEwQ31nqueoDduD8.The Andrew W. Mellon Foundatio
#ENOUGH: Confronting Gun Violence through Community-Engaged Theatre Practices
Full text linkThis paper describes the authors’ experience of developing and implementing a civic engagement process within the context of a 2022 production of #ENOUGH: Plays to End Gun Violence. By combining methods from participatory democracy, futures studies, and Boal’s Legislative Theatre, the authors created a multi-step audience engagement process consisting of pre-production, post-show, and post-production workshops aimed at collectively strategizing methods for preventing gun violence, both locally, in Arizona, and nationally, in the United States. In this paper, the authors outline their methods, reflect on outcomes, and offer considerations for theatre practitioners and researchers engaging with a variety of socio-political issues and wishing to incorporate community-engaged advocacy into their work
“It Would Help If We Actually Knew about the Initiative”: The Barriers Female Refugees Face in Accessing Incentive Teacher Training in Ethiopia
Full text linkSince the early 2000s, the Ethiopian government and global actors in education in emergencies have made significant investments in training refugees to become primary school teachers who deliver education to refugees in Ethiopia. These investments include an incentive teacher training initiative in the country’s refugee-hosting regions. This initiative was enhanced in 2018, when the Ethiopian government, supported by global education funding, began offering scholarships to refugees so they could study at teacher training colleges to become qualified primary school teachers. The initiative has faced major challenges in recruiting participants, particularly female refugees. In February and March 2020, a team of 22 researchers conducted a situational needs assessment at 14 refugee camps in Ethiopia. The assessment included focus groups, surveys, and semistructured interviews that were used to collect data from 685 participants. We identified three initiative-specific barriers and four associated structural barriers that were hindering the participation of female refugees. Initiative-specific issues included poor recruitment, a lack of awareness of the initiative among female refugees, and delays in training and scholarships due to funding shortfalls. Structural barriers included the low incentive payment, a shortage of national teachers, limited opportunities for career progression, and a scarcity of eligible refugee girls. My aim in this article is to increase female refugees’ participation in the initiative and improve retention rates for both trainees and teachers by providing evidence-based and participant-driven recommendations to address these barriers
Outcomes of a Multi-Year Data Internship Program for LIS Graduate Students
No full textThis poster includes an overview of the Network of the National Library of Medicine's National Center for Data Services Data Internship Program's development, implementation, and evaluation. IT focuses on outcomes such as recruitment rates, and intern satisfaction scores as well as information on scholarly impact and job placement over 3 years.National Library of Medicine, National Institutes of Health