Online Lightning Talks
Lightning talks are 5-minute "flash" video presentations. Authors present summaries or overviews of their work, describing the essential features (related to purpose, procedures, outcomes, or product). Authors are welcome to submit traditional "lecture style" videos or videos that use visual supports like PowerPoint. After the conference, the videos are made available on the network's YouTube channel.
Territorialization of the Capped Other Halves: Subaltern Identity and Binary of a Citizen and a Refugee
Virtual Lightning Talk Srija Brahmachary
Partition of India was crafted in the western and eastern frontiers of the subcontinent during the independence from the British colonial rule. However a glare of negligence towards the eastern partition is evident from the narratives and discourses. The negligence has determined the fate of the region’s demography and thereby socio-political scenario. The present drive for registering legitimate citizens has pressurized the inhabitants to prove their citizenship through lineage. This paper elucidates the binary of a citizen and an unrecognized trans-border immigrant for the refugee married women. The subaltern experiences here are about being a prey to the systemic violence of identity crisis for women, who after being married are defined by the binary governed by patriarchal norms of the society and immigration laws of the state.
Teachers’ Perceptions of Refugee Children in Greek Schools: Intercultural Competencies, Social Justice, and Inclusive Education
Virtual Lightning Talk Evmorfia Kipouropoulou
This research explores primary school teachers’ perceptions of refugee children inclusion in Greek schools. More specifically, it focuses on how teachers construct their discourse while talking about refugee students and their intercultural competencies as agents of inclusion and social justice in the context of Inclusive pedagogy. This paper focuses on teachers’ discursive construction around the inclusion of refugee children in the Greek educational system, the intercultural communicative competencies that teachers have acquired through their professional development, and on the ways that teachers perceive social justice in the context of inclusive education. Teachers often blame the government for not being prepared and for its inability to educate and train teachers. Therefore, they feel insecure in dealing with the emerging multicultural environment and inclusion of refugee children in their classrooms, while they discuss the need to give refugee children equal educational opportunities. They also negotiate the term social justice as they try to define the context of inclusive education. Twenty-five interviews were conducted as part of this study. They have been interpreted using Critical Discourse Analysis as used by Νorman Fairclough, Robert Hodge, and Gunther Kress.
Indigenous Whiteness: What Does Whiteness Theory Tell Us about “Traditional” First Nations Research?
Virtual Lightning Talk Carey Rutherford
What does Whiteness Theory tell us about “traditional” First Nations research? Whiteness theory suggests that “race” is an illusory term used largely for oppressive purposes. Using peer-reviewed journal articles that were gathered to study First Nations youth-centred issues, Whiteness Theory is used to assess the “racelessness” of the methods and philosophy of samples from traditional studies of Indigenous groups. Framed by Interpretive Research Synthesis techniques, eight articles studying Indigenous peoples from Australia, the U.S., and Canada, but widely differentiated topics, are analyzed conceptually to determine their synchronicity with the Whiteness Theory approach, or lack thereof. It is noted that elements of this “raceless” community cohesion exists, to greater or lesser degrees, in all of the research that is sampled. Some of this is due to the modernity of the research and some to the empowerment of Indigenous participants, but mostly from the breaking down of barriers (identifying with Others) as Whiteness Theory suggests.
Flexible Learning: The Design Thinking Process as a K-12 Educational Tool
Virtual Lightning Talk Katia Caetano Lord
Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary and secondary education. The problem-solving methods used in graphic design are studied as a means of enhancing skills among K-12 students in the education system—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While graphic designers access and synthesize information from clients, a child can also access and synthesize information from his or her teacher. When a client comes with a design request, designers research, create and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. In this study, I explain how more intensive and creative application of the design-thinking process can expand the horizons for whole-brain thinking and creative thinking among students.
Barriers and Enablers to Self-management Strategies of Type Two Diabetes Among Sudanese Adults
Virtual Lightning Talk Phoebe Roth, Sabrina Gupta, Clarice Y Tang, Bruce Rumbold
Type Two Diabetes (T2D) is a global epidemic, with increased prevalence among Sudanese adults residing in Western developed nations. Australia’s diabetes policy emphasises self-management, but provides little insight into how this policy might apply to the many immigrant and refugee communities that make up Australia’s diverse population. The primary aim of this study is to explore the knowledge and perceptions around management of T2D among Sudanese adults with T2D living in Victoria, Australia. This qualitative study utilises a constructionist approach. Sudanese adults who self-identified as having T2D were recruited from the community. A face-to-face semi-structured interview was conducted with each participant. Thematic analyses were performed on the data. Results: 12 participants were included in the study. All participants were engaged in some form of self-management for their T2D. Through analysis of the data, several barriers to and enablers of optimal self-management of T2D were identified. Barriers included lack of knowledge on management and possible disease complications, the impact of language in communication, the perceived burden of self-management, incorporating traditional dietary practices in self-management, as well as familial and social obligations. Enablers included positive relationships with health professionals, having support networks, being involved in religious practice, and the use of traditional remedies. The findings highlight the need for Australia’s healthcare governance structures to prioritise culturally appropriate provision of health services and resources for Sudanese patients with T2D. These findings may be generalisable to other minority ethnic groups from migrant and refugee backgrounds in Australia and elsewhere.
Feminism and the Reflection of Diversity in Law: Mutual Recognition
Virtual Lightning Talk Charlotte Skeet
There is currently no consistent position taken in relation to the recognition of ‘other’ law in the UK. Over the last twenty years in the UK there have been calls for even the existing recognitions to be relinquished. Arguments for this position have instrumentalized a rhetoric on women’s rights and equality to justify those claims. This paper first argues that recognition in the UK is inconsistent and that current arrangements for recognizing ‘other’ law are more reflective of former colonial positions in relation to non-state than a 21st century legal system in a diverse society. Second, it is argued that this itself poses a problem for women’s rights: flawed presumptions in this popular debate have both instrumentalized women’s rights yet failed to address the real issues for equality and human rights as applied to women’s lived experience. Finally, the paper advocates James Tully’s ‘convention of mutual recognition’ as the basis for developing a set of principles that can be consistently applied when both making new law and exercising judicial discretion. This paper therefore makes an original contribution by analyzing the current parameters of the debate through feminist critiques of law and by arguing for the concept of ‘mutual recognition’ to present a rights-based way forward.
