Pathways to Knowledge
Systems, Circular-causality and Agency: The Potential of Classroom Interactions in the Quest for Social Cohesion
Paper Presentation in a Themed Session Sharon Rudman, Jacqueline Luck
A society characterised by diversity is often also characterised by patterns of discrimination and division. The manner in which we perceive others as different and our potential for relationship with them is largely determined by the ideological context in which we exist. Dominant discourses impose a particular understanding of the world upon individuals and their attitudes and actions, in turn, reflect and perpetuate the tenets of such a system. In this sense, a circular-causality exists between the local level and the global level in a social system. However, as in other complex systems, a society is dynamic and susceptible to change and the agency of the individual subject within such a system should not be overlooked. Change can be prompted by influences which come from external sources or by changes in the way that components of that system interact This paper suggests that strategic interventions could prompt change on both a ‘local’ and a ’global’ level because of the circular-causality of such a system. We note the shortcomings of the strategy of ‘tolerance’ in facilitating the kind of positive change required in the quest for social cohesion and suggest, as an alternative, the creation of spaces which allow for a meaningful encounter with the ‘other’. In doing so, we draw on a South African university classroom intervention that has proven to be effective at laying bare for students how circular causality works and how agency can be assumed in setting new patterns of thought and behaviour.
Navigating Cultures and Communication: Enhancing Doctoral Students’ Study Abroad Preparation Through In Situ Learning View Digital Media
Paper Presentation in a Themed Session Jennifer Butcher, Berenice Casas, Stacie Shelby, Sandra Cleveland
Students who have studied abroad demonstrate higher levels of intercultural competency (Deardorff, 2009), and those who have engaged in high quality social interactions with their host culture exhibit significant linguistic gains (Magnan & Back, 2007). Study abroad programs have gained significance as an integral educational initiative, fostering global learning and nurturing students' intercultural maturity on a growing scale. The purpose of this research is to investigate and provide comprehensive insights into the strategies, challenges, and support mechanisms necessary for effectively preparing doctoral scholars for successful international study experiences. Through qualitative analysis, this study aims to identify best practices, resources, and interventions to optimize the academic, cultural, and personal development of doctoral students undertaking a study abroad program. Ultimately, the research seeks to inform policy, program design, and institutional practices to enhance the preparation and support provided to doctoral scholars embarking on international study endeavors. The following research questions guided this study: RQ1. What specific learning gains were achieved by research fellows through the development of international project presentations? RQ2. How do research fellows perceive the development of communication and presentation skills through international presentations? RQ3. What challenges and benefits are associated with presenting diversity related research projects internationally? This study provides details on the development and planning of a private Christian university’s first study abroad experience for online doctoral students. Results from data analysis will identify trends and challenges associated with learning gains as well as doctoral students’ perceptions of the impact of international presentations on research and career development.
Towards an Inclusive University: About Anti-discrimination Strategies and their Organizational Implementation View Digital Media
Paper Presentation in a Themed Session Timo Schreiner
The intention of this contribution is to transparently and reflectively illustrate organizational change processes in the context of discrimination and anti-discrimination. To this end, theories of organizational development and organizational learning are used to examine how change processes are organized and what possible impacts they may have. Triggers for these processes are also presented as contexts and critically examined in their significance for organizational change. The impact of discriminatory behaviors is exemplified both through an internal survey at the university and through a specific situation between teachers and students. Based on these starting points, the organizational processes undertaken are examined for their learning opportunities for the university, and an outlook is provided on how a discrimination-sensitive practice can be shaped. In particular, the established anti-discrimination office is illuminated in the context of its history of origin and conception.
