Focused Discussions (Asynchronous Session)
Pandemic and Workplace : Challenging Perspectives on Learning and Self-leadership
Focused Discussion Manos Pavlakis, Henric Stenmark
Since the beginning of 2020, we face a new situation in the workplace, due to the pandemic, which has changed conditions, norms, habits, and practices of interaction, most of which relate to the way learning is being designed, delivered, and evaluated within organizational contexts. Two basic questions arise within this framework: do people work from home or do they live in their workplace? And, since e-learning and working from home are practices used in the past, what is new this time? The purpose of this paper is to investigate how the outcomes of COVID-19 have affected people at home working remotely and how learning needs to be re-designed. The study is based on a retrospective design since February 2020. Relevant articles in newspapers (searchable only are included in the study) were studied through specific words’ search and a systematic content analysis was arranged. Results reveal that most people have found themselves in front of the need to adjust their household into a new working reality, with increased online interactions. The study concludes that COVID-19 has created new ways of working and learning, while social interaction has been re-defined, thus what learning is and how it can be achieved needs to be re-examined taken into consideration the increased need for self-leadership. Moreover, it seems that the end of the pandemic does not mean a return to the previous normality. New normality is being created, while the benefits of remote work and the limitations for employees’ work-life balance need to be re-considered.
Language Learner and Identity Development Interface: A Critical Perspective of Digital Technologies and Who We Can Become
Focused Discussion Roberto Torres
Having as a basis the Sapir-Whorf Hypothesis, the Linguistic Relativity Hypothesis, this critical discussion will revolve around how our identity is established through our languages. We will discuss how the digital world's lingua franca, western English, promotes the western way of thinking and being. Our discussion will also focus on why language teachers and learners need to be aware of the implications of the indiscriminate, uncritical use of the digital media to promote learning English as a second language.
Breaking the Fourth Wall - the Arts in Early Years Curriculum Policy Frameworks : Critically Examining the Positioning of Arts and Aesthetics
Focused Discussion Amoriza Gunnink
Early learning curriculum framework policy documents narrate and traject the experiences of children in early care settings. Together, we will review and discuss the positioning of the arts and aesthetic education in a sampling of early learning curriculum frameworks from around the world with an emphasis on how arts and aesthetic goals and principles are presented and actualized within the documents, and to what extent artistic dispositions and potentialities are being nurtured in young children. This focused discussion is useful for anyone committed to arts education advocacy and those interested in advancing arts and aesthetic education in the early years.
Culturally Responsive Leadership: Leading Through Understanding and Compassion View Digital Media
Focused Discussion Priscilla Ann Wallace-Boerger
An effective leader knows the difference between being the boss and being a leader in higher education. A true leader recognizes all cultures in their institution, understands what these cultural differences can bring to an institution as a whole, and is inclusive of all. What values do you use to characterize yourself as an effective leader and, is being culturally responsive one of them? Are you able to show gratitude towards all cultures at your institution? This interactive discussion will answer these questions by discussing issues related to cultural competence, cultural responsiveness, compassion, confidence, courage, honesty, humility, integrity, motivation, openness, passion, and trust for leaders.
From Pivot to Pivotal: George Floyd and the Black Lives Matter Protests View Digital Media
Focused Discussion Kimberly Willis, Crystal Toombs, Dr. Janet Grier
We discuss the strategies we employed to assist university students in navigating the complex social justice, diversity and equity issues raised by the George Floyd and Black Lives Matter (“BLM”) protests which took place during the summer of 2020. We initiated this project in response to our students' interest in exploring issues of race relations and racial injustice stemming from the BLM movement. The interventions began in an organic fashion with discussions among faculty members and evolved into the formulation of specific programs and activities designed to support student growth. Our interventions had the joint objectives of providing students with information about social justice, multicultural understanding, equity and tolerance and affording them a safe space in which to examine these issues. Our research is based on Critical Race Theory and involves a multidisciplinary exploration of higher education pedagogy, psychology, and sociology. The theoretical implications of our research involve impacts on Critical Race Theory, social awareness, social justice, diversity, and equity issues. We expect that our research will highlight the necessity of providing university students with both emotional support and practical knowledge when addressing issues of social justice and cultural competency. The next stage of our research involves a qualitative assessment (i.e., focus groups and student interviews) of the effectiveness of our interventions. We hope to determine whether our interventions are effective in maintaining students’ emotional health while providing them with a framework to explore complex social justice issues within the university and within their lives.
