One Continent, Three Words, and a Dream

2015 ◽  
Vol 22 (6) ◽  
pp. 472-475 ◽  
Author(s):  
Pamela Zapata-Sepúlveda
Keyword(s):  
International Students ◽  
Latin American ◽  
Learning Experiences ◽  
American Woman ◽  
Women Refugees ◽  
Northern Chile ◽  
White People ◽  
Auto Ethnography ◽  
Colombian Women ◽  
Teaching Learning

Through a three words poem, I share my constructed color voice developed from looking for and sensing my ‘I’ through the lens of worldwide international students in my learning experiences in different international “white” universities. At the same time, my ‘I’ is embodied from my fieldwork with Colombian women refugees or seeking for refuge, and as a Latin American woman living in northern Chile. In this way, interpretive [auto] ethnography is a path to situate my ‘I’ in a context where silences, forgetfulness, and “whiteness” behind our voices are consequences of social, political, and historical forces that have erased our indigenous and multicultural heritage in Chile. Today, the tendency in education is teaching, learning, and acting as if we are White people. This piece is an invitation to think-reflect-look-feel-remember and ask ourselves about what the color of our voice is and what the consequences of this standpoint in the academia are.

Past and Present Time in Qualitative Inquiry

2015 ◽  
Vol 22 (6) ◽  
pp. 466-471 ◽  
Author(s):  
Pamela Zapata-Sepúlveda
Keyword(s):  
Social Transformation ◽  
Women Refugees ◽  
Qualitative Inquiry ◽  
Social Injustice ◽  
Northern Chile ◽  
Refugee Status ◽  
Performative Writing ◽  
International Audience ◽  
Colombian Women

This essay concerns my reflection, thoughts, and feelings from the foundations and movements between my heartfelt autobiographical experiences and the fieldwork with Colombian women refugees or asking for refugee status in the current Chilean society. Inspired from the Three Words Workshop, as Performative Writing of Healing and Resistance, I wish to connect my I from a humanity way with the international audience to talk about “Otherness” racism, gender, and social injustice in a border place in Northern Chile. Thus, to connect and provoke audiences, wondering about WHERE WE ARE in the fieldwork with people suffering seen as other people far from us vs. close people as us. At the same time, I ask about WHAT IS our position from the academia to the street. To finish, I reflect about HOW Interpretive Autoethnography could be a way to promote social transformation for a better world.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

The Role and Everyday Life Experiences of Latin American Female Researchers in Academia

2018 ◽  
Vol 25 (2) ◽  
pp. 166-169
Author(s):  
Pamela Zapata-Sepúlveda
Keyword(s):  
Latin American ◽  
Life Experiences ◽  
Qualitative Inquiry ◽  
Gender Violence ◽  
The North ◽  
Academic Woman ◽  
Male Power ◽  
Natural Tendency ◽  
Auto Ethnography ◽  
Current Context

I wrote this essay a year before the current context of feminist student strike in Chile. A year ago, it was a time in which there was silence and fear. I understood the natural tendency of living with the different ways of gender violence that is normalized and taken for granted. In a society which is dominated by male power, and where we could find shelter in what the North defines as Resistance voices, this text arises from inquiries and contradictions that I, as a academic woman from northern Chile have lived, in socio-critical qualitative inquiry, paradigmatically moving from the analysis of qualitative data assisted by computers, to interpretive [auto]ethnography.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

scholarly journals Journeying Through Informing, Reforming and Transforming Teacher Education: Reflections on Curriculum Images

2021 ◽  
Vol 2 (1) ◽  
pp. 8-20
Author(s):  
Sadruddin Bahadur Qutoshi
Keyword(s):  
Teacher Education ◽  
Paradigm Shift ◽  
Teacher Educator ◽  
Research Problem ◽  
Professional Lives ◽  
Research Practices ◽  
Beliefs And Practices ◽  
Auto Ethnography ◽  
Teaching Learning ◽  
Ways Of Being

This paper aims to address ‘how an auto/ethnographic muse explores informing, reforming and transforming states of teacher education and research practices.’ I critique informing and reforming states of teacher education in Pakistan for the limitations associated with these approaches rooted within the colonial system of education.  Within these two approaches to education, I share the experiences of teaching, learning, research practices, and beliefs, which could not address a broader view of teacher education. To address the research problem, I applied an unconventional approach to research by using auto/ethnography as a methodological referent within a multi-paradigmatic research design space. In so doing, I used the paradigms of interpretivism, criticalism, postmodernism, and integralism as data referents, which enabled me to capture the lived experiences of my professional lifeworld at different stages. Moreover, I used critical reflections on the experiences as a teacher, teacher educator, and researcher as epistemic techniques to explore, explain and construct meaning out of the perceptions, beliefs, and practices. Perhaps, engaging autobiographically as an approach to knowing deep-seated views and practices and critically reflecting on the embodied values of practices open new ways of being and becoming a transformative learner(s). This paper invites readers to reflect critically on their own deep-seated practices by using such unconventional approaches to research that would enable them to experience a paradigm shift in their thinking, believing, viewing, and doing. I believe that in doing so, practitioners as researchers, with their own embodied values of practice in their professional lives, can transform self/others by creating their own living-educational-theories.

Moral Reform and Feminism: A Case Study

1975 ◽  
Vol 17 (4) ◽  
pp. 386-397 ◽  
Author(s):  
Cynthia Jeffress Little
Keyword(s):  
Latin American ◽  
Women Activists ◽  
American Woman ◽  
The United States ◽  
Moral Reform ◽  
Reform Movements ◽  
Time Period ◽  
International Reputation ◽  
The Subject

For the uninitiated the subject of moral reform appears to be a topic best suited for examining the traditional view of the Latin American woman: that of a female preoccupied with sin and salvation and with no interest in the world outside the home or increased rights for her sex. Closer investigation reveals, however, that moral reform movements often have indicated women's active presence and concern about the direction of a nation's social policies and customs. (Addams, 1912: 160-195; Davis, 1973; Smith-Rosenberg, 1971: 381-385, 562-564). Involvement in moral reform activities often but not always has meant that a woman considered herself a feminist and believed that the goals of these two movements were inextricably linked together. In order to explore these two hypotheses, this essay will focus on Paulina Luisi (1875-1950), an Uruguayan doctor whose lifelong dedication to moral reform and feminism earned her an international reputation as a fighter for one sexual moral standard and women's rights (Mapons, 1950; Scarone, 1937: 284-289). Examining her extensive writings and many projects provides an excellent insight into two movements which claimed the loyalty of numerous women activists, both bourgeois and socialist, in Latin America, Europe, and the United States (Addams, 1912; Chataway, 1962; Lloyd, 1971; Luisi, 1948). Given the Latin American context and the time period, Luisi can be seen as a major figure in the international feminist and moral reform movements.

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

Coming to Know

2019 ◽  
Vol 32 (2) ◽  
pp. 95-99
Author(s):  
Sandra Schmidt Bunkers
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Learning Model ◽  
Teaching Learning ◽  
Conversation Theory ◽  
Constructing Knowledge ◽  
Coming To Know ◽  
Improvisation Pedagogy

The author in this article explores the humanbecoming paradigm postulate of illimitability as unbounded coming to know. Patterns of constructing knowledge, conversation theory, improvisation pedagogy, children’s literature, the humanbecoming teaching-learning model, and personal teaching-learning experiences of the author are presented to expand awareness of the unbounded knowing of illimitability.

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