scholarly journals Special Double Issue: The Im/Possibility of Finding Home in Academia—Personal Narratives of Transnationally Minoritized Scholars in Higher Education: Part 1Theorizing Mishritata: A Queer Desi/South Asian Making Meaning of Multiple Minoritization in a Transnational Context

2021 ◽  
pp. 107780042110551
Author(s):  
Dirk J. Rodricks
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
South Asian ◽  
Personal Narratives ◽  
Making Meaning ◽  
Dissertation Research ◽  
Narrative Fragments

Scaffolding poetry, drawing, and narrative fragments from lived experience, I offer mishritata (mixedness) as a way to make meaning of multiply minoritized identity through the “doing” of dissertation research with one’s communities. Conceptualized as an orientation, mishritata is an indigenized embodied borderlands positionality that recognizes and celebrates the mixedness of the Queer Desi/South Asian experiences: an interplay of histories and contexts, of people and places, and of structures and systems that organize them across borders, both real and imagined.

Brutally Revealing: Voices Rising Out of San Quentin State Prison

Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Diane Ketelle
Keyword(s):  
Lived Experience ◽  
Personal Growth ◽  
Writing Workshop ◽  
Personal Narratives ◽  
State Prison ◽  
Prison Life

This manuscript recounts the writing of inmates in a writing workshop project taught by the author at San Quentin State Prison. Through the process of writing personal narratives the inmates came to render new meaning from their lived experience. The process of writing bypassed rigid defenses developed in prison, and inmates were able to write and share without being left vulnerable. Writing, in this way, helped inmates who participated to escape the monotony and boredom of prison life and provided opportunity for reflection and personal growth.

Muslim Women’s Experiences of Higher Education in Britain

2007 ◽  
Vol 24 (3) ◽  
pp. 46-69
Author(s):  
Fauzia Ahmad
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
South Asian ◽  
Muslim Women ◽  
Structured Interviews ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
It Impacts ◽  
The Social ◽  
University Experiences

I explore British South Asian Muslim women’s experiences of higher education and how it impacts identity construction and negotiation. Through semi-structured interviews with thirty-five undergraduate and post-graduate Muslim female university students, I reflect on their perceived and actual experiences. By stressing how representations of them influence their participation and experiences, I analyze how individual subjectivities are mediated and negotiated while reflecting common experiences. I also consider their accounts of the social and personal benefits they felt that they gained during their studies, as well as to the more disturbing and racialized aspects of their experiences. They differentiated between three overlapping forms of beneficial experience: academic, social, and personal. While instances of anti-Muslim racism were rare or subtle, certain university structures and expectations of what being a mainstream student means often contributed to a noted sense of “othering.” I conclude by highlighting how their accounts of their university experiences directly challenge those stereotypes that misrepresent educated Muslim women as “religious and cultural rebels.”

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

scholarly journals Impact of COVID-19 and Coping Policies Implemented by Higher Education Institutions in South-Asian Countries: Systematic Review

2021 ◽  
Vol VI (I) ◽  
pp. 11-23
Author(s):  
Shaheen Fatima ◽  
Nisar Ahmad ◽  
Samreen Fatima
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
South Asian ◽  
Communication Channel ◽  
Technical Assistance ◽  
Higher Education Institutions ◽  
Asian Countries ◽  
And Coping ◽  
The Impact

COVID-19 has disrupted not only human lives but also the quality of education especially in developing countries of the South- Asian region. This study elaborates the impact of COVID-19 on education sector and also illustrate the strategies followed by the management of Higher Education Institutions (HEIs). The systematic review of 23 most relevant research studies shows that the Pandemic has affected students� learning, mental, physical, social and economical conditions badly. Particularly, students who do not afford the use of technological appliances are suffering more. HEIs need to have a smart online syllabus for various subjects. Furthermore, HEIs need to review their communication channel and technical assistance. The strategies implemented by HEIs during COVID-19 are useful and should be continued to keep offering quality education during upcoming academic sessions.

scholarly journals Roles of female leaders of educational in Vietnam National University

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Nguyen Duc Huy ◽  
Nguyen Huu Chung ◽  
Nguyen Trung Kien
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Leadership Styles ◽  
Women Leaders ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Female Leaders ◽  
Leadership In Higher Education ◽  
Vietnamese Higher Education ◽  
National University

In order to understanding the increasing number of women leaders in Vietnamese higher education. The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female educational leaders. However, a higher of males leader than females still fills senior management roles in Vietnamese higher education.  This study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. Most of the female leaders have not leadership training at any school, so their leadership and management by experiences.The identification of important factors effect on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Vietnamese higher education. Research will focus on interview as method for exploring thestories offemale educational leaders in Vietnam National University, Hanoi (VNU). The role of female leaders in changing, developing and perfecting valuable structures. Exploring these stories will demonstrate and can be understood the leadership styles of female leader in at VNU.

Grafters, not shirkers: reserved men at work

2017 ◽  
Author(s):  
Juliette Pattinson ◽  
Arthur Mcivor ◽  
Linsey Robb
Keyword(s):  
Lived Experience ◽  
Work Experience ◽  
Trade Unions ◽  
Full Employment ◽  
Personal Narratives ◽  
Working Lives ◽  
Wide Range ◽  
Experience Good

This chapter reconstructs the working lives of reserved men during wartime, drawing upon a wide range of sources, including oral testimonies and autobiographies. It contrasts this with the 1930s Depression. Whilst work experience varied widely across reserved occupations during wartime, what comes through the evidence is a pervasive intensification of work and a deep commitment to work as patriotic endeavour, commonly expressed in what we term ‘graft and sacrifice narratives’. In critically examining the emasculation thesis through the prism of lived experience, daily working lives and personal narratives the chapter concludes that civilian male identities in wartime were complex and contested. Young reserved workers may well have felt the cultural censure and slight on their manhood which went along with not being in uniform. However, with full employment, demand for industrial skills and experience, good wages and empowered trade unions there were many ways that reserved men could maintain and reconstruct breadwinner masculinity and position themselves discursively as superior to women through their wartime work.

Making Meaning without a Maker: Secular Consciousness through Narrative and Cultural Practice

2020 ◽  
Author(s):  
Jesse M Smith ◽  
Caitlin L Halligan
Keyword(s):  
Cultural Values ◽  
Personal Narratives ◽  
Cultural Practice ◽  
Normative Values ◽  
Making Meaning ◽  
Ultimate Concern ◽  
Worldview Formation ◽  
Moral Frameworks ◽  
Depth Interviews

Abstract Drawing on fieldwork and in-depth interviews, this study examines the ways affirmatively secular individuals construct moral frameworks, navigate hardship, and create meaningful selves. Based on an inductive, thematic analysis of the data, we show that secular individuals’ identities and interpretations of everyday experience and important life events are made meaningful through personal narratives and shared social spaces where cultural values are practiced, imbuing secular worldviews with a sense of legitimacy. Through participants’ responses to questions of “ultimate concern” including life’s purpose, and the meaning of happiness, hardship, and death, we argue that a sense of otherness, appeals to normative values, and the reframing of existential questions in secular terms plays an essential role in the lives of a segment of the growing, increasingly diverse nonreligious community. Our findings have implications for scholars of secularity, including the role of ambiguity in secular beliefs and the importance of narrative in worldview formation.

scholarly journals Economic Growth and Higher Education in South Asian Countries: Evidence from Econometrics

2020 ◽  
Vol 9 (2) ◽  
pp. 118
Author(s):  
Nilofer Hussaini
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
South Asian ◽  
Low Income ◽  
Tertiary Education ◽  
The South ◽  
Long Run ◽  
The Government ◽  
Enrolment Ratio ◽  
Relationship Of

South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.

scholarly journals Reconstructing my identity

2018 ◽  
Vol 7 (3) ◽  
pp. 235-246 ◽  
Author(s):  
Elaine Campbell
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Lived Experience ◽  
Academic Identity ◽  
Depression And Anxiety ◽  
Content Type ◽  
Self Identity ◽  
Personal Story ◽  
Loss Of Self ◽  
University Setting

Purpose The purpose of this paper is to offer an insight into mental health illness in academia, and its impact on academic identity. Design/methodology/approach The study adopts an evocative autoethnographic approach, utilising diary entries collected during the author’s three-month absence from her university due to depression and anxiety. A contemporary methodology, autoethnography seeks to use personal experience to provide a deeper understanding of culture. In this personal story, the author explores her decline in mental health and subsequent re-construction of her academic identity in order to enhance understanding of the organisational culture of higher education. Findings This paper illustrates how, rather than being an achievement, academic identity is an ongoing process of construction. Although mental health illness can contribute to a sense of loss of self, identity can be re-constructed during and after recovery. Autoethnographic explorations of depression and anxiety in higher education provide a deeper understanding of an often stigmatized issue, but researchers should be alive to the political and ethical pitfalls associated with deeply reflexive research. Originality/value There is little autoethnographic research on mental health illness in a university setting. This paper offers unique insights into the lived experience of depression and anxiety in the context of academic life, through the lens of academic identity.

Queer Pedagogy

2018 ◽  
Author(s):  
Matthew Thomas-Reid
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Lived Experience ◽  
Queer Theory ◽  
20Th Century ◽  
Judith Butler ◽  
Late 20Th Century ◽  
Educational Spaces ◽  
K 12 ◽  
Queer Pedagogy

Queer pedagogy is an approach to educational praxis and curricula emerging in the late 20th century, drawing from the theoretical traditions of poststructuralism, queer theory, and critical pedagogy. The ideas put forth by key figures in queer theory, including principally Michel Foucault and Judith Butler, were adopted in the early 1990s by to posit an approach to education that seeks to challenge heteronormative structures and assumptions in K–12 and higher education curricula, pedagogy, and policy. Queer pedagogy, much like the queer theory that informs it, draws on the lived experience of the queer, wonky, or non-normative as a lens through which to consider educational phenomena. Queer pedagogy seeks to both uncover and disrupt hidden curricula of heteronormativity as well as to develop classroom landscapes and experiences that create safety for queer participants. In unpacking queer pedagogy, three forms of the word “queer” emerge: queer-as-a-noun, queer-as-an-adjective, and queer-as-a-verb. Queer pedagogy involves exploring the noun form, or “being” queer, and how queer identities intersect and impact educational spaces. The word “queer” can also become an adjective that describes moments when heteronormative perceptions become blurred by the presence of these queer identities. In praxis, queer pedagogy embraces a proactive use of queer as a verb; a teacher might use queer pedagogy to trouble traditional heteronormative notions about curricula and pedagogy. This queer praxis, or queer as a verb, involves three primary foci: safety for queer students and teachers; engagement by queer students; and finally, understanding of queer issues, culture, and history.

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