99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Inclusive Environment for International Students in the UK Classroom
Mei Hu
University of Glasgow, United Kingdom
Presenting Author: Hu, Mei
Chinese international students’ negative feelings are often seen as their difficulties in fitting into the local context. From the perspective of host institutions, the notion of ‘transition’ is often underpinned by the discourse of ‘deficiency’ for Chinese international students lacking the necessary skills to manage their learning experience (Ploner, 2018). However, the discussion of the emotional experiences cannot be reduced to the claim of merely presenting the vulnerable subjects and talking about Chinese international students’ ‘deficiency’ when they enter into an unfamiliar educational context, but it rather a way to expand our understanding of emotions affects/effects and retheorize them when we deal with social difference. Also, it is critical to improve the pedagogical practices in classroom to prevent uncomfortable experiences from international students in the first hand, rather than suggesting them to seek for help after they have negative feelings.
Shame and shaming underlie the lived, embodied and overseas experiences of inequality and exclusion, which seem to be veiled by the mainstream discourse of ‘inclusion’ in the higher education that locate the responsibility of overcoming barriers at the individual level (Burke, 2017). Archer (2003) argued that discourse of ‘inclusion’ implicitly requires that the person must fit into the dominant framework, or be excluded either through self-exclusion or through institutional exclusion. In other words, the discourse of ‘inclusion’ works as a form of symbolic violence to make those who are not familiar with the dominant education system feel excluded, and coerces them to transform themselves into ‘standardized’ personhood. For instance, this includes, becoming ‘adaptable’ to the western academic requirements of being critical and independent, and thus being recognized as a qualified pedagogical participant. Therefore, the discourse of ‘inclusion’ may unconsciously perpetuate the problematic deficit model of Chinese international students that they are often described as silent and passive learners, poor written and oral English, lack of critical thinking and emphasising memorisation (Zhu, 2016; Ye, 2018). Chinese international students are asked to ‘fit’ or ‘adapt’ into the UK educational norms, otherwise, they may feel aliened in the classroom. Experiences of shame may play out in ways that Chinese international students regard these academic deficiencies as their personal failures and simply not being the ‘right’ person to study in the UK, and even not ‘good’ enough to deserve the success.
Meanwhile, diversity is often constructed as a positive characteristic to improve the reputation of a university for its commitment to equity and wider participation, usually accompanied by the discourse of assimilation and acculturation (Burke, 2017). One the other hand, ‘difference’ is usually an unspeakable term in the wild education which may trigger anxieties connected to ‘non-traditional’ identities (Burke, 2017). However, the misrecognition and shame can always be hidden behind the ‘seeming to be’ unproblematic discourse of diversity. Diversity in the higher education should welcome different cultures, values, perspectives, dispositions, customs and learning habits, rather than ‘project all that is bad onto those who are different’ (Barnett, 2011, 673). Plenty of literature has presented the difficult and painful adaptation and acculturation process of international students that they need to ‘fit into’ the dominant framework. However, sometimes, these transitional processes may be triggered by a fear of difference which may lead to ‘punishments’. This ‘fear of difference’ can lead to the problematic judgements about students themselves and students from the same cultural background. They may feel inferior compared to those who are familiar with the UK educational system.
Methodology, Methods, Research Instruments or Sources UsedThis paper seeks to contextualize the social nature of emotions of Chinese international students and the classed and gendered conditions that work together in its production. Drawing on the work of Ahmed (2004a), it is important not seeing emotions as things or possessions that a person has, rather to find out the social and relational aspects of emotions. In other words, Chinese international students’ emotions cannot be seen as their personal possessions, instead, emotions are relational and can trace back to the social difference and structures in the UK higher education. Constructionist view can be seen as the ontological foundation to explore Chinese international students’ social and relational aspects of emotions in the UK. Constructionism views the person as a relational being and how the person operates in the social-cultural and institutional context (Cohen et al., 2002). As individuals are constructed by and constituents of society, social constructionism values the way in which persons actively understand themselves and find meaning from their positions and roles within the collective but also recognizes the influence of collective in shaping persons.
As emotional transition process is a long-term and dynamic process, this project will adopt a longitudinal approach in following Chinese international postgraduates’ mobility and transition pathways, mainly using qualitative design. As this project aims to get rich and detailed information from participants’ views on their emotional experiences, qualitative interviewing encourages a spontaneous discussion which allow researcher to observe how the interviewees reflectively think and feel about this issue and get deeper insights (Clark et al., 2021). The purpose of this interview is to ask interviewees to talk about their whole transnational stories including their academic situation and social and cultural interaction. By listening to participants’ experiences in this period, the researcher is able to get an overall picture of their new comers’ difficulties and challenges, and how they have been dealing with their adaptation.
Conclusions, Expected Outcomes or FindingsThrough an exploration of Chinese international students’ emotional experiences in higher education, I have sought to explore conditions under which judgements has precipitated shame for participants in my study. Therefore, shame acts as a sociologically significant roles to feeds back into dominant schemas of evaluation of Chinese international students, reinforcing the ‘deficit’ view of their cultures and values. In this sense, shame is experienced by them as embodied, and is not generated in the moment of a particular encounter or experience, but is capable of making itself felt – sometimes unexpectedly – in other occasions. In this sense, shame becomes a part of the habitus through the implicit or explicit judgement of others and naturalizes person-deficit. Through a focus on the lived experience of shame can help to explain how deficiency becomes embodied and naturalized.
Pedagogical practices that against shame and misrecognition are embedded in the notions of connection, rationality and seek to develop the capacity of empathy (Burke, 2017). Based on the principle of an ethics of care and connection, pedagogical participants should share the responsibilities of creating inclusive and equitable spaces. But at the same time, the discourses of ‘inclusion’ and ‘diversity’ should be taken into ongoing and critical consideration. The model of inclusion that advocates fitting in or conforming into the dominant framework is problematic. For the host institutions, they should show the academic hospitality that involves openness and reciprocity towards others by way of sharing and receiving, and by developing meaningful conversations with knowledges that are perceived as ‘other’ (Ploner, 2018). Higher education institutions should create a learning environment for students to express their unique identities freely and respectfully.
ReferencesArcher, L. 2003. Race, Masculinity and Schooling: Muslim Boys and Education. Berkshire: Open University Press.
Ahmed, S. 2004a. Affective economics. Social Text 22, no. 2: 11739.
Barnett, P. 2011. “Discussions Across Difference: Addressing the Affective Dimensions of Teaching Diverse Students About Diversity.” Teaching in Higher Education 16 (6): 669–679.
Burke, P.J. 2017, "Difference in higher education pedagogies: gender, emotion and shame", Gender and education, vol. 29, no. 4, pp. 430-444.
Clark, T., Foster, L., Bryman, A. and Sloan, L., 2021. Social Research Methods 6E. Oxford University Press.
Cohen, L., Manion, L. and Morrison, K., 2002. Research methods in education. routledge.
Ploner, J. 2018, "International students’ transitions to UK Higher Education – revisiting the concept and practice of academic hospitality", Journal of research in international education, vol. 17, no. 2, pp. 164-178.
Ye, L.L. & SpringerLink (Online service) 2018, Intercultural Experience and Identity: Narratives of Chinese Doctoral Students in the UK, Springer International Publishing, Cham.
Zhu, J. & SpringerLink (Online service) 2016, Chinese overseas students and intercultural learning environments: academic adjustment, adaptation and experience, Palgrave Macmillan, London.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Didactic Proposals to Serve Gifted Pupils in Mainstream Schools. Broadening Inclusiveness in the Italian School.
Daniela Caserta
Reggio Childhood Studies, Unimore, Italy
Presenting Author: Caserta, Daniela
The aim of this explorative pilot study is to assess inclusiveness of didactic tools experimented in an Italian school, within a wider action research involving about fifteen teachers focused on giftedness in the national school context.
framework: To talk about inclusive education in Italy in 2023, there is the need to value the long path done to get to one school for all students. In 1977 with a National Law (L. 517, 4 Agosto 1977, n.d.) the public school welcomed all its students, without any differences based on backgrounds, languages, disabilities or any learning difficulties. This has meant opening wide doors to a pedagogical model that valued education more than curriculum, learning to grow up and develop the self. It is granted nowadays that it is possible to act self-competences within a group and not in loneliness (d’Alonzo, 2008). Integration at school meant a development of new interactions not only in class but also with several professions, psychiatrics and psychologists in the first place, and a development of new teachers, special need teachers, with prior attention to a child with disability but responsible also for the class development as the curricular teacher (d’Alonzo, 2008, 2019b; Ministero dell’Istruzione e del Merito, 2022).
To move a step forward towards inclusiveness it is important to look back and focus on milestones that helped Italian schools to become a model (Ianes et al., 2020). Italy started with the integration of students with disability in schools, children used to a different didactic and curriculum and a life project based on oneself. Special education started focusing on the person adding the element of a rich context, trying to fill in the feeling of membership. This need of being part of a group allowed the effort to support the research to find a room for each student within a class and every child in the world. This view is much wider than a simplified didactic to pass content. This process has faced several challenges generated by barriers due to stereotypes, prejudices, fear and impotence, just to mention a few.
On the side of giftedness education, some key elements have been highlighted as well. Specifically, background studies have been focused on differences with mainstream education and non-negotiables. Some criteria have been extracted by the work of Bruce M. Shore (Shore, 2000), Joyce VanTassel-Baska and Tamra Stambaugh (VanTassel-Baska, 2005; VanTassel-Baska & Stambaugh, 2005). There is a need for attention to metacognition (as monitoring, evaluation and control of thinking strategies) and its connection to flexibility and accuracy (Shore, 2000). VanTassel-Baska and Stambaugh mention specifically “barriers” that could occur while addressing differentiation: «a) degree of differentiation required b) need to provide advanced learning opportunities beyond grade level, c) philosophical barriers and antipathy of many teachers towards the gifted learner and their needs, d) lack of understood services for the gifted population, and e) lack of services for gifted learners leading to greater neglect» (VanTassel-Baska & Stambaugh, 2005, p. 212). To stimulate thinking skills, curriculums should reflect complexity, important issues and enough creativity to provoke a variety of feedbacks. Some methodology suggested are: problem/project based learning, the regular usage of rubrics to assess and, possibly, involving the competences within the educational community other than just the teacher (VanTassel-Baska & Stambaugh, 2005).
There is a parallel journey between gifted education and special needs (referring to disabilities and learning difficulties) in mainstream education that let arise amongst several challenges a main one: heterogeneous classroom, several needs, different pace in learning and interests (d’Alonzo, 2019a; VanTassel-Baska & Stambaugh, 2005).
Methodology, Methods, Research Instruments or Sources UsedMethodology: This research has been developed within wider participatory research about giftedness in an Italian state school in Parma to explore possible didactic feedbacks that could “serve” children with different learning needs and still respecting the right of every child to learn, in a very heterogenous class. Teachers were aware of an unmet need of gifted children in class, but felt uncertain about how to respond to multiple needs in class.
Elements that arose from the research team were the need to foster caring, creativity, and critical thinking, allowing room for metacognition and flexibility.
This research is a case study (Shaughnessy et al., 2020), that has been proposed to join theory (educational part of this action research) to practice in class. To provide a support and encouragement to teachers but also to pay attention to observation that could arise in class and teachers’ competence to document the learning path (Kanizsa et al., 1998).
Population
Interventions have been divided according to the school grade:
a) Infant school: 2 classes of 5 years old children
b) Primary school: a second-grade class (7 years old) and two third-grade classes (8 years old)
c) Lower secondary school: individual activity of self-awareness on pupils with gifted profile (about 6 pupils).
Teachers of participants classes are team of the participatory research.
Intervention explored in action
Didactic hypothesis that wanted to be explored and tested in class were: Philosophy for Children (Lipman, 2005), Making Learning and Thinking Visible (Mughini & Panzavolta, 2020; Project Zero & Reggio Children, 2009), Differentiation (d’Alonzo & Monauni, 2021; Tomlinson, 2005; Tomlinson & McTighe, 2006) and tools to develop self-awareness of pupils in order to possibly co-construct a personalized individual plan (learning strategy and cognitive- emotionally wise)(Goleman & Senge, 2017; Johnson et al., 2016; La Prova, 2015; Sclavi & Giornelli, 2020; Sunderland, 2013).
Instruments: Qualitative semi-structured interviews to teachers, informal dialogues with students and collection of didactic materials created by pupils.
Analysis of the above allowed to answer to: 1) Can a practice in class scaffolds teachers to observe and act based on a recently learned topic? 2) How pupils observation and understanding have been improved by a child centered pedagogy? 3)Can tools thought for a specific child’s profile be helpful as inclusive teaching?
Conclusions, Expected Outcomes or FindingsThe need for inclusive teaching techniques is self-evident when the idea of "norm/average" becomes increasingly thinner (Tomlinson, 2004) The perceived inclusiveness idea of the Italian school is scratched by the evidence that some peculiarities, such as high cognitive ability and twice exceptionality, are often ignored. These allow teachers to increase, even more, motivations with respect to the need to devote oneself to inclusive teaching for the whole class, still respecting everyone.
Findings of this explorative study have highlighted importance of teachers’ education, that scaffolding is needed to teachers in order translate theory into practice, that child centered pedagogy allows the adult to observe important and different children reactions and mostly that working together with gifted students they can increase their self-awareness and teachers can better understand them. All didactics experimented had the power to build a solid bridge between learner and teacher, students with labels and without!
The participatory research team agreed with Tomlinson: “Teachers modify their practice not by sweeping change but step by step, in small ways, as they reflect on their practice and will themselves to grow”(Tomlinson, 2005, p. 269)
Referencesd’Alonzo, L. (2008). Gestire le integrazioni a scuola. La scuola.
d’Alonzo, L. (2019a). Gestione della classe. In L. d’Alonzo (Ed.), Dizionario di pedagogia speciale (pp. 248–253). Scholé.
d’Alonzo, L. (2019b). Dizionario di pedagogia speciale. Scholè.
d’Alonzo, L., & Monauni, A. (2021). Che cos’è la differenziazione didattica (Scholè).
Ianes, D., Demo, H., & Dell’Anna, S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. PROSPECTS, 49(3–4), 249–263. https://doi.org/10.1007/s11125-020-09509-7
Johnson, D. W., Johnson, R. T., Holubec, E. J., & Marinelli, L. (2016).
Kanizsa, S., Braga, P., Tosi, P., Nigris, E., & Gattico, E. (1998). I metodi qualitativi (S. Mantovani, Ed.). Mondadori.
L. 517, 4 Agosto 1977.
La Prova, A. (2015). Apprendimento cooperativo in pratica: Proposte operative per attività di gruppo in classe. Centro studi Erickson.
Lipman, M. (2005). Educare al pensiero (A. Leghi, Trans.). Vita e pensiero.
Ministero dell’Istruzione e del Merito. (2022). Alunni con Disabilità MIUR. https://www.miur.gov.it/alunni-con-disabilita
Mughini, E., & Panzavolta, S. (2020). MLTV: Making learning and thinking visible : rendere visibili pensiero e apprendimento. Carocci.
Project Zero, & Reggio Children. (2009). Rendere visibile l’apprendimento: Bambini che apprendono individualmente e in gruppo (C. Giudici, C. Rinaldi, & M. Krechevsky, Eds.; I. Cavallini, Trans.). Reggio Children.
Sclavi, M., & Giornelli, G. (2020). La scuola e l’arte di ascoltare: Gli ingredienti delle scuole felici. Feltrinelli.
Shaughnessy, J. J., Zechmeister, E. B., Zechmeister, J. S., Amoretti, G., & Chiorri, C. (2020). Metodologia della ricerca in psicologia (Seconda edizione). Mc Graw Hill.
Shore, B. M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development. (pp. 167–187). American Psychological Association. https://doi.org/10.1037/10373-008
Sunderland, M. (2013). Disegnare le emozioni: Espressione grafica e conoscenza di sé (12. rist). Erickson.
Tomlinson, C. A. (2004). The Möbius Effect: Addressing Learner Variance in Schools. Journal of Learning Disabilities, 37(6), 516–524. https://doi.org/10.1177/00222194040370060601
Tomlinson, C. A. (2005). Grading and Differentiation: Paradox or Good Practice? Theory Into Practice, 44(3), 262–269. https://doi.org/10.1207/s15430421tip4403_11
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Association for Supervision and Curriculum Development.
VanTassel-Baska, J. (2005). Gifted Programs and Services: What Are the Nonnegotiables? Theory Into Practice, 44(2), 90–97. https://doi.org/10.1207/s15430421tip4402_3
VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom. Theory Into Practice, 44(3), 211–217. https://doi.org/10.1207/s15430421tip4403_5
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Racism in the Education System (Germany, Ireland, England)
Annika Fuchs
Uni Koblenz, Germany
Presenting Author: Fuchs, Annika
My research is trying to answer the question of how the education systems in different countries (Germany, Ireland, and England) are dealing with racism. Fueled by current events around the death of George Floyd and the resulting discussions around racism and structural/institutional racism, I decided to look a bit closer at how this might affect the education system. The PISA, TIMSS, and PMSS studies all showed drastic differences in achievement levels for children with an international family history compared to their native counterparts. Following that, I looked into the differences in the government documents that give guidance/advice and instructions to the education systems of these three countries, as well as the teacher training, and what the curriculum includes about racism and the different school curriculums. My research questions are:
* How are racism and discrimination in the documents of official organs inside the education system addressed, and do these documents include calls to action?
* What kind of pedagogical approach is found in the different curricula as well as in the teacher training on how racism is addressed?
The decision to look into Germany, Ireland, and England was made for different reasons. Firstly, they have very different results in the above-mentioned studies, where in England, for example, the children with an international family history perform in some areas even better than their British counterparts. Ireland has overall better results and in Germany, there seems to be a fundamental achievement gap.
The other reason why I am determined to this country constellation is the significantly different historic experiences these countries have made with racism and discrimination which makes them a very interesting subject to look into and see the different routes and developments that have taken place over time in these countries.
Racism is defined as a system that involves the whole society in which an unlawful categorization of people into groups based on their looks, ethnic belonging, or culture is taking place. Following this, that categorization is used to diminish this group and legitimize the creation of a hierarchy.
I will line out the historical development of racism and the historical events that have an impact on the countries and the way they approach racism. Further, I will evaluate how the concept of othering is relevant to the education system and how institutional racism might impact the educational results that children with an international family history are achieving.
My work will also touch on the topic of white fragility to discuss why there seems to be a reluctance to call out racism as an important and present topic in the education system. The choice of wording will also be part of my research, in which manner racism is addressed and how clear the messages go to the education system regarding racism.
Given the impact the teacher has on educational success, the analysis of the teacher education itself regarding the topic of racism and discrimination is imperative. Are new teachers prepared to deal with racism, and if so, how are they trained?
As per my definition of racism as a systematic issue that includes all of society, it is a meaningful topic in education, so determining how children are taught around this is of great importance for our development as a society. Given that institutional racism as such is not necessarily a conscious decision to discriminate against minority members but a result of structural regulations and small acts, it is also important to discuss the topic of bias in this context.
Methodology, Methods, Research Instruments or Sources UsedTo provide information on the research questions, I am working with a qualitative content analysis based on Uwe Kuckartz and Werner Früh.
For the first research question, I a, analyzing official documents from the departments for education or respective state departments that address the topic of racism or discrimination. Additionally, there will be documents from teacher units and student representatives to be analyzed for the first research question.
The second question will look at the curricula of schools up to secondary school and into the contents of the teacher training.
To determine the extent to which these documents can provide answers to my research questions, two category systems are developed. These are compiled from inductive and deductive categories. That means that, based on the research question and the hypotheses, I started with a set of categories and added to them when I looked at the documents and found further relevant category topics in the data. These were added to the previous system and developed so over time, so far the analysis part is not fully completed.
The first question has a category system that has a graduation in the categories. That means there are different levels where a category can be fulfilled but it can also be missing, which is also a category, as it is important to make it visible when certain information is missing in a document. The category system for the second question will not have that feature. It is, in comparison, a bit simpler. It just includes categories that can be fulfilled or not.
For both data sets, I work with MaxQDA as a supporting analytic system.
Once the categorization is completed, I plan to put both results in context with each other and analyze the differences between the distribution of categories regarding the documents and, respectively, the countries, and that will offer information that can provide recommendations for the education system.
Conclusions, Expected Outcomes or FindingsSo far I have no conclusive results, but I would expect to find a difference in the documents and word choices regarding racism between the countries. I assume there might be some reluctance to address the topic clearly - specifically in Germany - which could potentially be explained by white fragility. I would further expect a certain difference in educational achievements to be caused by the different structuralization of the education system in Germany compared to Ireland and England. Given the current data that I have already collected, it looks like there is a significant difference in the length of the documents that the countries issue around this topic. Ireland has a rather holistic approach towards the child and does not address the topic as bluntly and clearly as England but seems to rely on positive affirmations regarding the preferred development of the child. Germany seems to avoid racism as a word and refers rather to discrimination. So far, it also seems that racism is rarely a topic in teacher's education or the analyzed curricula. In particular the last findings are concerning and should be addressed. It seems that there are different pedagogical approaches to racism in the education systems where multicultural education seems to be prevalent.
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