20. Research in Innovative Intercultural Learning Environments
Paper
Transformative Pedagogies: facing Discrimination through Innovative Educational Initiatives
Carmen Carmona Rodriguez1, Tamar Shuali2, Assumpta Aneas3, Marta Simó Sánchez3, Victoria Tenreiro Rodríguez4
1University of Valencia, Spain; 2Catholic University of Valencia "San Vicente Martir"; 3University of Barcelona; 4European University of Madrid
Presenting Author: Carmona Rodriguez, Carmen;
Shuali, Tamar
In the pursuit of cultivating an equitable and inclusive educational environment, it is imperative to explore innovative pedagogical approaches that address discrimination in classrooms (Banks, 2018; Carmona et al., 2023). Discrimination within educational settings hampers the holistic development of individuals and perpetuates social inequalities (Ladson-Billings, 2021). This research delves into the transformative power of innovative teaching methodologies to create a more inclusive and egalitarian educational landscape.
The main objective is to analyze two distinct educational case initiatives, “Facing History and Ourselves (FHAO)” and “Memory Walk”, both designed to address discrimination through innovative pedagogical approaches.
Empirical evidence has shown that incorporating diverse perspectives, histories, and narratives, educators can broaden students' understanding of different cultures, fostering empathy and breaking down stereotypes (Gay, 2018). This can be achieved through the inclusion of literature, case studies, and multimedia that showcase the richness of global perspectives.
In particular, FHAO is based on a pedagogical emotional engagement, and ethical reflection strengthen each other. At the centre is the students’ active, upstanding citizenship and their confidence that they can play a positive role in their classrooms, schools, communities, and the world beyond (Romer & Barr, 2018). This educational initiative engages adolescents during a critical time in their development integrating the study of history and literature with innovative teaching strategies. It encourages students to explore identity and human behavior, reflect on the choices they confront in their own lives today, and consider how they can make a positive difference. That is, this initiative supports teachers as they create learning environments where students know they belong and their voices matter.
The different contested nature of memorials and monuments, highlights their role in shaping collective memory and identity within communities (Cubitt, 2007). It emphasizes the influence of contextual and situational factors on identity and memory construction (Gillis, 1994; Halbwachs, 1980; Assmann, 2010). That is, we can explore how historical events are selectively remembered or forgotten, and the power dynamics within societies that shape commemorative practices (Young, 1993).
The Memory Walk concept represents an attempt to make the connection between the two fields in a very concrete way. It is through methods like this that young people learn to appreciate the fact that social reality is contested and that certain voices are heard while others are ignored or delegitimized. The fact that young people from diverse backgrounds can – in a very short time – jointly create a tool that can be used in classrooms demonstrates that limited resources can go a long way and especially in societies with competing perspectives can contribute to better understanding of each other’s past (Boerhout, & van Driel, 2013).
As example, “The Memory Walk” initiative aims to engage diverse groups of young people in researching and documenting contested monuments, fostering critical thinking and intercultural competence (Ashplant et al., 2004). The project involves creating short films about the monuments and incorporating them into educational settings to encourage multi-perspectivity and reflection on the political nature of commemoration.
Both initiatives emphasize project-based learning (PBL) with a focus on social issues encouraging students to explore real-world problems and develop solutions collaboratively (Jalinus et al., 2020; Thomas, 2019). This approach not only enhances critical thinking and problem-solving skills but also instills a sense of social responsibility. That is, student selecting and analyze projects that address discrimination, and students actively contribute to dismantling stereotypes and fostering positive change (Boss, 2016).
Methodology, Methods, Research Instruments or Sources UsedThe Memory Walk Initiative and Facing History and Ourselves represent two distinct but interconnected educational initiatives. The Memory Walk Initiative is a program designed to engage students in reflective and experiential learning, focusing on the exploration of personal and collective memories. Facing History and Ourselves, on the other hand, is an established educational organization dedicated to promoting historical understanding and ethical decision-making through the examination of historical events and their contemporary relevance.
The analysis begins by clearly defining the scope and objectives, aiming to understand how the Memory Walk Initiative and Facing History and Ourselves contribute to the educational landscape. Both initiatives share a commitment to fostering critical thinking, empathy, and ethical reasoning among students.
Regarding data collection, we used online sources, including official websites, program documentation, and research studies, serve as the primary data reservoir. In addition, we analyzed previous interviews conducted by both organizations with educators, students, and program administrators may provide valuable qualitative insights into the effectiveness and challenges of each initiative.
Moreover, awe conducted a SWOT analysis for both initiatives to examine internal strengths and weaknesses, as well as external opportunities and threats. This assessment aids in understanding how each initiative can leverage its strengths and address areas for improvement. Another aspect we considered were the ethical considerations given the nature of historical and memory-focused education, the analysis includes an exploration of ethical considerations. This involves scrutinizing how the initiatives address issues such as inclusivity, historical accuracy, and sensitivity to diverse perspectives.
Conclusions, Expected Outcomes or FindingsThe findings are synthesized to provide a holistic view of the Memory Walk Initiative and Facing History and Ourselves. Recommendations are formulated based on identified strengths, weaknesses, and opportunities, with a focus on enhancing the overall impact of both initiatives.
Main findings reveal that Memory Walk Initiative primarily centers on personal and collective memory exploration, encouraging students to reflect on their own experiences and connect with broader narratives, and Facing History and Ourselves Emphasizes the examination of historical events to prompt critical thinking about ethical decision-making in contemporary society.
Regarding pedagogical approach, Memory Walk Initiative utilizes experiential and reflective learning methods, encouraging students to engage emotionally with the subject matter, and Facing History and Ourselves leverages historical inquiry, case studies, and interactive teaching methodologies to promote critical analysis and dialogue. In relation to stakeholders, Memory Walk Initiative involves students, educators, and communities in shaping the learning experience, fostering a sense of ownership, and Facing History and Ourselves: engages a wide range of stakeholders, including educators, students, and community leaders, in dialogues that bridge historical understanding and contemporary issues. In addition, regarding technology Integration, Memory Walk Initiative may incorporate technology for storytelling, documentation, and virtual experiences to enhance the exploration of memories, and Facing History and Ourselves integrates technology to provide online resources, multimedia content, and interactive platforms for collaborative learning.
In conclusion, Memory Walk Initiative aims for a transformative impact on individuals' understanding of their own memories and the collective narrative, and Facing History and Ourselves strives for lasting impact by fostering critical thinking skills, empathy, and ethical decision-making in diverse global contexts.
Results encourage collaboration between initiatives to leverage each other's strengths. Sharing best practices in pedagogy, technology integration, and stakeholder engagement provide a foundation for informed decision-making and potential collaborative efforts in the field of educational initiatives.
ReferencesBoerhout, L., & van Driel, B. (2013). Memory walk: An interaction-oriented project to interrogate contested histories. Intercultural Education, 24(3), 211-221.
Carmona, C., Donato, D., & de Fez, S. G. (2023). Changing Regulations and Practices in Spain. In International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion (pp. 327-343). Cham: Springer International Publishing.
Ernawati, M. D. W., Rusdi, M., Asrial, A., Muhaimin, M., Wulandari, M., & Maryani, S. (2022). Analysis of Problem Based Learning in the Scaffolding Design: Students’ Creative-Thinking Skills. Cypriot Journal of Educational Sciences, 17(7), 2333-2348.
Gallagher, S. A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20(4), 332-362.
Jalinus, N., Syahril, S., Nabawi, R. A., & Arbi, Y. (2020). How project-based learning and direct teaching models affect teamwork and welding skills among students. International Journal of Innovation, Creativity and Change, 11(11), 85-111.
Ladson-Billings, G. (2021). Critical race theory in education: A scholar's journey. Teachers College Press.
20. Research in Innovative Intercultural Learning Environments
Paper
Exploring the Understanding of Work with People with Disabilities through Collage Technique
Rūta Girdzijauskienė1, Liudmila Rupsiene1, Audra Skukauskaitė2
1University of Klaipėda, Lithuania; 2University of Central Florida, US
Presenting Author: Rupsiene, Liudmila;
Skukauskaitė, Audra
According to the data of World Health Organisation (2015), there are over 1000 million people with disabilities – around 15 per cent (or one out of seven) people living in the world. UN Convention on the Rights of Persons with Disabilities (2006) emphasises that countries are obliged to ensure proper healthcare for people with disabilities, without discriminating them against their disability, while health workers must provide them with the services of the same quality as they do to other persons. However, according to the communication by the United Nations, people with disabilities who need to receive healthcare services still face quite a few serious challenges: difficult physical access to healthcare institutions, lack of proper transport, negative approach of healthcare service providers to them. In this case, it is noteworthy that the negative attitude of health workers, according to Santoroa et al. (2017), can be related to the fact that health workers are still not properly equipped to work with people with disabilities and their education in this area is still insufficient. According to World Health Organisation (2016), the entire world feels a clear need to increase the ability of health workers to provide human-oriented services, which requires socially accountable education that includes training on how to work in a team, ethical practice, ensuring communication which is sensitive to rights, gender and culture and patient empowerment. These challenges encourage a closer look at the education of health workers and raise a question how to strengthen it, so health workers who have graduated from the schools of higher education would be able to work more effectively with people with disabilities reflecting their needs. Finding the answer to this strategic question is multi-faceted and nuanced.
The focus in this presentation will fall on the exploration of how future health workers (students of schools of higher education) understand their professional work with people with disabilities. The research has been carried out adhering to the attitude of social constructivism claiming that a human being is an entity looking for and creating the meaning (Crotty, 1998). The collage technique was used as the main method to obtain, collect and interpret the data. In the most general sense, the collage is defined as a piece of art made by pasting together various different materials and images (Butler-Kisber & Poldma, 2010). Collage as an arts-based research method allows participants and researchers to link the “ideas in a non-linear way that brings a deeper understanding of a given phenomenon” (Kay, 2008, p. 147). Each image chosen for the collage evokes associations, memories and feelings, help to connect personal experience with the existing values and attitudes. Not only the choice of individual images, but their composition into one image too helps seeing multiple meanings of objects and phenomena and connections between them, generating the conceptual idea of the collage. Such study based on visual information eases verbal communication and helps to reveal meanings and experiences that are difficult to put into words. Therefore, such collage technique is seen as a valuable means to enter the inner world of a person (Kay, 2013).
Methodology, Methods, Research Instruments or Sources UsedApplication of collage technique does not require a large scope of research sample, because the aim is not to reach the conclusion applicable to the greater part of the population (Butler-Kisber & Poldma, 2010; Plakoyiannaki & Stavraki, 2018). 5 students from Physiotherapy and Radiology study programmes in a Lithuanian university volunteered to participate in the project. Students were asked to create a collage that would answer the question: How do you understand the purpose of your future profession working with people with disabilities? They created two collages in two groups. Creation of the collage was based on five steps (Davis, 2008; Butler-Kisber & Poldma, 2010; Plakoyiannaki & Stavraki, 2018). In our case, the research was conducted in the following order: 1) Formulation of the problem and introduction of a task; 2) Creation of the collage; 3) Introduction of the collage; 4) A conversation between the researcher and research participants; 5) The final discussion, during which we explained how the collage was created, what were the roles of group members, what were the processes of dialogue and communication and other experiences of this creative process. Content analysis was used to analyse the data, focusing on identification and interpretation of images used for the collage (Mannay, 2010; Butler-Kisber & Poldma, 2010). Data preparation for analysis involved two-stage strategy (Van Schalkwyk, 2010). First of all, all pictures in the collage were numbered, making their schematic picture. In stage two, the analysis of picture descriptions took place, looking for a way to understand the meanings ascribed to the images. There was a story grid created for each collage, thus revealing the unity of insights and explanations provided. To ensure trustworthiness, it is recommended employing other researchers and asking them to evaluate their collected data and interpretation thereof. In the context of this research, the primary data analysis was carried out by the first researcher. Other researchers have shared their insights and evaluation of the primary data analysis. Research results are introduced after all of the authors agree on the suitability of data interpretation. The primary data analysis was introduced to students participating in research, with the question whether data interpretation matches what they have expressed in the collage in regards to the notion of work with people with disabilities, asking to add if something was left unsaid or left not included into the research report. Research participants have not provided any additional arguments or comments.
Conclusions, Expected Outcomes or FindingsIn both groups that have participated in this study, geographical contextuality of a health worker’s work with people with disabilities has been brought up – research participants understand that in every corner of the world, there are people with disabilities and they have equal rights just like the rest of the people to receive high quality healthcare services. Collages and student commentary also helped reveal their understanding about the social context of working with people with disabilities. This context is perceived as intolerant to the disability, there is no equality between the healthy people and those with disability, the latter ones are feared, even evoking disgust, avoidance and feelings of failure to co-live. Another aspect made clear during research is that the way becoming disabled is interpreted reveals a multi-layered perception of students about the appearance of the disability. Study has revealed that students participating in it have a rather negative opinion about the political aspect of their work with people with disabilities and are angered by politicians, which, according to them, behave in an arrogant and non-professional manner. However, the data says nothing about perception of professional functions as well as forethought, self-reactiveness, self-reflectiveness, which, according to Bandura (2006), define personal agency. Students participating in research do not seem to have a vision about their professional activities with people with disabilities and tend to pass responsibility for a better position of people with disabilities in the healthcare system to other actors: politicians, representatives of other professions, and other institutions. Keeping in mind that professional identity affects the professional activities (Sutherland & Markauskaite, 2012; Caza & Creary, 2016), it is very important for education of health workers to shape the professional identity of health workers capable of working with people with disabilities.
ReferencesBandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164–180.
Butler-Kisber, L., & Poldma, T. (2010). The Power of Visual Approaches in Qualitative Inquiry: The Use of Collage Making and Concept Mapping in Experiential Research. Journal of Research Practice (6)2, M18, 1-16.
Caza, B. B., & Creary, S. J. (2016). The Construction of Professional Identity. In A. Wilkinson, D. Hislop, & C. Coupland (Eds.), Perspectives on Contemporary Professional Work: Challenges and Experiences (pp.259-285). Cheltenham, UK: Edward Elgar Publishing.
Crotty, M. (1998). The foundations of social research. SAGE Publications.
Davis, D. (2008). Collage inquiry: Creative and particular applications. LEARNing Landscapes, 2(1), 245–65.
Kay, L. (2008). Art education pedagogy and practice with adolescent students at-risk in alternative high schools. (Unpublished doctoral dissertation). Northern Illinois University, Dekalb, IL.
Kay, l. (2013). Bead Collage: An Arts-based Research Method. IJEA, 14(3), 1-19.
Mannay, D. (2010). Making the familiar strange: Can visual research methods render the familiar setting more perceptible? Qualitative Research, 10(1), 91–111.
Plakoyiannaki, E., & Stavraki, G. (2018). Collage Visual Data: Pathways to Data Analysis. In C. Cassell, A.L. Cunliffe, & G. Grandy (Eds), The SAGE Handbook of Qualitative Business and Management Research Methods, 2 (pp. 313-328). SAGE Publications.
Santoroa, J. D., Yedlab, M., Lazzareschic, D. V., & Whitgobd, E. E. (2017). Disability in US medical education: Disparities, programmes and future directions. Health Education Journal, 76(6), 753-759.
Sutherland, L., & Markauskaite, L. (2012). Examining the Role of Authenticity in Supporting the Development of Professional Identity: An Example from Teacher Education. Higher Education, 64(6), 747-766.
United Nations (2006). Convention on the Rights of Persons with Disabilities. Retrieved from
van Schalkwyk, G. J. (2010). Collage Life Story Elicitation Technique: A Representational Technique for Scaffolding Autobiographical Memories. The Qualitative Report, 15(3), 675-695.
World Health Organization (2015). WHO global disability action plan 2014-2021. Better health for all people with disability..
World Health Organization (2016). Working for health and growth: investing in the health workforce.
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