20. Research in Innovative Intercultural Learning Environments
Poster
Intercultural Learning Environnement: otherness and oneself's parts
Anne-Marie Lo Presti
HEPL, Switzerland
Presenting Author: Lo Presti, Anne-Marie
Introduction: research questions
This paper presents a teacher training program centered on travel (PEERS project) as a space for training and experiential learning, with the aim of opening up to otherness. In this contribution, I wish to highlight how the narrative of experience specific to this training device enables us to "produce and produce ourselves in the world". I will attempt to demonstrate how identity is constructed for the subject, through and in his or her actions and interactions with the world. Using a qualitative method, my research will analyze the reworking of identity inherent in this training system, which has an impact on the professional practice of future teachers. I will examine which parts of the self and which parts of the other are mobilized in the construction of the subject in the face of the experience of otherness as proposed in the PEERS projects.
Field
I will begin by presenting the field in which my research materials were produced. It takes place in the context of the initial training of primary school teachers at the Haute école pédagogique du canton de Vaud in Switzerland, and more specifically in the context of an intercultural exchange module (PEERS) between Switzerland and Italy (University of Bologna) that I have been organizing every year for the past seven years. Through the apprehension of comparative educational systems and the discovery of otherness, these PEERS projects, which involve around ten Swiss and Italian students each year, aim to develop the mobility capital of future teachers in training, in order to make it operational in the classroom. The main educational theme is welcoming and integrating students' cultural plurality.
I'll now turn to the materials analyzed in this research. The students involved in these projects are encouraged to take a meta-posture on their experience of decentering through reflective writing in a travel diary, where they record their experience of otherness and then transpose it into their professional gestures and identity construction as future teachers. This experience of mobility, recounted through biographical writing, is then reworked in a final report on their return from the trip. This report gives an account of the transformations in their professional posture.
Methodology, Methods, Research Instruments or Sources UsedMethodology
I will now turn to the methodological issues inherent in this qualitative research. In this paper, I wish to highlight how the experience of the other becomes a source of learning for oneself. This research, of the action-research type, will consist in analyzing, using a qualitative method, the contributions of the travel journal writing process inserted into final reports written by students, at the end of their mobility experience. My aim is to understand and mobilize the formative and transformative effects of the experience of otherness in the construction of the subject.
These texts are acts of subjectivation in which the students give themselves over to self-talk. In the discursive plurality (descriptive, argumentative and evaluative discourse) that these subjects hold about themselves and in the interweaving of these discourses, I wish to highlight the valorization of experience implemented by the narrators. I will therefore rely on an analysis of the discourse expressing a certain appropriation of the power to act. The indicators selected for textual identification are those testifying to a process of transformation and self-formation. My approach is to draw out typical identity-building processes from these narratives. Various extracts from the writings of my students will be proposed in this communication in order to give them a voice.
Conclusions, Expected Outcomes or FindingsConclusion:
Through this experience of cultural mobility and the various extracts reported in my students' reports, I have been able to demonstrate the emancipating openness of the experience of otherness. The subject forms his or her self with and against things, through direct contact but also reflexively by seeking to formulate and formalize it. As P. Galvani (2020) describes, training involves a deformation and transformation of the "I" in contact with its environment. The use of spaces and interfaces, of places that transform us through a narrative approach to eco-training. While it's true that I've been able to demonstrate that narrative develops the power to act of the subject who engages in it, it also has a powerful power to act on the subject, through the operations of configuration and metabolization that it implements. Indeed, the valorization of action brought about by narrative reconfigures action. It has a performative dimension, in the words of Ricoeur (1983). It enables the individual to appropriate the environment.
We have highlighted how the action of student mobility and the creation of a narrative about it offer the subject who engages in it the opportunity for a "reconfiguration of the self". Contact with otherness is a rich learning experience in terms of one's relationship to oneself, to others and to the world. The interactions with the world and the dialogue with oneself that these PEERS projects engender enable students to construct meaning around their life stories, in which the part of self and the part of others are woven together. This experience of otherness offers them the opportunity both to produce and to produce themselves in the world differently once the process has been integrated and made conscious.
References- Berton, J., Millet, D. (2014). Writing your professional practice. Secteur sanitaire, social et éducatif. De l'activité au rendre compte. Paris : Seli Arslan.
- Boutinet, J.-P. (2006). L'adulte et son autoformation: un sujet, un individu et une personne ?Éducation Permanente : L'autoformation: actualité et perspectives, 168, 89-99.
- Breton, H. (2017). Se former par l'expérience de l'ailleurs: situation d'indétermination et acquis du voyage. Education Permanente: voyage, mobilité et formation de soi, 211, 27-38.
- Carré, P. (1997). L'autoformation. Paris: PUF.
- Cifali, M. and André, A. (2007). Ecrire l'expérience. Vers la reconnaissance des pratiques professionnelles. Paris: PUF.
- Cros, F. (dir.), (2006). Ecrire sur sa pratique pour développer des compétences professionnelles. Paris : L'Harmattan.
- Delory-Momberger, C. (2009). La condition biographique. Essai sur le récit de soi dans la modernité avancée. Paris : Téraèdre.
- Delory-Momberger, C. and Bourguigon, J.-C. (2020). Médialités biographiques, pratiques de soi et du monde. Le Sujet dans la cité, Actuels 9 (1), 17-26.
- Dominicé, P. (2002). L'Histoire de vie comme processus de formation. Paris : L'Harmattan.
- Dubar, C. (2000). La crise des identités: l'interprétation d'une mutation. Paris: PUF.
- Eneau, J. (2017). Self-training as a journey between Bildung and self-transformation. Education Permanente: voyage, mobilité et formation de soi, 211, 149-160.
- Fabre, M. (2004). Le problème et l'épreuve. Paris : L'Harmattan.
- Freire, P. (1983). Pedagogy of the oppressed. Paris: Maspéro.
- Foucault, M. (2001). Les techniques de soi. In M. Foucault. Dits et écrits II, 1602-1632. Paris : Gallimard.
- Galvani, P. (2020). Autoformation et connaissance de soi, une méthode de recherche-formation expérientielle. Lyon: Chronique sociale.
- Gaulejac, V. (de) (2009). Who is "I"? Clinical sociology of the subject. Paris: Seuil.
- Lo Presti, A.-M. and Oppliger S. (2019). Biographical touches and teacher training. In M.-C. Bernard, G. Tschopp and A. Slowik (eds.). Les voies du récit. Pratiques biographiques en formation, intervention et recherche (p.47-61). Quebec: Edition science et bien commun and LEL du CRIRES.
- Molinié, M. (2015). Biographical research in a plurilingual context. Cartographie d'un processus de didacticienne. Paris : Riveneuve éditions.
- Onfray, M. (2007). Théorie du voyage. Poetics of geography. Paris: Livre de Poche.
- Pineau, G. (1998). Accompagnements et histoire de vie. Paris: L'Harmattan.
- Pineau, G. (2019). Travel, retreat and self-training mondialogante. Paris : L'Harmattan.
- Ricoeur, P. (1983-1985). Time and narrative. Tome III. Le temps raconté. Paris : Seuil.
- Ricoeur, P. (1990). Soi-même comme un autre. Paris: Seuil.
20. Research in Innovative Intercultural Learning Environments
Poster
University and Community in the Inclusion of Migrants/Refugees through Service-Learning: The SL(M) Project
Miguel A. Santos Rego, Jesica Núñez-García, Javier Rico Díaz
ESCULCA Research Group - RIES Network, University of Santiago de Compostela
Presenting Author: Santos Rego, Miguel A.
The society is undergoing rapid changes in aspects such as increased mobility of individuals, the necessity for lifelong learning, cultural diversity resulting from heightened migration movements, particularly forced displacements, advancements in Information and Communication Technologies (ICT), exponential growth of knowledge, and the emergence of new scenarios for social relations. More specifically, according to European Commission statistics as of October 2023, 446.7 million people were residing in the EU, with 8.5% born outside its borders. Additionally, the Union hosts 20% of the world's refugees, with Spain ranking as the third country with the highest asylum applications (UNHCR, 2024).
It is not unexpected, therefore, that there is an increased focus from Higher Education on the reality of migrants/refugees in host communities, contributing to a more inclusive society (Cowling et al., 2019; Gonçalves et al., 2023; Prentice, 2023). Universities must not diminish their role in conventional tasks such as coordinating academic programs and research lines; rather, they have an obligation to reflect on their civic mission. This reflection prompts the promotion of methodologies such as service-learning (SL), fostering the social mission of the university and a more comprehensive education of students as responsible citizens within a strong democracy, creating exchange situations where diversity is a central element (Santos Rego, 2013; Santos Rego et al., 2021).
The impact of this methodology on students' perspectives regarding diversity is well-documented, enabling them to confront personal or social stereotypes, acquire knowledge about the served population, believe in the value of an intercultural society, feel more comfortable interacting in diverse contexts, and recognize universality and common traits (Santos Rego et al., 2016; Van Rensburg et al., 2019).
Therefore, it is pertinent to study the impact of service-learning on university students and migrants/refugees, collaborating to identify needs, propose actions, and engage in a reciprocal educational and social innovation process. As Nussbaum (1997) emphasizes, universities must be committed to developing critical thinking among students and constructing a community capable of debating social issues, progressing towards a true 'community of reason' and fostering the construction of a democratic community.
In this work, we present the design of a comprehensive project, with a strong investigative and formative character, involving researchers from three European universities and two social entities. The main objectives are:
- Analyze the role of universities in the European social and intercultural project.
- Examine the reality of migrants/refugees in the European Union.
- Contribute to the enhancement of social and cultural capital for university students and migrants/refugees through collaborative work networks, reciprocity, and social support.
- Promote democratic and civic participation of university students by encouraging opportunities for social engagement and intercultural development.
Therefore, one of the primary aspirations of the project is to progress, through service-learning, towards a reciprocal relationship between the university and the community (social entities), considering the latter as an active participant in the educational process (Asghar and Rowe, 2017; Jacoby, 2015). The goal is to foster, using SL as a pedagogical strategy, relationships of exchange and mutual benefit between the Academy and social actors, endeavoring to turn individuals into agents of social change.
This paper stems from the project "Mobilizing university-community resources through SL(M) for the inclusion of migrants/refugees," funded by the Erasmus+ Program (2022-1-ES01-KA220-HED-000087650).
Methodology, Methods, Research Instruments or Sources UsedThe research is structured around five phases (Work Packages). The first phase focuses on project execution management, defining quantitative and qualitative indicators to identify strengths and weaknesses in the development of actions, ensuring a greater social and educational impact. It also aims to establish and maintain a transnational and interinstitutional network among the five participating European institutions.
The second phase involves the design, implementation, and evaluation of a training course on service-learning and the context of migrants/refugees in Europe. Consequently, the satisfaction of teachers and university students with the received training will be analyzed. Additionally, a diagnostic seminar will identify needs in the inclusion of migrants/refugees. Instruments used in this phase are:
- Osgood Scale directed at teachers and students to gather information on satisfaction with the training.
- Focus group with teachers and students to identify strengths, weaknesses, opportunities, and risks of service-learning as an educational strategy in intervention with migrants.
In the third phase, the focus is on designing service-learning projects based on collaboration networks among teachers, students, social entities, and migrants/refugees to address detected needs. Instruments used are:
- Data sheets of SL(M) experiences conducted by project coordinating teachers.
- Rubric for evaluating the design of SL(M) projects (Butin, 2003).
- Follow-up protocol for each SL(M) project.
- Service-learning portfolio to promote student reflection.
The fourth phase involves evaluating the development of SL(M) project. From a qualitative point of view, we decided to use participatory action research. The following instruments will be used:
- Group interview with teachers, students, and professionals from social entities participating in the project, regarding service-learning and the development of civic and social competencies.
- In-depth interview with migrant/refugee recipients of the service from SL(M) projects to analyze the extent to which their social needs have been addressed.
In the fifth and final phase, the focus is on analyzing the impact of SL(M) projects on the community. A quasi-experimental design with two non-equivalent groups, pretest and posttest, will be used. Project satisfaction will also be evaluated using the following instruments:
- Questionnaire addressed to university students (pretest and posttest) to gather attitudes towards migrants/refugees.
- Osgood Scale for teachers, students, partners, and migrants/refugees regarding satisfaction with the project.
- Focus group with partners and migrants/refugees.
- Focus group at the university, involving teachers, students, and institutional management.
- Group interview with the partners of each SL(M) project regarding their contribution to the SDGs.
Conclusions, Expected Outcomes or FindingsThis study significantly contributes to the knowledge within its defined scope, addressing a conspicuous gap in European research, particularly in terms of experimental methodologies supported by qualitative techniques and focusing on the migrant/refugee population as the target demographic. The developed instruments not only promise to provide a framework for assessing the quality of future projects but also represent a catalyst for university innovation processes.
Society has long demanded a university committed to the community, one tasked with cultivating a critical and responsible citizenship that strives to overcome existing injustices and inequalities for the common good. Hence, one of the anticipated impacts that warrants special mention is the project's potential contribution to enhancing the learning outcomes derived from such educational experiences in higher education. Exploring the advantages of Service-Learning (SL) in university classrooms with a specific focus on migrants/refugees has the potential to contribute to an improvement in the immediate environment and foster a more inclusive society.
Thus, universities and social entities emerge as central actors in the broader societal effort to combat extremism and xenophobia, thereby strengthening the European identity based on a common and cohesive citizenship. This necessitates continuous dialogue and communication between the university community and civil society, aiming to collaboratively identify needs and explore ways of collaboration for their resolution.
Additionally, the collaboration of researchers from various universities and social entities, both Spanish and foreign, with diverse trajectories, is poised to promote networking and synergy in multiple directions. The participation of experts from countries with a well-established tradition in Service-Learning (SL), such as Ireland, offers an opportunity to learn from their experiences and effectively adapt them to the Spanish and Italian university contexts. This collaborative approach seeks not only to bolster research but also to expand cooperation with both national and international teams.
ReferencesACNUR. (2024). Refugee Data Finder. https://www.unhcr.org/refugee-statistics/
Asghar, M., & Rowe, N. (2017). Reciprocity and critical reflection as the key to social justice in service learning: A case study. Innovations in Education and Teaching International, 54(2), 117-125. https://doi.org/10.1080/14703297.2016.1273788
Butin, D. W. (2003). Of what use is it? Multiple conceptualizations of service learning within education. Teachers College Record, 105(9), 1674-1692.
Cowling, M. M., Anderson, J. R., & Ferguson, R. (2019). Prejudice-relevant Correlates of Attitudes towards Refugees: A Meta-analysis. Journal of Refugee Studies, 32(3), 502-524. https://doi.org/10.1093/jrs/fey062
Gonçalves, G., Sousa, C., & Arasaratnam-Smith, L. A. (2023). The Effect of Multicultural Attitudes and Perceived Intergroup Threat on Attitudes Towards Immigrants in Portugal: A Polynomial Regression with Response Surface Analysis. Psychological Reports, 0(0), 1-25. https://doi.org/10.1177/00332941221149182
Jacoby, B. (2015). Service-learning essentials. Jossey-Bass.
Nussbaum, M. (1997). Cultivating Humanity. Harvard University Press.
Prentice, C. M. (2023). Educators’ attitudes towards refugee pupils: intergroup contact and virtuous circles. Intercultural Education, 34(6), 590-611. https://doi.org/10.1080/14675986.2023.2265305
Santos Rego, M. A. (2013). ¿Para cuándo las universidades en la agenda de una democracia fuerte? Educación, aprendizaje y compromiso cívico en Norteamérica. Revista de Educación, 361, 565-590.
Santos Rego, M. A., Lorenzo, M., & Mella, I. (2016). Aprendizaje-servicio y desempeño académico de los estudiantes universitarios. En M. A. Santos Rego (Ed.), Sociedad del conocimiento. Aprendizaje e innovación en la universidad (pp. 197-218). Biblioteca Nueva.
Van Rensburg, E., Van der Merwe, T., and Erasmus, M. (2019). Community outcomes of occupational therapy service-learning engagements: perceptions of community representatives. South African Journal of Occupational Therapy, 49(1), 12-18. https://doi.org/10.17159/2310-3833/2019/vol49n1a3
|
