CALL & Culture

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As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.

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This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014. The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools. To find out more, read the project report at http://bit.ly/ZCqNq8

Student teacher reflection on the digitalised spaces and cultures of schooling

The Higher Education Academy

As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.

Mastering a New Language for Student Development: Considering a Broader Theor...

CIEE

1 Chapter 1: Purpose of Research My Other Brother (MOB) The purpose of MOB is to empower Black men and provide them with a counter space and sense of community that will allow students to utilize each other as systems of support to aid in on their success. The core values of MOB are unity, Black culture, culturally validating identity development and K-12 outreach in urban, hood’ communities. Rooted in these core values, MOB objective is to develop students into scholars/leaders. Furthermore, to establish a sense of belonging for urban Black youth rooted in mentorship, culture and identity. At the college level, California State University, East Bay (CSUEB) being the first college partnership via student club on campus; MOB is a cohort of 12 Black men students at CSUEB. It is a community of individuals that support, validate, challenge and grow together. Components are regular intragroup dialogue sessions on Black identity through forms of Hip Hop cultural expression, historical and contemporary racism including internalized racism and contemporary issues in the community at the collegiate level. Furthermore, components include graduate/professional school workshops, financial literacy, leadership development, study sessions and “talk shit” sessions of which students have the space to talk more loosely on contemporary cultural trends that they see in the community that impact them on and off campus. These sessions on campus have been critical in engaging Black men and women and establishing a sense of belonging for them at the college campus, transpiring to their work and engagement with their K-12 youth. In accomplishing this goal, MOB partners with Castlemont High School in East Oakland, West Oakland Middle School in West Oakland, and McClymonds High School 2 in West Oakland in developing a higher education access pipeline of which College MOB student mentors work with K-12 student mentees. At Castlemont High School and McClymonds High School in particular, MOB conducts college readiness programming via weekly A-G requirement meetings, one on one and group academic check ins, after school tutoring and personal check ins with students that focus on student core values and identity development. In addition, MOB K-12 mentor program consists of leadership and research work via weekly Youth Participatory Action Research (YPAR) and community engagement. As part of this, K-12 MOB youth partake in community-based research projects where students analyze the existing issues and strengths that they see in their surrounding Oakland community to impact practice based on how they construct knowledge. Most critically, MOB mentors develop close connections with K-12 mentees and their families to support students along their experiences in school, and their life experiences outside of school to impact the holistic development of the student. These grassr ...

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Digital Storytelling and Social Justice

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