This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path these students emotionally went through. The number and types of emotional responses, both comfortable and uncomfortable, fluctuated weekly and occurred simultaneously in various combinations. Even when similar emotional responses were identified, students connected differently to the course content. This could be explained by different starting points both students had when entering the course. The findings add to past work by identifying a variety and complexity of emotional responses of white student teachers during a CRT based course and can be used to create course conditions to prepare teachers for contributing to anti-racist education.
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Little has been published regarding the training of academic developers themselves to support internationalization of the curriculum (IoC) initiatives. However, higher education institutions around the globe are responding to strategic demands for IoC which prepare students as ‘world-ready’ graduates. We employed qualitative research synthesis to identify recent journal articles which consider current trends in academic development to support IoC. Despite their diversity, we found common themes in the five selected studies. Our discussion and recommendations weave these themes with Betty Leask’s five-stage model of the process of IoC and Cynthia Joseph’s call for a pedagogy of social justice. “This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 19/11/15, available online: https://doi.org/10.1080/1360144X.2019.1691559.
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In media audience research we tend to assume that media are engaged with when they are used, however ‘light’ such engagement might be. Once ‘passive media use’ was banned as a reference to media use, being a media audience member became synonymous with being a meaning producer. In audience research however I find that media are not always the object of meaning making in daily life and that media texts can be hardly meaningful. Thinking about media and engagement, there is a threefold challenge in relation to audience research. The coming into being of platform media and hence of new forms of media production on a micro level that come out of and are woven into practices of media use, suggests that we need to redraft the repertoire of terms used in audience research (and maybe start calling it something else). Material and immaterial media production, the unpaid labour on the part of otherwise audience members should for instance be taken into account. Then, secondly, there is the continuing challenge to further develop heuristically strong ways of linking media use and meaning making, and most of all to do justice, thirdly, to those moments and ways in which audiences truly engage with media texts without identifying them with those texts.
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Tallinn University in co-operation with Tartu University has conducted a four month long research on deinstitutionalisation policies, financed by the Estonian Ministry of Social Affairs, between August and November 2015. The research programme consisted of an international review on the experiences of seven selected European countries and on focus groups and individual interviews among Estonian stakeholders related to deinstitutionalisation and community based services in the field of disability care and mental health. Based on the research the international research group suggested a number of considerations for the Estonian Case. Some of the most relevant are reported in this Research note.
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Biodiversity, including entire habitats and ecosystems, is recognized to be of great social and economic value. Conserving biodiversity has therefore become a task of international NGO’s as well as grass-roots organisations. The ‘classical’ model of conservation has been characterised by creation of designated nature areas to allow biodiversity to recover from the effects of human activities. Typically, such areas prohibit entry other than through commercial ecotourism or necessary monitoring activities, but also often involve commodification nature. This classical conservation model has been criticized for limiting valuation of nature to its commercial worth and for being insensitive to local communities. Simultaneously, ‘new conservation’ approaches have emerged. Propagating openness of conservation approaches, ‘new conservation’ has counteracted the calls for strict measures of biodiversity protection as the only means of protecting biodiversity. In turn, the ’new conservation’ was criticised for being inadequate in protecting those species that are not instrumental for human welfare. The aim of this article is to inquire whether sustainable future for non-humans can be achieved based on commodification of nature and/or upon open approaches to conservation. It is argued that while economic development does not necessarily lead to greater environmental protection, strict regulation combined with economic interests can be effective. Thus, economic approaches by mainstream conservation institutions cannot be easily dismissed. However, ‘new conservation’ can also be useful in opening up alternatives, such as care-based and spiritual approaches to valuation of nature. Complementary to market-based approaches to conservation, alternative ontologies of the human development as empathic beings embedded in intimate ethical relations with non-humans are proposed. https://www.linkedin.com/in/helenkopnina/
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Due to a number of factors outlined in this article, the issue of population growth is excluded from the sustainability discussion. In this article, we explore some of the ethical presumptions that underlie the issues linking population growth and sustainability. Critics argue that action to address population creates social and economic segregation, and portray overpopulation concerns as being “anti-poor,” “anti-developing country,” or even “antihuman.” Yet, de-linking demographic factors from sustainability concerns ignores significant global realities and trends, such as the ecological limits of the Earth, the welfare and long-term livelihood of the most vulnerable groups, future prospects of humanity, as well as the ecosystems that support society. https://doi.org/10.1080/10042857.2016.1149296 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Inclusief onderwijs staat hoog op de agenda van De Haagse Hogeschool. Sinds januari 2021 is Naomi van Stapele lector Inclusive Education bij het kenniscentrum Global & Inclusive Learning. In deze intreerede van september 2022 wordt o.a. ingegaan op onzekerheid, de drie leidende beginselen van inclusief onderwijs, de ethische politiek van inclusiviteit, etc.
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This article discusses the viability of a feminist constructivist approach of knowledge through the careful reading of the work of the feminist scholar and historian of science and technology, Donna Haraway. Haraway proposes an interpretation of objectivity in terms of "situated knowledges". Both the subject and the object of knowledge are endowed with the status of material-semiotic actors. By blurring the epistemological boundary between subject and object, Haraway's narratives about scientific discourse become populated with hybrid subjects/objects. The author argues that the ethics of these hybrid subjects consists of an uneasy mixture of a Nietzschean and a socialist-Christian ethic. The article concludes by setting out why Haraway's project constitutes an interesting effort to fuse postmodern insights and feminist commitments.
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There is increasing evidence that humans are not living sustainably. There are three major drivers of the unsustainable approach: population, consumption and the growth economy. There is widespread denial about these issues, but they clearly need to be addressed if we are to achieve any of the possible sustainable futures. The first and second versions of the ‘World Scientists Warning to Humanity’ both highlight the problem of increasing human population, as do the IPCC and IPBES reports. However, all have been largely ignored. The size of an ecologically sustainable global population is considered, taking into account the implications of increasing per capita consumption. The paper then discusses the reasons why society and academia largely ignore overpopulation. The claim that discussing overpopulation is ‘anti-human’ is refuted. Causal Layered Analysis is used to examine why society ignores data that do not fit with its myths and metaphors, and how such denial is leading society towards collapse. Non-coercive solutions are then considered to reach an ecologically-sustainable human population. LinkedIn: https://www.linkedin.com/in/helenkopnina/
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The relationship between race and biology is complex. In contemporary medical science, race is a social construct that is measured via self-identification of study participants. But even though race has no biological essence, it is often used as variable in medical guidelines (e.g., treatment recommendations specific for Black people with hypertension). Such recommendations are based on clinical trials in which there was a significant correlation between self-identified race and actual, but often unmeasured, health-related factors such as (pharmaco) genetics, diet, sun exposure, etc. Many teachers are insufficiently aware of this complexity. In their classes, they (unintentionally) portray self-reported race as having a biological essence. This may cause students to see people of shared race as biologically or genetically homogeneous, and believe that race-based recommendations are true for all individuals (rather than reflecting the average of a heterogeneous group). This medicalizes race and reinforces already existing healthcare disparities. Moreover, students may fail to learn that the relation between race and health is easily biased by factors such as socioeconomic status, racism, ancestry, and environment and that this limits the generalizability of race-based recommendations. We observed that the clinical case vignettes that we use in our teaching contain many stereotypes and biases, and do not generally reflect the diversity of actual patients. This guide, written by clinical pharmacology and therapeutics teachers, aims to help our colleagues and teachers in other health professions to reflect on and improve our teaching on race-based medical guidelines and to make our clinical case vignettes more inclusive and diverse.
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