Coming from somewhere else Group engagements between students
“Coming from somewhere else” Group engagements between students and academics DR SOFIA CHANDA-GOOL
Based on 2 papers: Chanda-Gool and Mamas ‘Coming from somewhere else’ – group engagement between students and academics Journal of Learning Development in Higher Education, Issue 12: November 2017 Sofia Chanda-Gool & Christoforos Mamas (2017) ‘Becoming others’, Pastoral Care in Education, 35: 3, 192 -202, DOI: 10. 1080/02643944. 2017. 1363810 Ongoing work on group work across uni and presentation of paper at ECER in September This presentation focusing on results – what students had to say – the quality of their reflection and engagement which we found very moving – we felt privileged to have shared our worlds with them. A celebration…
Covering Aspirations Context relevance Barriers Why group work What we did – methodology What students said
Underlying belief - aspirational Human beings have enormous potential but for this potential to flourish self-esteem, sense of belonging opportunity to take risks in a safe environment are essential As educators we have the ability to inhibit as much as to inspire and engender skills
Relevance social context and psychology University is the chance in a life time – expensive yet expansive: socially and intellectually alive. Yet these characteristics are not inevitable. Universities evolved as communities of scholars and teachers, and yet Biesta (2014) argues that the contemporary economic focus on students as consumers, and on ‘learnification’, inhibits these ideal communities developing. He argues that the dialogic process depends upon the development of ‘subjectification’…development of individual initiative, action and responsibility, culminating in freedom and emancipation Primo Levi (1987, p. 15), in the preface to ‘If this is a man’ (his profound book on the holocaust), writes : ‘…every stranger is an enemy’.
Over coming barriers This perceived suspicion implies that developing connections with others may require some negotiation and courage, finding common ground, and overcoming a sense of difference. We needed to address this for students to lead – our ultimate aim
Social, affective & intellectual group work tests knowledge through discussion Williams, Beard, & Rymer, (1991) promotes a sense of belonging and social integration which ultimately affects wellbeing Jaques (2000) increases ownership and self-management Johnson et al (1991) promoting negotiation, communication, respect, empathy and collaboration Gibbs (1995) increase understanding of other perspectives through debate and thereby increase active learning, relating to understanding of each other Lieberg (2008) peer evaluation in groups is a useful tool for developing student’s analytical, evaluative skills Winchester – Seeto (2002)
Group work to address potential alienation… Characteristics of contemporary university – individualism, competitiveness …And hierarchical structure (see Bourdieu etc) Therefore our aim - for students to become empowered to lead… However Belonging and safety creates a context for risk taking and engagement…
Ethnography, researcher and students Post structural critical ethnography –’writ[ing] the researcher into the text’ (Gordan et al. , 2002, p. 197). Approach Harper Lee (1960, p. 308) in her seminal book To Kill a Mockingbird writes: … “You never really know a man until you stand in his shoes and walk around in them. ” This process of imagining involves an emotional as well as mental engagement. Coming from somewhere else… Counselling and relationships – issues of trust and safety – boundaries… Bullying, low self esteem and confidence
Overcoming anxiety and feeling safe “I become very nervous when meeting and communicating with new people, so on the first session I felt very poorly and didn’t contribute as much as I could have done to the discussions. As the sessions carried on …, I contributed more and was able to present my own findings and ideas to the entire group, this made me feel like I had really accomplished something and I was very proud of myself. ” “What I also enjoyed about these sessions was that before every session, Sofia and Chris purposefully made sure everybody was okay and willing to share if they feel okay to do so. This again made me feel very safe and allowed the pressure of knowing I don't have to share if I did not want to easier. “ “This group work was structured well…”.
Process – what we did Looking for volunteers One to one interviews Careful attention to structure and ground rules Developmental series of sessions Recorded interviews, group work and anonymous feedback as well as ongoing reflective discussions between Chris and I
What we discovered “It was being able to talk openly on sensitive subjects … knowing that I won’t be judged. However, this was done when we first discuss about the ethics concern right at the beginning. ” “I learned that I have a voice, and that I have opinions and ideas that can be valuable to the group, as previously my self-esteem was quite low about my abilities. ” “I liked the dynamic with the tutors, as it felt like everyone was equal …we could be a lot more open about issues that we were having to do with our courses, and other areas of our lives. ” “Given a non-hostile environment, people have a lot to say. “
Student initiating topic S 2: I have a question. . . As a child, had you thought about it at all? Had you thought about being a normal child, or not a normal child? Because I thought about it quite a lot when I was a child. This idea of wanting to be normal… S 3: This is kind of a general point for me, because I am trying to see how children think today, whether they think they are normal or not. How us adults can help them to feel fine with themselves and not feel like, you know, I’m not normal.
Playfulness S 1: Yes. But we could spend hours [on the topic of normality]. L: Yes we could spend hours on this one. Obviously …, you did brilliantly! S 1: It helps that I was very good!
An unexpected dimension Increased empathy towards each other and to others in society D: Wow. What we project on people! B: She trusted you to leave the violin there, in fact C: It shows how wrong you can be M: So yeah, I mean, I think … that is the case, I think we spend too much time looking at people and making a judgement about what or who they are
Insight I have learnt that I can trust people and now understand that I am not the only person that wants to share ideas and contribute to others professional and personal developments. I have learnt a lot about my friends that also attended the sessions as I am now aware that you can be so close to a person but not really listen to them enough for them to be able to open up to you and share something that might be puzzling or bothering them. I have learnt one main thing about myself and that is why I have barriers up to communicate when communicating with others, this can be put down to my parents’ divorce and I had not really concluded that it still may have a serious effect on my learning and why I may not trust certain individuals and wonder if they will leave also.
Limitations and strength …only qualitative/small scale but no short cut either… Not about assessment based group work but building relationships of trust and confidence to engage…
Final validation S 5: It’s been great. I’m so glad that I did it. I’ve learnt more about myself and stuff, I’ve learnt more about everyone. Not just my friends, but I’ve made new friends and I’ve got to know you guys and I think that’s an opportunity that’s priceless. You know, you pay all this for Uni, but signing up for things like this, I think that’s what makes it worthwhile, yeah. I’m grateful for it.
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