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Are we ready to get started? Then we were dead on time. Some people may dri in Andrew out as we go

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welcome everybody to our final Tg. O. 9, session of this World Congress, entitled Strategies for Making Sociology locally and Globally relevant for Students. And we should thank our colleague, Steph Medley Rath, at Indiana University, who, I don't believe, is joining us at this Congress, but she was the session organizer, and I was asked to step into

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in her absence. And thus far we've had 3 other Tg. 9 sessions. They've all been really stimulating, really empowering. I think everybody is left very positive. So we're determined to leave on a very high note today, with or without the

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aforementioned dance party.

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We'll see. We'll see how people feel at the end. It's it's happening whether you like it or not. Apparently the dance party, and I hear that for the Grandeur Conference there is some kind of rave that Charlotte was thinking of organizing. So we'll

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wait for Shamla to give us an update in 4 years, I guess, and before we begin our session, I will make the call to country and recognize the Colonnation. Wood and Jerry. We were on aboriginal and indigenous peoples of this place, now known as Melbourne, traditionally known as Nam as

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the sovereign and rightful owners of the unseeded lands and waters on which our Congress meets today, and with our Tg. O 9 sessions. We've been having a very brief reflection at the beginning of each one on how our session today relates to and make sense of indigenous matters, and I think this is a perfect one

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in terms of how we strategize making sociology locally and globally relevant. I just came just after before lunch from the indigenous life world Session, which was very, very powerful. And it really did make me think about how indigenous stories and narratives they don't just have meaning to the local people. Wherever they are, they'd say something broader about the whole world, and teaching plays a really keen role. So as we move forward with our sessions today

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presentations today, let's be mindful of how we can strategize for indigenous sovereignty and support as well.

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You have been given for those of you in the room. You've been given some stickers, some sticky notes. I'm really keen to make sure that all of our presenters leave this room today with something constructed to take with them. I don't know about your employers, but I know with mine when I'm

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applying for funding, applying for promotions, whatever they don't want to take my word for it, but they they will listen to somebody that they've never met from Georgia State University. So if I can put her words down on my application for anything that goes a long way. So with your sticky notes, I've given you 3, and just to get started, but there's obviously more It would be great if for each of our presenters you could just write down something.

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a compliment, even a criticism would be great a question, something that that speaker can take home with them wherever they come from in the world, with a message, maybe of support, but also that they can use for their constructive pedagogy. If that's okay, we're not looking for essays. Just whatever you want to write down would be much appreciated.

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Our first speaker today is

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I'm Jenny Jang. Sorry I don't want to miss pronounce your name from Georgia State University, and I will open up her presentation for you.

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I suggest, if if everyone's happy to do so, today and yesterday we've been trying the present question, present question format while questions are fresh in people's minds. So if our presenters are prepared to keep to time to near exactly 15 min, and it would be great to have 5 min of questions after each presentation. If that's okay.

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okay, right? Right? Yeah.

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all right. So that's the topic. So this is the outline for the topic.

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And I'm not going through detail. And then the detail will be in this speech.

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What is global virtual exchange?

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It actually originated back during the Cold War. The end of the Cold War, but it really expanded in language earning, maybe some of you have heard about Vip. kids, have you heard about it China, middle class.

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Chinese

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in all over China, and they were hired teachers from England, Australia, Canada, Us. Pay up, to say, $50 an hour, $100 an hour to kind of force their kids to learn English. You know, from the real English speakers that it was widely spread. So I know that part language learning became really popular in the virtual classroom.

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Well.

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the main hackling is COVID-19 that I intended consequences which I come into the picture, using it as a classroom format for global learning, it's due to COVID-19. So

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during the COVID-19, all study abroad programs closed down in 2020 study abroad. So our study but just had a new study for our director said, Let's do something about global learning. See if you can do study abroad

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globally, I said, how can it is the experiential learning? It's not possible. That is how it started. So to enhance global exchange. My university prom promoted global virtual exchange for faculty who had international connections abroad. So I I attended a training in one semester and then got funding for only $1,000. Not much, but it is better than nothing. That's why I use the money to come. And

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to this conference, in the fall of 2,020 I launched the first global Virtual Exchange class sharing the virtual classroom with graduate students at Georgia University of Finance and Economics. So, in other words, Gs. Used in my American student in Atlanta is sharing the same classroom with

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a classroom in the January which is next to Shanghai. So it's a pretty advanced place

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to make the shared and learning process happen. Faculty, faculty of both Gsu, my University and China and University have to coordinate the aspects of class scheduling textbook course, design student activities and student grades. All the key work really happened ahead of time before the

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class starts, you click open the start. And that's too late. So the tours I used include I college, which maybe many of you use the same packback which is the interactive learning tool Google, dog. You know, you sign up and share a site and Zoom Meeting on Webex meeting.

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So for individual learning, all students in China and us read the same textbook do the same quiz and exams. That's basically textbook learning, not any different. It's

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asynchronous. In other words, I make it available for a week for each chapter. So people can read during this the chapter. What more important for global learning is

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interactive activities of weekly interactions on hack back and a learning project as individual and group activities. These 2 projects make global learning a worship classroom worse the while. So I explain more on these 2 major activities for week in actions, weekly interactions. Each week students are required to raise a intellectually stimulating question

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and respond to 2 classmates, questions, one international student, the other domestic student, Georgia State University in America raise the question. A Chinese student will respond, and then he has to respond to a Chinese student question, so it make it forced it into a weekly basis.

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and weekly topics are posted by instructors. I give, I will give you examples. I give a very broad category, and people specify it.

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And then I have a second major activity that is, learning projects in visual and group projects. There are 2 major rolling projects in 3 steps. I

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group a first loading project is comparative health care. The second one is comparatively pension systems. So the first step is to select a country. I asked in the Google shared document to sign up a country based on different models of health care, and then write the first paper to compare China us. Everybody has to study China and us. So I have their some articles

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about China, Us. In health care. They have all have to read, plus the chapter, and then the select. A third country, say Australia, New Zealand, or whatever third country. So you start with 3 countries, and then, as a group, compare countries in different models. This Bismarck model has a list of countries. Beverage model has a list of countries, national institutions, model has a list of countries out of pocket a mixed and then a a group, one

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African countries center and South American countries, because you cannot really fit them into models. So I and then I ask student to sign up. And then the step 3 is a group collaborative group presentation, Ppt and video recording, I'll show you the effect one.

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So these are the topics of weekly interactions every even week, week, 2, 4, 6. You are self-generated. Question. I want it to be open. Have so self-generated first week is self-introduction, and says the third week is COVID-19 and public health. So how did you experience COVID-19? Personally.

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have you ever experienced COVID-19, you know, I raise these questions for students to answer, but you don't have to answer all the questions. This is just an example. Then specific questions, how do I and my parents experience health, care? I raise questions? When was the last time I had an illness? Did I have? Did I take a bus or drive to see a doctor. Things like this. How much money did I spend for this visit?

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Is it one tenth of my monthly income, or more specific to make sense in a, in a culture context, societal context.

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These are the specific questions I raised for students who have weekly interaction. So from the experiencing experiential learning. This is one of the examples. So this is from American student talking about how COVID-19 impacted

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this student. he or she said, I didn't get to have the original celebratory experience because of COVID-19. Also, you said that COVID-19 affects me by not wanting to get a job in public environment. Which means that I don't have a main source of income. It definitely impacted the student and also COVID-19 effect in my family

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in a way that it cost less family gathering. There are more you can read. but you can see it does affect individuals and families and the environment.

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Chinese students said, this is before the first wave of the Chinese COVID-19 infection. So the the student was saying, there's not much infection, but because this student is about to graduate. So as a student who is about to enter the labour market, the first thing I feel is that there there are fewer jobs. You know, it's difficult to find a job. So COVID-19 definitely impacted students and different students have

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different personal experiences.

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As a

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A, a learning project. I had a pension. this is a pension. Retirement is one of the chapters. So this is still about An experiential learning, personal experience about my parents. How do they have? Do they have pension? So, my parents, they all participated. This is from about my parents, from a Chinese student.

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they all participated in the public pension plan organized by the Government, which stipulates that the citizens who have reached the statutory statutory Retirement, age.

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and have accumulated 15 years receive a basic basic pension. Then you'll read about the grandparents you found. The grandparents generation have less. financial security in old age. Then you read about American students. You find very similar patents. How the parents tend to have

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similar, you know, security. But this is an American immigrant student. You find the immigrant, because the grandparents come and they had to work illegally, so they didn't accumulate enough

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years to pay into social security, although it's also generationally different. But you see there is generational difference in grandparents and parents, generation in social security or pension.

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pension and retirement. One Chinese, to mention how, if you are civil servants in China, and you get pretty secure retirement pension.

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and then you'll read. An American student talking about The student's father worked for the State of Georgia for 35 years and get a great pension

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very similar, whether you work in China in the Us. If you're working for the government. You get a very secure pension, and the mother worked for Cnn. And get a grade 401, which is, you know, the employer-sponsored savings plan, which is a great pension, too. So you get to see

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it doesn't matter. You work in China or us. Okay, it's very similar. So other questions is elderly people.

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Should the grandparents help raise grandchildren? A Chinese student raised a question. American streams said, no, it's not their responsibility. A Chinese student said. There are posts and cons. You have

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conversation 3 ways. So in other words, it's it's more conversation.

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Now. Next is a learning project. So I have learning project by the models, and you can see models are signed by by each group.

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and then they come up with

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a table. People have to fill in. This is in the assignment.

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and and then they have to answer the questions. This is one group project, how they each group, this is Group 2 which win the competition. I ask student to have competition of 6 groups. The winning group will get their 10 extra credit so.

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and they ask student to put life expectancy in their continuum. So some student put in the histogram, and they got a deduct point because it's not a continuum. Look at the continuum. It's nicely displayed. This is another continuum of health care, expenditure, so it give a very good visual presentation on the decimated day we only have

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2 days beginning and the end, the beginning of the meeting greet, and the end is presentation. On the presentation day. The student did this kind of presentation. The winning team only did this kind of presentation. So I asked, what you have learned. They said, really this they give

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Very detailed. Comments on what they have learned. So what I think the learning this kind of virtual exchange is really effective, particularly in spiritual learning and group learning projects.

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But there are issues to the cultural value

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for

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just an example. One example, the Chinese students keep you insisting Hong Kong timelines part of China any time they keep saying

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Drive me absolutely crazy. So, and then the report on my Ta. Who is a returning student from Gsu, a Phd. Student educated in the Us. Returned to this University who helped me to do this program.

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Oh, gosh! But anyway, we have to make adjustment to. you know, adapt to the student perspective. that is all. Thank you.

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Questions. Thank you, Jenny. You had perfect me to time. That was really well.

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I have questions myself. But does anybody come back? Yes, please. So, Jenny. That was fantastic. I thought it was a really interesting

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way to use a class, and I thought that in particular that I was sort of interested as we're going along. I'm like, why are you so focused so much on sort of their personal lives? And then I realized that, having their sort of personal reflections of how the social policy affects them, and comparing it to this sort of Macro studies

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is really quite interesting, and I'm wondering if your students.

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I came up with any interesting reflections, as sort of in reflection on

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how their personal experience connects them to the sort of larger social experience of others. And then how that compares internationally.

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And

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so in this wire.

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Hey? Yeah. So one thing. This is the first time teaching this class. One thing I did not do is a post-class survey.

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The universe did post virtual exchange, so I like to walk around.

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Oh, but an era

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I can. They can hear me, so I I prefer walking, but because of that I do not have specific classroom. My my class post class survey, I'm thinking. In. In the future. I will do a post class survey a pre-class survey to help me to write papers and to help me learn how in impact.

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but because I have plenty of data based on my learning projects.

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I can pull a lot a lot of data to help me speak how this project I

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personal, feminine experience helps you learn. this makes sense. They put it in perspective of contributing country, you know, comparative understanding.

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Does it make sense? Yeah, thank you.

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Hi, Dr. Zan, my name is Darreena, and I'm from Kansas State University. Oh, some of your neighbors in our neighbors. Yes, My question was, what was the title of your course at Georgia State. What was the title of the course at the Chinese University? Yes, and yes, global aging and social policies is my title of my, my class. And in China they have,

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global social policy, similar class, very similar class. The University. Before I started I have to get the permission from the university.

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and they adjusted the teaching material. They allowed the students to use our textbook and everything.

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Really.

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the textbook is not an issue. It's very global. It's not political. What is political is the perspective. You really interpret the textbook, how you interpret policies.

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And the Chinese teachers are very nervous about being politically incorrect, so they want to be making sure the students are not reporting them.

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you know. So that is the part. But this is a good question. Maybe after the presentation we can talk about collaboration, we're neighbors absolutely. And my second question was, how easy was it to get the approval from the Chinese University to engage. Well, it's actually easy, because my student is the faculty there. So

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actually, I got connection. You got to have a connection. But in classrooms like this we can get connections to help each other out, because it's really impactful for me to see students learn. So if we get a classroom with British students, Austinia students, American students, Canadian students in the same classroom talking about social policy. How how cool would that be? You know it. It will be so. Fun.

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Yes, questions.

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It's a very small one. You're obviously a very engaging speaker, and you like to walk around. I love to think that people that are online now can't see you. So my question is, did you have that same struggle while you were in the classroom that you would want to walk aloud. But then your students couldn't see you. So this is a synchronous technology question. Yes, a synchronous. So I I post the lectures

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so they can do the stuff in one week, so I don't have to walk around. I don't have. The main thing is the 12 h difference. China midnight, and us midnight. There is a 12 h difference, so I cannot have class really make no sense. But maybe

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if it's a different time zone, we can consider doing synchronous class. But still in the classroom. I walk around all the time. I don't. I hate to sit there. It's boring. I put people to sleep. Yes.

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thank you so much. So you talked a lot about the group projects. And I was wondering.

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So were there students from the Us working in the group projects with students from China. This is a good question. See? After this I taught us a group of students from Costa Rica, and I also studied abroad to Costa Rica and Costa Rica. Students want to

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kind of engage American student, but Chinese student did not want to engage American students. They were afraid to speak English. Their reading level is very good, their graduate student, but they are afraid of talking. So after much negotiation.

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no Chinese student signed up with the American students. So the Ta and the the dean of the the

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I act the college team. But the chair of the department said, how about we make all Chinese student in one group? I said, Okay, so all Chinese student worked in Asian countries signed up 10 countries. Of course, each grew in China everybody had to Saudi China, so they signed up

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like India, Vietnam, whatever 10 countries. And then they have 10 Chinese students. We have 50. That's imbalance is one of the shortcomings of the class. If you have only 10 Chinese students, American students don't get enough answers. And then the American student Emailed me, Dr. John, I never get any response from Chinese student. I said, I apologize because we have only 10 Chinese students, but 50 American students.

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So that's the case. Thank you.

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I

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there's a lot of interest in this piece of research, obviously, on this pedagogy. But we must move on, I'm afraid. But thank you for. Give another a round of applause for Jenny and I invite Susan. Anki Yankee from University of Sydney to

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the podium.

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Hmm.

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Hi, everyone.

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My partner, should be somewhere virtually up there. We're one of them suhunei from National University.

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This is a project that comes out of a grant that we received from the Australia Korea Foundation to actually do 2 parts of research. The first one is

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on

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migrant training for Korean migrants that have spent time in Australia and the experiences of those trainings, and then the second is a teaching project. So it was kind of neat that we were able to use this grant both to do some research and some teaching.

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because at my university

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funding, just teaching is not really incentivized. Unfortunately. So

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that's also the case in your universities. You might think about these different ways of trying to

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get funding for things like this.

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Okay, so how do I make this go forward

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all right.

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Yes, I'm trying now. It's not working.

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There's something else up there. It goes. Okay.

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so much like what Jenny mentioned. This was born from pandemic-related needs, but it remains relevant today.

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These were modules from 2 units, from Kyongpook University, and from the third year undergrad students at the University of Sydney modules on social justice, the focus of the

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the social justice modules were migration refugees and gender which were the topics that we know the most about. There was an intentional introduction in those

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topics of examples from the Asia Pacific region, and particularly from Australia and Korea, and we really thought about how attempts at innovative teaching practice could potentially overcome some of the online barriers. I can tell from having heard Jenny's presentation that we certainly didn't have as much preparation. We didn't have the luxury or the

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acceptance of our universities for as much

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background preparation as you had. So that's good for us to keep in mind

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literature on virtual exchange. I won't spend too much time on it, but it is really funny that the names that I sort of found in the literature are different from the ones that you found, Jenny. And of course that just means there's even more of them. I

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there they all are. I don't think we need to go over them. But what it means is when you're doing a Google search. It's not so easy to just

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Google Virtual exchange, or even coil, which is, I think, one of the ones that's most popular. but I think that this is a pretty good definition, that is there. I don't think that I have to read it out loud. But it is. It is. It is this idea of trying to combine the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. I think those are probably the most important things.

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So the.

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And and again funnily enough.

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when we looked at the history of when virtual change started, we actually had a different starting point than you did. So, to wit, and Mercks actually identify. They have a timeline. It's not in my presentation, but you can find their reference. It's on the last page of my presentation. They have this timeline that goes all the way back to the 19 hundreds, and that first spurring that catalyst for virtual exchange started in the early 19 hundreds and was ideological, and it was linked to global cooperation and State building.

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Think the League of Nations think sort of the context of World War. I then, of course we jump ahead to the point, that you may, Jenny, the 1,900 eightys, and the Cold War

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under a different name than the one that you mentioned, but the one that I found was New York, Moscow School's telecommunications project

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and then, of course, on from there. And all of these are kind of the ideological catalyst for virtual exchange. Post 9, 11, something called so Soolia's connect program. And this was kind of trying to create some of this empathy, cross-cultural communication skills, critical thinking and activation among university students in the West and from Muslim countries.

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There's, of course, also the practical. There's the overcoming of distance. There's overcoming costs. There's reducing of carbon consumption. And then there's the pandemic.

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and I I've had to make up this this chat because I found it, and I read it in Twitter, and I could not find the original. So this is actually not real. This is me. Remembering what I saw on Twitter and making it up. So

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yeah, don't don't go telling anyone of these exact words, one. But it was definitely something like this, and it's of course, this brilliant, poking fun of all of us that said, Oh, zoom is too hard. Learning is too hard disability. Scholars and people with disabilities have been saying for years.

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This is what we need, and then, of course, the pandemic knocks on the door, and all of us are like, yay, zoom

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so, anyway. But there has been this kind of rapid adoption, which is why I think we've all been kind of catapulted into it in ways that we might not ordinarily have been for better or for worse.

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And here are some of the critiques of virtual exchange. Of course this whole idea of online collaboration is this idea of soft power? It's a creation of cooperation. But when some, when some organizations, institutions, countries have that

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capacity and others don't, there's a power imbalance.

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There's Western ideologies and epistemologies that are more elevated, and those can create bias and cultural hegemony, hegemony, hegemony.

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the examples that were given by alami at all are that the kind of elective courses that are often chosen for these things are our topics which are most foregrounded in the global north. Of course, the dominance of English language. This is even, you know I I point here to the scholar in the room. We even have a Chinese speaker in the room, and still, because

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few other people, few people that speak English can speak other languages. Well, we end up having this English language dominance. And then, of course, there's the issues of infrastructure, electricity, Internet, and fast Wi-fi, of course, ignores digital inequalities.

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It's very time consuming for teachers. I'm hoping that we'll have some time to talk about that in the Q. And A. There's the logistics.

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aligning schedules, matching content and form different levels of fluency.

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and there is a symmetry not just between countries, but between universities. This has to do with funding for different projects the workloads that students are expected to actually

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do in terms of their work, and also instructors how much we're expected to spend on each class. I don't know about you, but we get very little time at the University of Sydney. There's, of course, issues with the assessment, and there's issues with the lack of training. It's wondering, wonderful to me to hear that Jenny had 6 months of training. Course, I had 0

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and you need good protocols for sensitive topics that generally require face to face interaction when we think about sociology in general, we know that face-to-face interaction is often sort of the way that we create. We we break down the barriers of intra-group tension, etc., etc. So this whole idea about you know. And I have. I've said here, name your poison pair right, Israeli Palestinians. There are programs that bring them together in person.

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North Korea and South Korea. Well, there's a little bit going on on the edges there. Conflicts all over the world have this kind of this idea of of a place-based

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reduction for cooperation. And when you go online, what what happens to those sensitive topics? And there's this example that Watanabe gives about Project Ibunaka.

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The Bunaka means difference where Koreans and Japanese for speaking about the issue of Korean comfort women, the the women that endure Japanese sex slavery. So so this, this is indeed something that in the virtual space it's something that we always need to think about in cultural exchange. But in the virtual exchange space, what? What even more do we need to think about

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this picture I just put up because we were asked by the Australia Korea Foundation to kind of like, create a kind of a clever little logo thing. And we thought this was a really really nice representation. you know you've got the vegemite. You've got the steak knife. You've got the Vegan kimchi, and you've got the little chopsticks, and this is of course, a way of showing that sometimes you, some of the some of the the ways that we use to create some of those connections are not actually just about the topic.

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It can be about other things. It can be about creating an innovative space. So

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the principles of the exchange and that social justice topics are a rich found for cross-cultural teaching. Students would learn from one another and not just from us as lectures. The 3 of us, myself and Professor Yi and Professor Yuk. So student co-learning takes a different shape when the exchange is cross-cultural, and this needs attention.

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and innovative teaching practices kind of referring to this little picture can temper some of the issues that emerge from an online cross cultural exchange. So some of those were apps, museums and sharing of popular culture. Of course we we weren't able to share foods. So that's really just there as kind of a a representation. We we don't yet have the opportunity to send taste buds online. So we're not there yet. But

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anyway, just the point being that there are other ways to kind of create that exchange than only the topic at hand.

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Some assumptions and meta-thoughts thinks the importance of in-person relationships potential this. So these are assumptions that our project kind of that are required to undertake this. They can be overcome by sharing of knowledge and opinions online. This feeds into much larger sociological questions about intimacy about affect, about digital diaspora.

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Cross-cultural exchange does not require a long duration. That would be the assumption of ours, just predictable periodic interventions. And what might we ask about temporal markers, and whether those are relevant in social exchange and online platforms, or a suitable alternative to place-based education. And how might this claim that I've just made this assumption be in conversation with radically different kinds of approaches, like land-based learning.

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So the methods that we have used to study this over a 3 year period are examining the materials used by the instructors. Student in-class responses, an anonymous survey that's been sent at the end of the classes that ask these questions.

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to understand the issue, online interaction, meaningful, exposed to a range of teaching practices which module most relevant for the Asia Pacific region. And one interesting thing you learned, all of us as teachers, auto-journaled, so that we had kind of a bit of a An auto-ethnography and teaching evaluation scores.

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Now, preliminary findings are actually, really, really preliminary, because it's just the end of the semester. And so we actually don't. We only have last year, really. And the many other responses. This year we're in Korean, and we haven't been able to translate those. So

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it's a confirmation of all the logistical challenges. These are the ones that Jenny mentioned, and that were mentioned in the literature difficult to locate. Appropriate times each week. Date light savings, of course, works at different times in the both. So that means halfway through this semester

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the timing just changed. we started at different times, different assessment and curriculum regimes, and we were not able to align those So aligning. The teaching is difficult. Cumbersome university systems take inordinate time to overcome.

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Very communication approaches, create long silences during what we hoped would be group chats. This has to do with the students at Kyongbuk National University that were nervous about speaking in English, and it's easy for me to laugh that away. I can't speak, Korean. I couldn't do it in any other language, so it is not meant to be a a dis. It's meant to say simply that these are part of our challenges.

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the differing expectations about attendance, how much you had to come and participate creative approaches were very well liked. We had lots of kind of interesting little things, use of online art, and some apps and sharing a pop culture.

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And students. When we asked the question about a meaningful exchange, this was actually rated lower than the knowledge of social justice issues and innovative teaching practices, which is to say

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we have a long way to go, because if the purpose of this was the cross-cultural exchange well, we've done well on the other things, but we still have a ways to go. And frankly, I think we've learned a little bit from Jenny today.

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My final thoughts

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are both empirical and lots of theoretical places. We can come from this empirically. I don't think the short module, not meth, approach that we have is frankly sufficient. It's all we've got, but it's it's frankly not enough, I think, a much longer to really have that exchange.

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meaningfully. You need more time. I think we're going to be heading toward Jenny's approach of asynchronous nonverbal prawns. May you'll better results when students have varied communication results. I like your idea of the table. I was writing hysterically, for that supports are needed for individual teacher, organized class to class exchanges, which is to say, this should not be happening from some head person at the University of Sydney, and some headperson from Kycook National University.

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Theoretically, I think there are a lot of places that we can go with this. We're obviously not there yet, because we don't even have our findings yet. But I've just thrown out 4 here. One is the temporal considerations of social contract

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contact writ large. When and how long do you need to be in the room or online with someone before that becomes meaningful? the structured nature of social interactions for them to be meaningful, I think, needs to be interrogated how much structure is too much and how much is too little in the classroom? These are classes. These are questions that that people that care about pedagogy are asking all the time. We still have to ask it with cross-cultural exchange, and we have to ask it in online classes as well.

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I think that wrestling with ideas of space and spatial justice may help resolve this conflict between virtual exchange and land-based learning, because I will be honest with you. I also have a project on land-based learning which is radically different from this. And what do we do to resolve that. And I think thinking a little bit theoretically about spatial justice may be the way.

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And finally, what is the relationship between creativity and an openness.

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cultural exchange and learning. Where does creativity play a part in that?

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So that's

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that's that's the presentation. Yeah.

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you are 3 s over all of these are so well-time today. This is so well done. thank you. And Susan, that was so interesting, and actually, if nobody else minds, I would like to ask the first question myself. so I've literally just been asked to set up.

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I won't say virtual exchange, but you've you've introduced. There's a thousand different terms for it, and something similar between my University and the Uk. And with the University of Zambia. And my first comment, I completely agree with you. This shouldn't come from our 2 vice chancellors. It needs to come from. I really like that. The local lecturer in Zambia. He's my age with both subject specialists and the same thing. We have this really strong connection, I agree it can't be done by the higher-ups. My major concern is that there is such a

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massive global inequality between the 2 groups of students. And my students come in with this really well-meaning but unintentional

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white savior narrative Western epistemologies, and I really do worry that they're going to undervalue

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the ways of knowing from students in Zambia. I know you've only got preliminary findings, but even just from a

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anecdotal insights. Is there anything advice-wise? You can kind of share to navigate that so great question. I mean, what I will say is that the K. And U. Students are privileged as our University of Sydney students. It's not quite the same, but my, my thought and I I think we could open this up later to this is that

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that structuring kinds of questions that allow Zambian knowledge to come out questions about

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see, I. I would then reveal my in ignorance if I said what they are. But like, what does extraction mean to you? Right? There's like a lot of countries in Africa where parents families have have dealt more personally with the effects of resource extraction. So something about that the

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structuring at the sessions to the other lecturer we have to go into a blinded, maybe. Yeah. But I mean, I think

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I think that we have so much. We I have so much more to learn from students and instructors from the global South. And I think the way, however, when one comes across that, I think the audience might have question. But I think it's an exciting project.

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Yeah.

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to make sure the.

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And maybe yeah, does anybody want to recall while they

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thanks so much?

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I was just thinking about the way you surveyed the students. And I have this thought all the time that I survey the students

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right after the course.

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And yeah, so did I.

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So yeah, so often I do surveys at the end of the course. And then I feel like a lot of the impact of what we're teaching, though Mike just said in 2 or 3 years later. And so I wonder if it would be possible to do a follow up with the same students at a later date. Yeah. By the way, those are my 2

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partners. They're they're they're not. They don't have their fate thing on. But you on yet. You can see it in you both there. Yeah. So I think that that is so important and absolutely things settle in for

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all students, in all kind of university settings transformational experiences very rarely. You don't have the Aha moment in class when your professor says the brilliant thing.

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and how we track. That is a great question. because, of of course, ethics clearance. It's really hard to figure out how to follow up with people later. And if I remember correctly, we thought about doing it. And then it was just too hard, ethically so for that, not ethically for ethics clearance. So we ended up not having the possibility to follow up with people 3 years later. I think if I could do it again.

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I mean, it may be you know what maybe we'll put in an we have one more year to go. Next year is our third year of the project. We could put in an amendment for the for the, for the questioning, and then maybe we could ask that third

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cohort whether we could follow up with them. Yeah, yeah. I mean, one thing I will say is like this is not scientific because we have, we have because we want to be good teachers, we're adopting as we going, we, we we're not providing the exact same thing every single year. So it's this is not sort of like a perfect longitudinal case study, because it's going to be different every year.

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Have more of a comment. so we had a similar experience. with some of our partner institutions in Japan, with with students who would not be very participatory in discussions. So I wonder if you can incentivize participation?

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students! Most of the time it was fear of embarrassment that, speaking English in front of their own colleagues, so can you incentivize? You will get participation points only if you raise your hand, or if you say something in public.

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Professor Yak or Yi, would you like to answer that question? I don't want to put you on the spot if you don't want to, but you are the ones that had the students that were a little bit quieter than mine.

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You're quiet, too.

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Yeah, I mean, the answer is that I think they they did try some of that incentivizing, and we also tried to do stuff in in group zooms group chat rooms which last year worked quite well.

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and then this year did not. And sometimes you just have a cohort that's different.

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So in the lecture area, not so much. But in the chat rooms, wow! Like there was, I heard some really great discussions. Oh, Professor, yi, did you want to say something?

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이소훈/Sohoon Yi: yeah. Sorry I my computer froze as I try to turn on the video. So I'm just going to speak without the video.

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이소훈/Sohoon Yi:  So I think we have to start from the fact that the the students are at disadvantage because they are. They have to speak in their second language. and some of the I mean Professor Yo had Korean students. I had more exchange students, because my my course was already in English. So I think my students were more comfortable with speaking English, because that was

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이소훈/Sohoon Yi: that was already the the the the medium in in my class. But Professor Yoko students, some of them has never taken a course in English, so I think they have. There. We have to start from the fact that it's you know, they're at disadvantage before even discussing the culture. So what we try to do

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이소훈/Sohoon Yi: in Susan and I were talking about. This is incorporating more diversity learning

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이소훈/Sohoon Yi: into our participation, so encouraging them to participate in some other way, such as

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이소훈/Sohoon Yi: using, you know, platforms or these online tools like padlet, for example, or zip jam board, where students can write students can express some other way other than just. You know the classic, raising your hand and speaking in in front of your peer.

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Thanks.

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That's wonderful. Thank you. I suspect people probably still have other questions, but in the spirit of time, saving this, we'll give another hand to Susan and her colleagues.

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Now, welcome, said the technology.

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Kathryn Lyon from University of British Columbia.

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Nobody's joining you online or anything out there.

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Take it away. Come through.

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Hi, I'm presenting oops. That's not the right side. I'm presenting linguistic diversity and inclusive multiple choice assessments, implications for teaching first-year sociology courses. And I'm presenting on behalf of myself. I'm a sociology instructor at the University of British Columbia, in Vancouver, Canada, and then my multidisciplinary team of colleagues. So Dr. Nathan Robertson is an education specialist that works at

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Simon Fraser University in Burnaby, Canada. Dr. Mark Lamb and Dr. Simon Lalliot are psychology instructors that I have been teaching alongside at Ubc.

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And Daniel Ricardi and Jennifer Lightfoot are academic English instructors that I have also been teaching alongside. So we conducted this work

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together. I'm going to start by talking about my teaching context. so for many years I've been jointly appointed between the Ubc Sociology Department and Ubc. Vantage college Vantage college is a pathway program. I'm going to call it pathway program in this presentation. It's a first year transition program for new international students who are really high achieving academically. But they fall just below Ubc's English language, entrance requirements cut off

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And so what they do in this pathway program is they complete first-year university courses like introduction to sociology, introduction to psychology with integrated academic English courses at the same time.

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So I get to teach introduction to sociology to a class entirely of students in the pathway program. And you know. At the same time I get to teach a second section of introduction to sociology outside of the pathway program to what I will call direct entry students and the broader university. so I teach one group of students who doesn't meet Ubc's English language cut off, and at the same time I teach another group of students that does meet this cut off.

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And the same goes for my psychology colleagues who are also in the in the program.

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so this project developed many years ago, as the instructors. sort of were reflecting on our students exam performance across our different course sections, and we noticed that students in the pathway program were raising their hand and asking a lot more questions. During the multiple choice exams. They seemed pretty rushed and stressed out while completing the exams, and they tended on average to score a little bit lower. And so we started thinking about how our new international students.

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we're not just tackling English proficiency, but the uses of English in post-secondary, academic discourse, which is like another language in itself, and at the same time they're becoming familiar with the way that English is used in academic discourse within specific disciplines. So they're taking sociology and learning about how to formulate a sociology sentenced in a thesis. And then they're taking psychology. And the papers look very different in psychology class. So there's these layers

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of fluency that they're navigating. And so we start asking ourselves, as

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educators who speak English as a first language at the level of the sentence in our exams, what norms of academic discourse are we taking for granted as universally accessible.

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So are we to some degree so testing students ability to navigate the norms of academic discourse in the sentence rather than testing their sociological or psychological knowledge.

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So we started doing a lit review to see you know what's out there about linguistic diversity and multiple choice assessments. And we found that most research focuses on the reliability and validity of Mcqs and overlooks accessibility issues.

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And we argue that a sociological focus on linguistic diversity is really essential, particularly at this point in time, because the percentage of and of university students who use English as an additional language has grown exponentially in Canada around the world. The Us. Is the top country that has the the most international students, followed by Australia, and then followed by Canada. Third, and the list goes on

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and on. So research does show that the linguistic structure of multiple choice questions contributes to performance gaps between students who use English as a first language. Efl, and who who use English as an additional language.

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But multiple choice questions. The use of these questions and in in assessments is not going to go away. It's it's likely to persist or maybe increase. Given growing enrollments in higher education, larger class sizes, increasing pressure on faculty and more hiring of contingent sessional faculty who don't have a lot of so T. A. Support.

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and even before COVID-19, the shift to blended and online learning increased the use of multiple choice questions particularly due to testing through learning management systems like canvas and blackboard and others that have been mentioned today, where multiple choice questions are documented documented to be the most frequently used assessment.

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So with increased online learning, we anticipate that multiple choice questions will continue in teaching platforms in the Covid era.

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So given this, our project intends to think critically about how to best develop multiple choice questions.

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So we draw on sociology as pedagogy specifically insights about language and the reproduction of inequality to explore how multiple-choice questions mediate linguistically diverse students ability to demonstrate disciplinary knowledge.

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So I already mentioned how, during their initial year at university students undergo socialization into the norms of academic discourse alongside course, content.

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We theorize these norms as part of the institutionalized cultural symbols that maintain and reproduce social and cultural exclusion.

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We're due in pastoral highlight. How academic norms are embedded within evaluations used to classify students.

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We see multiple choice questions as an example of what board do refers to as cultural capital. Different groups of students bring different capacities to decode multiple choice questions.

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like many forms of communication, academic texts contain linguistic codes. Within our project. We refer to these codes as packed and unpacked, and there's an example coming on the next slide.

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Unpacked codes make meanings and norms. Explicit.

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unpacked codes are used to engage readers who may not have a common orientation to, or understanding of a text.

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In contrast, authors use packed codes when shared. Norms are taken for granted.

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Pack codes make make communication efficient by concisely conveying more information through dense language.

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So you can guess what type of codes are in written academic discourse so packed codes. So our goal was to interrogate the norms of academic discourse. Specifically, the operation of packed codes within multiple choice questions.

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So what did we actually do? So we worked with our 2 academic English instructor colleagues to identify specific features of multiple choice questions that we wanted to revise. So here you can see an original multiple choice question stem for introduction to sociology. And it's asking about a concept from Arlene Russell Hawks, Child's book, The Managed Heart.

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So it reads the form of emotion management characterized by the commodification of people's deep acting, inducing a sense of alienation is, and then you would have a

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and here is the Revised Version.

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So this is how we unpack it.

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There are different forms of emotion management. In one form people's deep acting is commodified. This deep acting results in a sense of alienation. What is the name of this form of emotion management?

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So the first thing we addressed is noun groups which are common in academic writing, and allow scholars to pack lots of meaning into texts.

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I've color-coded each Noun group. Here.

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in revising the question, we've modified and expanded each noun group, each of the noun groups into a full sentence.

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We've also addressed, infrequently used vocabulary which I have underlined

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in simplifying vocabulary. We always keep terms the same that our course concepts. So we kept commodification, and we kept alienation.

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If a word is challenging but not sociological. We use an online corpus to see if it can be replaced with a more commonly used synonym. So here we replace inducing with results in.

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And the answer to this question is emotional labor.

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So we conducted this research across 10 sections of introductory sociology and psychology. 6 of these sections are pathway courses, and for our direct entry

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each term students are assessed with 3 midterms and a final in each course. The instructors in the study, myself included, teach the same courses and content in the pathway and direct entry, and conveniently, we've used the exact same exams.

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So direct entry students provide a baseline for comparison with pathway students.

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One limitation, though, is that we can't tell who in a direct entry class uses English as an additional language. But we do know that all the direct entry students have passed Ubc's English language requirements.

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Our sample consists of 606 unique students, 170 pathway students, which is roughly 85% of the pathway cohort and 436 direct-entry students.

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so with web approval, ethics, approval from each exam. 5 multiple choice questions were selected and unpacked by the academic English instructors.

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Each exam. Then included both the pact and unpacked versions of these 5 questions.

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We develop two-stage randomized exams to account for the effect of receiving question types in a certain order.

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and we had an opt-in consent model with ethics, approval.

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All questions counted toward the exam mark for the course, but only students who opted into the study had their aggregated responses analyzed.

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We pursue 2 research questions through the two-stage, randomized multiple choice exams in an experimental design. So first does the linguistic structure of multiple choice questions limit Eal students ability to demonstrate their disciplinary knowledge. Second, is the effect of modifying multiple choice questions of relevance exclusively for Eal students.

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For our first question we hypothesized that eel students would be more likely to answer a multiple choice question correctly when it was unpacked.

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For our second question we hypothesize that all students would be more likely to answer an unpacked multiple choice question correctly, but with greater improvement for Eal students.

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This table summarizes the mixed effects like logistic regression. We ran using Mcq Exam data. So our level of analysis here is the multiple choice question. Our analysis asks what the increased likelihood is of a question being answered correctly. If it is unpacked or not.

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The total number of multiple choice questions analyzed is 42,840, which represents 10 questions per person per test

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her course.

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So our dependent variable is the likelihood of a question being answered correctly, and the independent variable is question unpacking. So if you look in the far left column we are controlling for the effects of being in the pathway program or not, and being in a certain instructor's class.

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the analysis was done in low jet units, but we find it easier to communicate the findings and odds. Ratios, as shown in the 3 columns on the right.

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Findings, show that unpacked questions do have a significant effect on the correct responses of both pathway and direct-entry students. All students have a 6% increased chance of answering an unpacked question correctly compared to a packed question.

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But this is mostly driven by pathway students.

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Considering pathway and direct-entry students separately results support our hypothesis that students in the pathway benefit more from reduced complexity of Mcqs than direct entry students.

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The coefficient for unpacked questions is significant for the pathway with an odds, ratio of 1.0 8 and non-significant for direct entry students with an odds ratio of 1.0 4

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pathway students were 8% more likely to answer unpacked items correctly. and this effect is notable. Given the smaller sample size of the pathway.

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we also see that pathway students are less likely to get a question correct overall whether the question is packed or unpacked, so there could be ceiling effects for direct entry students on their ability to demonstrate increased proficiency with unpacked questions.

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So what are the implications

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this project aimed to improve multiple choice questions? So they measure what we, as instructors think they are measuring.

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And so the students can better demonstrate their knowledge, of course, material rather than their ability to navigate implicit norms of academic discourse.

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These data show that there are small benefits of Mcu unpacking for both Eal and Efl students.

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In other words, inclusive multiple choice assessment practices are relevant not only for educators teaching eel students, but for those teaching a linguistically heterogeneous student body.

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so what can instructors do?

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Instructors can follow much of our unpacking method by checking word frequency in the corpus of contemporary American, English. And there's a link here.

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There are other corpuses in different languages as well.

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And then to simplify noun groups is basically just breaking up dense sentences

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and the literature. The literature suggests that peer review of multiple choice questions is useful either by colleagues or former students or current students.

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And

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and then at a more institutional level, we think that

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teaching centers, sociology departments can start offering workshops about how to write multiple choice questions. I don't know about you, but I was never trained in this at any point.

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and also just

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beginning to talk more about linguistic diversity as a form of diversity that requires consideration alongside, you know, race ethnicity, nationality. and talking about that generally as well as in assessments. specifically.

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And I will stop there. Thank you.

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Thank you, Catherine, and colleagues in the different Canadian Universities. I will open up the chat on the tech side. But if you have a question for captain. In the meantime.

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Catherine, thank you, Catherine. That was really really interesting, and very well presented.

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particularly the quant stuff which always does my head in.  I

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I think. And you know this. So I'm just saying what's already obvious. This is very important for multiple choice, and it is, of course.

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far, far greater in its importance, because we are looking at the way that sociolinguistic diversity

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affects not just your test taking. But you're reading your speaking your expression, your incorporation. And I I thought your your 3

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tiered

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diversity of fluency is really really key. One of the things that I often tell my students is, we have this word for reading as if reading fiction and reading an academic article. We're the same thing. They're as different as basketball and swimming

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you. You would call those 2 sports, but they're completely different. And that is, of course, true, for you can ask test taking to that as well, just like the different kinds of test taking. So I look forward to seeing where this is going, and of course it could be. It could be absolutely applied to the way we ask essay questions, the way that we read essay questions. So we're a comment than anything else. But we'd love to hear, I guess whether you guys are already thinking of of where that can go.

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thank you.

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So you mean, like taking this research to the next level, like, what? The?

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Oh, yeah.

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well.

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I mean, I think we've we've still been focused only on mainly on multiple choice questions in terms of like reaching out to publishers and trying to get them to incorporate these inclusive practices in their test banks.

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And then we've been thinking about. Well, do we need to train students on how to take

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multiple-choice question tests or tests in general, because it's a genre in itself that some students haven't had that much exposure to in high school.

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Yeah, yeah, definitely, and we did focus groups with a subset of these students which I didn't have time to present today. But a lot of the students talked about wanting as many practice questions as possible ahead of time, particularly at the beginning of first year. so those are my thoughts about multiple choice questions. But yeah, I think that there is a lot of

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transferability of these principles, although essay questions are already better documented than multiple choice questions. And we think multiple choice questions present unique challenges because

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students don't have their normal techniques and resources that they might use to decode the features of text when writing an essay, so they can't like look something up. They can't take take time. They can't. Whatever they would do, they can open their phone. Yes, absolutely. Yeah.

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Yeah. Thank you. There was so much in there to

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to think about. So that's really good. It got me reflecting in terms of 2 things. Firstly, multiple choice tends to test knowledge.

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And one of the challenges is that, and how do you move beyond that?

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That's that's one thing. And also, I was reflecting on one of my partner. Colleges is an essay base rather than multiple choice, based. But what they did was to rewrite my questions

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and try to unpack them.

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to make it more understandable for the students and the feedback from the students was. There was too much writing, too much reading involved. They just wanted something short and snappy that they could then answer and and demonstrate their knowledge and learning. So so yeah, yeah, you guess you can't win either way, really, but happy to to receive some

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your thoughts.

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Thank you. Actually, one thing that came out of the focus groups was that

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students who use English as an additional language were already stressed for time on these tests, and so for them it took twice as long to read the unpack questions But at the same time they did think that the unpack questions actually contained more information when it was just a rephrasing, so that they found them a lot easier once they process them. So so one of our suggestions is for instructors. If you are doing unpacking to add a bit of extra time to your test with that in mind. And then the second suggestion is that

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be really thoughtful about which components of the question are unpacked because some of them can can stay dense, and then only the ones that are really needed to need to be expanded.

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Thank you

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over unpacking. Yes, that's right. That's right? Yeah. I could ask something that's come through quite strongly in all the Tg 9 sessions this week has been

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presenters and contributors around the world with all of this openness to these methods and moving sociology forward, and then comments like, but when I go back to my home institution, none of my colleagues are supportive of this, or they're very resistant to it. Everybody nots

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thinking purely, critically. If I was to take this back, I don't use Mt. Cues per say. But this like I agreed. The social linguistic principles apply to all assessment. Not just this. If I was to take this back to my colleagues and say, I want to unpack the language we use the first. I can already hear particular colleagues. I can see them saying it.

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but you're just simplifying it for the students. You're not setting them up for the real world. I don't believe that's the case. But what's your defense?

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What would the answer to? What would the response be that then the students may not learn the lingo they need? They wouldn't know how to code switch. So in my field it would be structural violence. If you don't use the word structural violence, then they don't have that in their vocabulary. So what's the response? Yeah. So I think that's such a a legitimate

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criticism of this. I was more also focused on the legitimate, you know, just the resistance to change kind of critique that we get in this kind of work. But equally important. Yeah, thank you. We've definitely talked about this. And I think

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we feel a strong justification to do this in first-year classes. and that's the you know. The data was from first-year classes, because they are the first form of gatekeeping for students entering new disciplines. And you know there's a lot of attrition after after first year, at least in my university. And so we want to give the students a chance to demonstrate what they know. And then maybe.

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I guess, yeah, is the project to unpack

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all assessments the whole way through, or is it to gradually repack in a way that gives students a chance at the beginning.

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yeah. And I I did try. I got an equity enhancement fund grant to to train 15 colleagues at a 2 h workshop on how to do this, and then I had an Ra. A research assistant for each colleague, who unpacked their question for them, and that was responded to pretty well.

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and somebody has nothing to do about it. So I said, just ask the sherry. Only thing. Yeah, thank you, Katherine.

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The

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Yup

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 So we now invite Meredith Adelman from Monash University.

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This is the screen that you want to. Yeah, yes, yes.

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it was Meredith. Thank you. Hello, so I should introduce myself. My name is Meredith Edelman. I am a former corporate lawyer, gone back to get a Ph. D. In regulatory theory, and I now work at the business school here at Monash. and I teach in the department of business law and taxation.

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so I think you're actually gonna like having just had the question that you just asked. I think you're gonna like my answer to it, and I'll get to it in a second

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before I do that.

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I'm assuming you all are sociologists. So you have every. You all know what a sociological imagination is. I'm not going to get into it. You probably even sitting there critiquing my, my short description of criminological imagination. So I'm also not getting into that.

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But what I would like you to do is think for a second about what a criminological imagination might look like specifically for the context of white-collar crime and corporate crime.

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and so my thoughts on it on the slide. But I actually want to just give you a few minutes to think about it.

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So

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so the next 2 slides that I'm coming up on. They describe a unit that I teach at the Monash Business School, and what I think

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developing the chronological imagination of white-collar and corporate crime means for my undergraduate business students.

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And so here's how I come to my answer to do. Students need to know the terminology.

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and I think, for its first year course. This is as similar as it is for mine. My students will never be criminologists.

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My students are accounting students, management students, all sorts of other kinds of students accounting students. So I don't care

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whether or not they learn our terminology.

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I want them to learn the sort of the heart of what is a criminological imagination. And really and I don't care that they ever learn that term. What I want them to know is that white Colin corporate crime

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are things that happen a lot in business, and if they're going into business I want them to be alive to it, and I want them to want to not do it.

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 So these are my goals for them.

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I want them to become the kind of business leaders that are cognizant

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of the rippling impacts of their work across domestic and international contexts

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working in a business school provides this opportunity to challenge our our future business leaders to think deeply about sustainability, development, and how to serve not only their own interest, but that of people in life around the world.

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So my colleague, Dr. Krina, and her associate professor at Katrina Denver, and I, who is also at my in my department, are conducting, in order to test at least one kind of pedagogical approach that might influence their development of an actual criminological imagination.

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So the idea that came for this research came about, like probably most educational research that's happening nowadays. During the pandemic.

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I didn't want to have to make my students do an online exam. So I gave them a choice to read

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a best-selling non-fiction book about a corporate crime scandal.

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I let them choose between the smartest guys in the room about Enron Killer Company, which is about James Hardy, which is an Asbestos company here in Australia. The anarchy about the East India Company billion-dollar whale, which is about one Mdb. The bad blood which is about Theronous and the classic barbarians at the gate.

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We're all options. The students really like this option of reading a book which kind of surprised me. So I kept playing with the project for a couple of years in 2,021. I gave them just 3 options of books to read, so I didn't have to read as many books in 2,022. I just.

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I decided to give them just one book to choose from, and that the other option would be reading a bunch of news articles or a maybe an academic article here and there, and watching a bunch of videos all about the same scandal.

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 I wanted to see which they would choose. I wanted to see where there' be differences in what they come up with.

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There seemed to be good reasons for me to believe a either. The whole book would give them a depth of perspective and sustain interest in a topic. But in previous years many of my brightest students had written about how they sought out other media sources. And so I wondered if there'd be a benefit from more diverse source of sources, and I'll tell you how that turned out in a little bit.

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But this is how we framed the project. To begin with. I like this sort of thrilling. Tell one Mdb.

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and the question where the sort of pedagogical question is, how is student capacity to demonstrate a chronological imagination impacted by the diversity of sources on which they overly.

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So here's the plan we've developed a rubric which I'll come to at the end.

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We're getting ethics approval. It's we've sort of had some questions that basically got answered like, yes, this is how moodle works. and they'll come back and hopefully will be approved.

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So in the next couple of slides, I'll talk about the in- semester stuff that we do, that I do to prepare students to teach them about a criminological imagination. That means multimedia stuff. Again, I don't care that they they learn the terminology, popular sources on white collar and corporate events.

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readings and logic lectures on these concepts so that I can help them sort of integrate concepts with real life. The assessments include a critical thinking project, and some quizzes that I'll explain in a minute.

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And then there's this end of semester final product with it. Just this one Mdb thing, and we we. We measure their learning with these 2 different choices of of readings by comparing their earlier scores.

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So in order to sort of teach the criminological imagination, I really try to start with a lot of multimedia sources. This is sort of long-form journalism. So your 4 corners frontline. what is the Al Jazeera one, but like those sort of hour long news programs where they really you dive into something. They have some really good ones. I don't know if you all have

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canopy on your library's websites. If you do, you should really check out what they have. It's like Netflix.

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But for documentaries and classic films, and really good, interesting stuff.

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 podcasts, like squindled sources like last week tonight. And then also, just like shorter news articles, infographics. There's a lot of really interesting work on, like the with international consortium of of journalists on like the Pandora papers. And I use a lot of stuff with that.

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The benefit of these kinds of materials.

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Students come, having watched some videos, which means they, they come to have to get something to say. And like, Yeah, there's some students who actually do the readings and the other stuff that I'm assigned, but like not all of them do so. At least they're coming with something.

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And then the second stuff is that a lot of the stuff I'm assigning? Because there's sort of ongoing series. also think money things like dirty money from Netflix. It gives them an interest in watching these things in the future.

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I have them put it into it like, if they're watching it on Youtube all of a sudden frontline. And and Al Jazeera is in their social media algorithm.

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So it influences what comes up on their feeds later on.

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And I also encourage them to have these conversations with friends and family again, to just develop that social network and that practice of engaging in normative conversations about things that going on in the world.

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I do a creative thinking project. and this is sort of to just prime their thinking in in imaginative ways. And what I basically do is use their sort of

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digital nativity.

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They understand that memes and social media is a place where you go to criticize stuff. It's a place where you go to make normative judgments. So this is a language they're used to.

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And if I'm finding ways and asking them to use that that that they're already familiar with

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to

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engage in a normative claim about something that that's crime related. That's business related. And here you can see that

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the past couple of I'm just giving ahead.

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And this this first year this was of 2021. These are a couple of I I have permission to. So from the students to show these we did so. I had them watch a documentary about the East India Company. I had them read, read the introduction to the anarchy which is about the East India Company.

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and they learned about, like the history of Dwight Stack corporations, and so together. This all sort of formed a lot of information about the Np-standing company in its history, as the corporate with the corporate form for those of you don't know it is a very early example of a joint corporation, and then obviously engaged in a whole bunch of crime.

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So the students were really able to leverage, their knowledge of the medium of means.

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Sort of do this, and this sort of

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is my way of teaching the criminological imagination at least getting it started.

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This is last year's

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I. I increased the weight of the assessment in this year, and I really encourage the students to move beyond the mean generator, and added a reflective essay component.

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One of those I really liked is the one conflating Queen Elizabeth. I first of all for Sir Francis Drake. I think it's a really interesting

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comment on the role of state and business

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at the beginning of the sort of corporate era which I think is quite interesting. There's time at the end. I'll come back and I'll show you this video, which is also a pretty great like

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using corporate. Speak to critique the East India Company

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 for this year's creative project. It's going to be a little bit different. I'm going to show them the the the submissions from last couple of years, and they're going to vote on which ones they like the best. But their project will actually be using Sutherland's architectural calculation of the concept of white-collar crime and using that as sort of a launching pad. And I want them to do that because I'm going to ask some specific questions about Sutherland on the one Mtv. Project that's coming up.

416
01:20:51.060 --> 01:21:07.700
So there's a couple of quizzes that just ask them sort of short essay questions which again, kind of get them to take account of political, social, and economic powers when they, considering issues of wrongdoing, asks them to consider complexities and nuances of relationships between and among individuals.

417
01:21:08.000 --> 01:21:10.610
organizations, communities, and political actors.

418
01:21:10.830 --> 01:21:14.269
And so between these essays that they're asked to write.

419
01:21:14.530 --> 01:21:27.519
and the critical thinking project which sort of introduces them to the East India Company as an example of corporate crime throughout history, and Sutherland's sort of articulation of that idea of white-collar crime, and it sort of

420
01:21:27.660 --> 01:21:33.959
troubling of the notions of sort of class and what it means to you

421
01:21:34.360 --> 01:21:40.060
sort of a sociological concept of crime.  do.

422
01:21:40.410 --> 01:21:48.410
So. The final project basically asked them to apply the same criminological concept that we sort of introduced through practice over the course of the semester

423
01:21:48.420 --> 01:21:52.260
to a new set of circumstances that I don't ever discuss with them.

424
01:21:55.200 --> 01:22:06.989
and that's one Mdv. so we never actually do want Mdb. In class. We don't talk about it after class. They are asked. It's sort of they're told about it. So they know in advance that they might have to read

425
01:22:07.080 --> 01:22:22.289
something substantial, but know that I'm not going to have the discussion with that. But throughout the semester we've practiced where we have conversations about events, and then we apply concepts to them. And here they're going to do it on their own using 1 billion dollar whale or their combination of new sources.

426
01:22:23.440 --> 01:22:24.470
So.

427
01:22:25.500 --> 01:22:28.450
as I mentioned, this is the same project that they had last year.

428
01:22:28.530 --> 01:22:30.889
And these are the things I learned about what they did.

429
01:22:31.010 --> 01:22:46.129
So first, more students chose to do the second option where they're seeing the combination. They admitted that they thought it would be easier, but then they really made cogent arguments about how learning from different spec perspectives actually gave them a more complex nuance perspective, what they were seeing

430
01:22:46.960 --> 01:22:56.789
of those who read the book most reported, enjoying it more than they expected, and many reported then, also seeking out additional sources, as you might imagine those tended to be the highest marking students.

431
01:22:57.220 --> 01:23:10.430
 the questions I asked us and that demonstrating knowledge about the scandal, but also to sort of reflect on ideas of moral versus legal culpability, which is really what I'm trying to get at with the sort of white-collar crime comparison.

432
01:23:11.490 --> 01:23:32.689
I did notice a parent and a parent pattern where students had chosen more, though, and resource team to do better. But I really wasn't sure, and I'm still not sure like what's underlying that. Or if that's going to happen again, or what we're going to see. So for one of the things this year. I need to sort of refine the questions, to make sure that students have every opportunity to demonstrate the kinds of things that I'm looking for.

433
01:23:32.830 --> 01:23:35.520
which are here on the rubric.

434
01:23:36.160 --> 01:23:44.930
So I really want them to understand that there are different perspectives going on, that there's different people that if you ask a typical Malaysian citizen.

435
01:23:45.000 --> 01:23:58.380
a. That there isn't such thing as a a typical militian citizen, that there are different cultural groups that within this within the country, and that this has to that. This all relates the sort of political system within the country. But people would understand the problem a different way.

436
01:23:59.010 --> 01:24:09.150
that there's a Hollywood component. And we sort of understand that that sort of scandal through these different lenses. So I want them to be able to appreciate different lenses, different perspectives on a particular scandal.

437
01:24:09.890 --> 01:24:16.510
how much time do we have? All right. Well, I'm going to show you the video then, because I think this was funny.

438
01:24:16.970 --> 01:24:18.420
and I just enjoyed it.

439
01:24:19.950 --> 01:24:27.500
Here at the East India Company we are well known for providing high-quality spices and textiles sourced from around the world.

440
01:24:28.730 --> 01:24:42.770
But beyond this we understand that we have a responsibility to the environment and the communities in which we operate from our outreach programs dedicated to empowering and educating disadvantaged workers in valuable trade skills.

441
01:24:43.740 --> 01:24:47.890
To our unwavering support of global health initiatives.

442
01:24:49.780 --> 01:24:55.210
We aim to spread our principles of corporate sustainability as far as they can go

443
01:24:57.370 --> 01:25:00.949
East India Company for a writer tomorrow

444
01:25:04.630 --> 01:25:07.940
it? Secondly. here it.

445
01:25:08.860 --> 01:25:11.019
So all right. Stop

446
01:25:11.350 --> 01:25:12.820
here at the

447
01:25:13.820 --> 01:25:15.220
here at the Eastern.

448
01:25:16.020 --> 01:25:17.360
Okay, thank you.

449
01:25:18.130 --> 01:25:21.080
 so I.

450
01:25:21.120 --> 01:25:48.680
And obviously, this project that we're doing the the research project that we're doing and that that hope that we paper that we hope to write about will be focused on the one on one on one and dB, not on East India Company, but the idea that using multimedia sources and students own sort of ability to find that the interest themselves in a way to sort of foster the The the chronological imagination is really the idea of the unit. And then what we're testing is.

451
01:25:49.690 --> 01:26:00.320
how do they best to learn in order to reproduce it themselves? Are they learning better from this group of different sources, or do they learn better from

452
01:26:00.600 --> 01:26:06.559
a sort of deep dive? And we're really interested in finding out the question or finding out the answer.

453
01:26:06.660 --> 01:26:08.049
And I look forward to your questions.

454
01:26:12.340 --> 01:26:14.130
Thank you, Meredith. That was

455
01:26:14.160 --> 01:26:20.959
a highly engaging presentation. Again, I have lots of questions myself. But does anybody have a question to get to start it.

456
01:26:22.410 --> 01:26:23.560
I will.

457
01:26:23.570 --> 01:26:31.320
I'll ask a question, and then I'll come over and do the technology. So I'm mind for a teaching observation I did of a colleague out at my field recently.

458
01:26:31.420 --> 01:26:36.250
but very similar to you, actually using sociological ideas. But in law and crime criminology

459
01:26:36.310 --> 01:26:42.500
he set a similar task, go find a popular media source and critique it from whatever theory he was teaching

460
01:26:42.570 --> 01:26:56.000
at the time that he set the assignment. The leading Netflix. Documentary was drama. Documentary was Dharma, and so he got some like 300 critiques of Dharma, and but in his reflections.

461
01:26:56.400 --> 01:27:10.709
although he didn't like marking 300 versions of the same thing, because it was what was in the media at the time. The students ended up navigating away from the scholarly theorizing, and instead they made too much use of popular media kind of critique

462
01:27:10.740 --> 01:27:24.889
in your work. How are you? I I think you've done some great work here, blending the popular and the academic when it comes to the the, the academic side of it. How do you make sure that your students are using the academic ideas. Does that question make sense? Yeah.

463
01:27:24.900 --> 01:27:27.999
yeah. So no, I have this. Yes, yeah.

464
01:27:29.460 --> 01:27:34.619
I no, this will. This will. Oh, it's on that. Yeah, it'll we'll have weird audio issues.

465
01:27:34.970 --> 01:27:49.769
 so that's not a good question. The first, I think, is the is my response from earlier, which is, these are business students I want, and this may just betray my own sort of personal motivations, for why? I like teaching at a business school.

466
01:27:50.060 --> 01:27:56.470
I want them to be critical engaged thinkers. I want them to go into the world of work

467
01:27:56.520 --> 01:28:06.799
and think about the moral connotations of what they're doing. I want that more than I care that they remember who Edward Sutherland is

468
01:28:07.430 --> 01:28:14.639
like I just do, and I don't know that if that's like the right way to be a teacher. But I think that

469
01:28:15.280 --> 01:28:27.689
look. If I were teaching, if I were teaching lawyers, it's absolutely imperative that a lawyer understands how to establish the elements of a crime. Sure you need to understand the technical knowledge.

470
01:28:29.370 --> 01:28:33.500
If you're going into accounting. I don't understand

471
01:28:33.940 --> 01:28:41.399
that they need the terminology. It's just. I don't think that's an it's it's really that important. I do think that they need to make the substantive

472
01:28:41.510 --> 01:28:51.270
arguments, though, and I I do that through a lot of discussion and tutorials. I really challenge them using the Socratic method to think about the sort of

473
01:28:51.470 --> 01:28:53.880
moral nature of the things we're learning about.

474
01:28:54.150 --> 01:29:03.359
And I do assign academic writing. I really try to find stuff that's more accessible. and then we talk about it and look, 90% of them don't read it

475
01:29:03.420 --> 01:29:22.349
like they're again. They're accounting students. They're not gonna read. I'm I'm happy that they're reading the books. but they don't like reading articles when I can make them do it. They find textbooks like terminally boring. so when I can make them do it great, but otherwise I'll at least talk about it, and they'll have heard that stuff from me.

476
01:29:22.670 --> 01:29:45.150
I completely agree. I I like you teach in a unusual space, I teaching in nutrition department. and I I've always called my teaching axiological pedagogy because I want them to leave with the right values, not the right knowledge necessarily. if they have the sociological imagination rather than knowing what it is. That's a second goal. Exactly. Exactly.

477
01:29:47.750 --> 01:29:52.660
Thanks, Meredith. That was great. I mean, I'd go one step further and say that

478
01:29:54.050 --> 01:30:04.630
this is kind of a large, ambitious comment and project in the world, but I mean yes, in fact, our business students should. In fact.

479
01:30:05.100 --> 01:30:07.420
we shouldn't have to sneak it in.

480
01:30:07.720 --> 01:30:27.129
You know, our business students, our medical students, and our law students should. So if we have to work in, let's call it gorilla ways now to get them to, to absorb it and to consume the the I like that axeological pedagogy. And then we

481
01:30:27.130 --> 01:30:41.829
and that's that's a project that's a far more ambitious project than a really cool set of assessments which seem fun and engage them, so that maybe that's not the first paper you write. It doesn't have to be.

482
01:30:41.830 --> 01:31:11.800
But that's that's the bigger project. That's the dismantling of our current understanding of what are the important skills that students need. So I say, go for it, thanks. And to be clear. The business school has been super supportive. They they they funded this this project. I don't not super super honest all the time, with all of my like ambitions. But I think having engaging, having engaging material is what they want to hear about. So I focus on that

483
01:31:12.970 --> 01:31:14.400
cool. And I another

484
01:31:14.420 --> 01:31:28.830
great presentation that's got me thinking are now thinking, how can I actually weave this into my assessments? So perhaps we have a chat afterwards. But yes, I, too, joined a business school by me about 5 years ago, and thinking, yes, are all

485
01:31:29.330 --> 01:31:33.400
super accounting and financially driven profit-driven.

486
01:31:33.590 --> 01:31:35.589
And then you realize that

487
01:31:35.850 --> 01:31:40.129
if they're dealing with people and customers and organization behavior.

488
01:31:40.490 --> 01:31:45.049
it's about people. It's about sociology. So yeah, a pen is.

489
01:31:45.070 --> 01:31:46.160
But

490
01:31:46.610 --> 01:31:49.140
but whether your colleagues also see it like that.

491
01:31:49.350 --> 01:32:00.560
that's my. If you use that with an axiological technology, if what they're doing is archaeological. They aren't passing a value system. It's just one of our new system that's helpful. If it's all money.

492
01:32:00.960 --> 01:32:05.500
So it is axiological. Maybe an intention is sometimes.

493
01:32:07.160 --> 01:32:15.490
Yeah, I think. And look, I think actually, that my colleagues it's certainly not like some den of of neoliberalism, right? I think business will sometimes get a bad rap from that.

494
01:32:16.490 --> 01:32:34.079
I do think a lot of times in business schools people see themselves as teaching practitioners as is a skill-based sort of thing like we're teaching you how to do economics. We're teaching you how to do management. We're teaching you how to do accounting. And I do think that there's a lot of people sort of pushing back on that idea.

495
01:32:35.630 --> 01:32:37.970
but my colleagues also sort of

496
01:32:39.640 --> 01:32:42.059
some of them struggle with the technology.

497
01:32:42.630 --> 01:32:46.070
But I think most of them want to challenge students

498
01:32:46.410 --> 01:32:49.080
be more creative, to be more like.

499
01:32:49.760 --> 01:32:58.109
 I I think people are coming around to the idea that authenticity isn't just about work.

500
01:32:58.120 --> 01:33:01.110
and I I don't know. I

501
01:33:01.160 --> 01:33:10.899
I feel supported by my colleagues, which sometimes surprises me. And I wonder maybe if I'm doing a better job of hiding what I'm doing than I think I have. But I'm not too secretive

502
01:33:10.910 --> 01:33:13.880
about what I'm trying to do. and they seem to do something.

503
01:33:14.310 --> 01:33:16.319
Thank you. And I.

504
01:33:18.710 --> 01:33:26.600
Our last presentation today is from Colleague Moya Bidderwell at Cosa Lunatal in a you, Pete Marretsburg or Durban Moya.

505
01:33:26.880 --> 01:33:32.370
Moya Bydawell: It's a it's a bit of a smaller space than do, but and colder.

506
01:33:32.450 --> 01:33:43.579
I I like Peter Merritt's, as I've explained to your colleagues. I've been with us all week Moya will be if you can share your screen to us and let me. Just

507
01:33:43.680 --> 01:33:47.400
I would ask Mario, setting up the technology.

508
01:33:47.410 --> 01:33:59.599
It would be still be great if people could get down some some written notes for Moya, and I'll type them up and send them over to Moya in South Africa. It' be lovely for everyone to leave today with some some good feeling comments about each other from around the world.

509
01:34:00.260 --> 01:34:01.090
Moya Bydawell: Anything?

510
01:34:02.450 --> 01:34:05.209
Moya Bydawell: Okay. How's that? Is that showing up a rat

511
01:34:05.440 --> 01:34:08.980
that's showing great for us, Moya. We're ready when you are.

512
01:34:09.650 --> 01:34:18.140
Moya Bydawell: Hello, everybody. thank you for allowing me to present this online. I've really

513
01:34:18.580 --> 01:34:40.360
Moya Bydawell: found everybody's presentation so far really valuable for my own practice and thought processes. So I'd like to thank the other presenters as well. So let me just get on with my presentation. I'm also talking a little bit about the sociological imagination and and emotional labor as

514
01:34:40.400 --> 01:34:44.380
Moya Bydawell: as a member of the sociological faculty.

515
01:34:46.420 --> 01:34:47.320
No.

516
01:34:49.270 --> 01:35:00.990
Moya Bydawell: So the the course that I'm referring to particularly is our sociology 101 course, which is an entry level first year. University course.

517
01:35:01.260 --> 01:35:13.390
Moya Bydawell:  we one of the main aims. So it's the first course that many people would be exposed to as they arrived. one of the 4 first courses.

518
01:35:13.680 --> 01:35:20.700
Moya Bydawell: for people who are choosing sociology or the social sciences or humanities.

519
01:35:20.740 --> 01:35:39.229
Moya Bydawell: So one of our aims is specifically to develop the sociological imagination and the practice of thinking sociologically and using the sociological imagination. So we've we have the aim, the specific kind of a goal in the course

520
01:35:39.700 --> 01:35:54.280
Moya Bydawell: to engage with the students at the level of using the sociological imagination as a tool. and the first year class is generally quite big. on the Peter merits for campus. It's about 4 to 500

521
01:35:54.340 --> 01:36:03.260
Moya Bydawell: the Durban Howard College campus is much, much larger and just to be clear, we do give the same assessments. roughly.

522
01:36:03.600 --> 01:36:11.840
Moya Bydawell: so I'm talking about our experiences and Peter Meritsburg with the feelings that the

523
01:36:11.870 --> 01:36:20.430
Moya Bydawell: the assessments. You vote for us as faculty. I can only tell you that those feelings must be

524
01:36:20.710 --> 01:36:32.409
Moya Bydawell: much more they must. There's a lot more emotional distress simply because of the larger numbers. It's usually 1,500 to 2,000 people in Howard College.

525
01:36:32.500 --> 01:36:38.389
Moya Bydawell: So the the student background is quite important, and students come from

526
01:36:38.700 --> 01:36:48.530
Moya Bydawell:  backgrounds of deep deprivation, poverty. They come from backgrounds where there is a social system that's in crisis.

527
01:36:48.570 --> 01:36:58.939
Moya Bydawell: we have an inadequate school system. University is seen as the way out of poverty. There's a lot of pressure put on students,

528
01:36:59.540 --> 01:37:08.989
Moya Bydawell: about community by family as representatives to move both themselves, their families and members of the community out of poverty.

529
01:37:09.020 --> 01:37:18.760
Moya Bydawell: So it's it's there's a lot of pressure involved in coming to university and going through university which in turn puts pressure on

530
01:37:19.110 --> 01:37:23.399
Moya Bydawell: people doing their assessments. within the sociology course.

531
01:37:23.880 --> 01:37:31.840
Moya Bydawell: So similar to Mary. This, I'm I'm not too worried about what how what

532
01:37:32.010 --> 01:37:41.800
Moya Bydawell: we may think that the sociological imagination is. I mean, I'm sure it's one of those basic concepts that we will deal with. But what I did want to do is look at

533
01:37:42.260 --> 01:37:48.330
Moya Bydawell: what we share with the students about the sociological imagination. So what we

534
01:37:48.340 --> 01:37:57.430
Moya Bydawell: usually do as we spend. I have a lot of time in class talking about the sociological imagination and what it is.

535
01:37:57.510 --> 01:38:16.719
Moya Bydawell: and we have some tutorial time, that smaller group time with the students engaging with the sociological imagination, using examples. trying to to kind of bring the sociological imagination, together with our own personal experiences and public

536
01:38:17.000 --> 01:38:23.310
Moya Bydawell: happenings and histories, and with any students who would like to share. Okay? So

537
01:38:23.500 --> 01:38:37.139
Moya Bydawell: what we asking the students to do is to understand that what is happening in their lifetime is not just a personal thing. It might reflect broader social issues, broader history.

538
01:38:37.250 --> 01:38:43.480
Moya Bydawell:  even though you feel like it's a personal issue, fully, a holy place, not issue.

539
01:38:44.200 --> 01:38:55.349
Moya Bydawell: So what we do is we presented as a tool. So we presented as a tool that can help expose social injustice that can enable change, that conscient as us.

540
01:38:55.370 --> 01:39:12.529
Moya Bydawell: that can create a feeling that we not alone because there's a similarity in many of our experiences.  and to help us to locate our individual experiences within history and within the social structure.

541
01:39:12.740 --> 01:39:17.689
Moya Bydawell: and I think at this point the students found this fairly difficult.

542
01:39:17.700 --> 01:39:21.439
Moya Bydawell: because they're coming out of a schooling system where

543
01:39:21.790 --> 01:39:28.019
Moya Bydawell: the major tools in a tool box is road learning. So this engagement.

544
01:39:28.270 --> 01:39:36.390
Moya Bydawell:  is hard to do. And it's hard to do in the new context in the university context itself.

545
01:39:36.790 --> 01:39:40.809
Moya Bydawell: Okay? So what we ask them to do is to use this tool.

546
01:39:41.080 --> 01:39:54.679
Moya Bydawell: we ask them to identify their private problems. And we ask them, the students to identify the related public issues and and the forces outside of the actors control that impact on those

547
01:39:54.950 --> 01:40:04.409
Moya Bydawell: those forces. So I'm I'm taking this back to 2019 because moved into working on the course

548
01:40:04.480 --> 01:40:15.200
Moya Bydawell: in 2,019. The topic, the essay topic that I'm referring to had already been worked on. And I moved on and just worked on. It's more adapted it.

549
01:40:15.500 --> 01:40:24.399
Moya Bydawell: We felt it's a good essay topic, because it encompasses the core. Still, a cool approach and to.

550
01:40:24.830 --> 01:40:37.379
Moya Bydawell: So in 2,019 the is a topic was use the concept of the sociological imagination to understand a personal issue in your life as a sociological one.

551
01:40:37.940 --> 01:40:46.280
Moya Bydawell: And subsequently we've had different versions of this topic. and because of our experiences in 2,019

552
01:40:46.570 --> 01:40:53.890
Moya Bydawell: we've changed it to be more in the third person, or more hypothetical. but,

553
01:40:54.730 --> 01:41:00.349
Moya Bydawell: Oddly enough, the students still tend to engage in the first person.

554
01:41:00.490 --> 01:41:03.180
Moya Bydawell: even with that the different prescripts.

555
01:41:03.400 --> 01:41:15.919
Moya Bydawell: So what we asking them to do is to find the sociological imagination find a personal issue. apply it a and look for outside evidence that that is a public issue.

556
01:41:16.930 --> 01:41:22.560
Moya Bydawell: So what we, what we ended up with was 400 essays.

557
01:41:23.060 --> 01:41:40.929
Moya Bydawell: we would ask students to understand the sociological imagination and to try and activate this sociological imagination. So it's not a long essay. But what we found was that the depth of the stress that was described within the essays was.

558
01:41:41.250 --> 01:41:50.270
Moya Bydawell: but we had expected distressing incidents to be described, but what we hadn't expected was the depth and graphic nature of the distress

559
01:41:50.310 --> 01:41:59.929
Moya Bydawell: so as sample the 192 essays that are personally marked These essays all tended to describe

560
01:42:01.030 --> 01:42:10.579
Moya Bydawell: well, just over half tended to describe multiple issues, so sort of web of social problems that the individual student has experienced.

561
01:42:10.610 --> 01:42:12.610
Moya Bydawell: so poverty

562
01:42:12.670 --> 01:42:23.360
Moya Bydawell: and a broken home and a correct, for example. So people don't experience just one. They tend to experience many

563
01:42:23.410 --> 01:42:33.389
Moya Bydawell: Whilst the descriptions were fairly matter of fact, of the personal troubles that people had experienced. They were really graphic

564
01:42:33.450 --> 01:42:34.830
Moya Bydawell: nature, so

565
01:42:35.610 --> 01:42:48.719
Moya Bydawell:  detailed and graphic sort of descriptions of an armed robbery, or of bullying and so on, and so on. So it's at this point

566
01:42:48.960 --> 01:42:50.829
Moya Bydawell: that we, as markers

567
01:42:50.940 --> 01:42:58.660
Moya Bydawell: became very emotionally involved and and culpable in.

568
01:42:58.920 --> 01:43:08.250
Moya Bydawell: I'm having engaged in highly traumatic experiences that that the students had had in their lifetime. So you know,

569
01:43:08.370 --> 01:43:13.670
Moya Bydawell: I hadn't included any of the vineyards that the students described. because I

570
01:43:13.730 --> 01:43:20.649
Moya Bydawell: I'm I'm back with the ethical clearance around that still had. It hasn't sort of come to fruition.

571
01:43:21.799 --> 01:43:39.519
Moya Bydawell: so I can only describe our own reactions to that. But commonly students, we're describing their own substance. abuse, alcohol, abuse, alcoholism and substance, abuse of parents, poverty, sex work.

572
01:43:39.740 --> 01:43:49.780
Moya Bydawell: depression pregnancy. A lot of student female students describe themselves, having had schooling interrupted by teenage pregnancy.

573
01:43:49.790 --> 01:44:01.669
Moya Bydawell:  a couple of other pregnancies of the siblings, and one student, by the pregnancy of his girlfriend. the issues described. We're all very

574
01:44:01.900 --> 01:44:12.230
Moya Bydawell: emotive. so, coming from the context that we come from, this isn't really an expected and we should have predicted it

575
01:44:12.959 --> 01:44:18.219
Moya Bydawell: better, and that predicted that, knowing

576
01:44:18.650 --> 01:44:33.060
Moya Bydawell: what students experience, and actually having to be faced with it through the format of the essays with a very different thing. So what we had been excited about was the tool of using

577
01:44:33.219 --> 01:44:45.530
Moya Bydawell: someone's personal experience and enabling them to engage sociologically. So what happened was that we we moved forward, the markers and our

578
01:44:45.770 --> 01:44:52.520
Moya Bydawell: We sort of knew that they would be debriefing. We we we had already

579
01:44:52.709 --> 01:45:06.010
Moya Bydawell: without the Council. You know the opportunities for counseling with the counseling services, and so on. But when the actual essays came, the depth of. and demand that it made on us as markers, and as staff

580
01:45:06.270 --> 01:45:12.590
Moya Bydawell: was huge, was deep. So again, I'm not going to go

581
01:45:13.170 --> 01:45:25.019
Moya Bydawell: deeply into what this the sort of theoretical parameters of emotional labor are so fast to say that we engaged in an intimate at an intimate level with

582
01:45:26.299 --> 01:45:45.679
Moya Bydawell: with the experiences of students that had been written narrative as a sort of communicated narratively to us. So for the essay authors or the the students themselves. This was an effective tool. A lot of the students have over the years describe this as a

583
01:45:45.900 --> 01:46:08.320
Moya Bydawell: a useful way of learning how to use the sociological imagination of one of the only see it sort of at frameworks that they actually use through the academic career. But the problems with the re traumatization which we sort of identified from the outside. the universities, resources for debriefing and counseling

584
01:46:08.350 --> 01:46:12.730
Moya Bydawell: our resources as a discipline for debriefing.

585
01:46:12.840 --> 01:46:14.500
We also

586
01:46:15.260 --> 01:46:18.260
Moya Bydawell: from the my perspective

587
01:46:18.360 --> 01:46:22.179
Moya Bydawell: and from the other markers perspectives.

588
01:46:22.670 --> 01:46:35.920
Moya Bydawell: I became increasingly worried about modifying personal experiences and emotions or marks, because at the end of the day the student had to get a mark for this assignment and that

589
01:46:36.180 --> 01:46:39.300
Moya Bydawell: that I found hugely problematic. So

590
01:46:39.430 --> 01:46:45.659
Moya Bydawell: and and remains the case. So this is a very delicate balance between.

591
01:46:45.770 --> 01:46:49.530
Moya Bydawell: enabling using.

592
01:46:49.650 --> 01:46:53.770
Moya Bydawell: Are you on it? a a framework

593
01:46:53.920 --> 01:47:03.940
Moya Bydawell: to really understand your world in the world around you, but also through the enabling of that in the formal academic setting, through kind of selling

594
01:47:04.170 --> 01:47:05.370
Moya Bydawell: your story

595
01:47:05.600 --> 01:47:09.460
and and as well as we traumatizing the actors.

596
01:47:10.070 --> 01:47:11.650
Moya Bydawell: So what we did

597
01:47:11.880 --> 01:47:23.669
Moya Bydawell: was we engaged in general debriefings with people in with members of the class we engaged in individual recommendations and referrals.

598
01:47:23.860 --> 01:47:26.339
Moya Bydawell: so

599
01:47:27.690 --> 01:47:32.360
Moya Bydawell: this is hugely personal, and a lot of sort of

600
01:47:32.940 --> 01:47:35.819
Moya Bydawell: one on one interaction.

601
01:47:36.320 --> 01:47:38.899
Moya Bydawell: and we also discussed with the class

602
01:47:39.510 --> 01:47:44.660
Moya Bydawell: the trauma and possible re traumatization that had been

603
01:47:44.850 --> 01:47:55.619
Moya Bydawell: expressed within the essays, and we've had to do that yearly, even though we changed the essay topics to try and make them

604
01:47:55.720 --> 01:48:04.610
Moya Bydawell: at least, you know, to to try and kind of straddle this balance a little bit less so, a a little bit less dangerously.

605
01:48:04.720 --> 01:48:13.710
Moya Bydawell:  I say even so, even though we now engage in a third person, and we now ask a general question. We still find the

606
01:48:13.820 --> 01:48:17.550
Moya Bydawell:  that students engage with the issue.

607
01:48:17.720 --> 01:48:33.990
Moya Bydawell: at a personal level. Okay? So our reactions as Marcus. It was highly distressing, traumatizing. it really particularly in 2,019 left as unsure what to do.

608
01:48:34.150 --> 01:48:39.890
Moya Bydawell:  what? How do we quantify this person's

609
01:48:40.400 --> 01:49:01.320
Moya Bydawell: we? We can't quantify the person suffering A and their experience. What we have to be doing is looking at how they understand the experience and the context of the theoretical framework and of the broader environment. But at the same time the the experience itself is a huge part of the assignment.

610
01:49:01.590 --> 01:49:12.300
Moya Bydawell:  we are quite often left thinking, is this for real? Is this real? Can such dreadful things actually be happening? And yes, they are happening.

611
01:49:12.460 --> 01:49:21.739
Moya Bydawell:  Many of the markers found that particular essays would need to be swapped around because they were too close

612
01:49:21.810 --> 01:49:24.920
Moya Bydawell: to personal experience. So, for example

613
01:49:25.350 --> 01:49:31.709
Moya Bydawell: and tutor's marking, coming from the same demographic, having experienced very similar issues

614
01:49:31.820 --> 01:49:58.049
Moya Bydawell: and feelings of guilt. So guilt for asking this of the students guilt for not experiencing those things, or for being emotional about things that don't seem as important. And so many of the markers who have removed themselves from that environment built for not being in that environment anymore. So it became really, really hard to concentrate on the academic part.

615
01:49:58.250 --> 01:50:07.579
Moya Bydawell:  a lot of the markers felt that the students, too, were not making much of a time a public sort of linkage.

616
01:50:08.150 --> 01:50:23.249
Moya Bydawell: And yet the public linkage was definitely there. So it became a matter of emphasis. What are we looking at? What are we going to emphasize? So we had to remove ourselves and emphasize and mark on the criteria

617
01:50:23.400 --> 01:50:24.649
Moya Bydawell: of the connection.

618
01:50:24.760 --> 01:50:30.670
Moya Bydawell:  but but the practical there, there was a kind of

619
01:50:32.420 --> 01:50:40.739
Moya Bydawell: a an avoidance of doing the marketing. So how did we actually engage and get this marking done? How do we make comments on the

620
01:50:42.310 --> 01:50:45.569
Moya Bydawell: on the experiences that have been communicated?

621
01:50:46.960 --> 01:51:03.189
Moya Bydawell: So what what we found was that we were experiencing secondary trauma burn out the stress.  I found that many of the markers. We're starting to do things like worry about the punctuation. worry about the referencing style.

622
01:51:03.600 --> 01:51:09.830
Moya Bydawell: because the issues themselves with too big to be focused on.

623
01:51:10.620 --> 01:51:13.049
Moya Bydawell: So we we really had to

624
01:51:13.320 --> 01:51:19.500
Moya Bydawell: work through and think through how to balance empathy and neutrality.

625
01:51:19.710 --> 01:51:23.890
Moya Bydawell:  And the task, how to be the shock.

626
01:51:23.970 --> 01:51:30.550
Moya Bydawell: So for the marking team, what we did was we had debriefing sessions. We we

627
01:51:30.600 --> 01:51:33.889
Moya Bydawell: engaged in peer

628
01:51:35.020 --> 01:51:38.960
Moya Bydawell: therapy, and we

629
01:51:40.580 --> 01:51:47.190
Moya Bydawell: access therapy options that we're available at the university for the marking team.

630
01:51:47.660 --> 01:51:56.000
Moya Bydawell: So really, what I'm describing here is in the effort to engage with theory.

631
01:51:56.700 --> 01:52:16.180
Moya Bydawell: We have. We opened a can of rooms. and we tried to mitigate that subsequently, and so we asked people to talk about hypothetical students and ability to pay fees. That was one of it's quite a big theme. When the themes were open that came up

632
01:52:16.460 --> 01:52:21.409
Moya Bydawell: in 2,021. We asked people to talk about remote learning.

633
01:52:21.590 --> 01:52:43.189
 yeah, sorry. You've just run slightly over time, and I'm conscious we're gonna get kicked out of this room. And I just this is the energy that people definitely want to say something about this. They don't want to just leave you high and dry. if if you maybe just wanted to make some sort of concluding remarks. So so what we found is this in the room that want to say something?

634
01:52:43.630 --> 01:52:51.609
Moya Bydawell: Okay? Well, thank you. So what what we found was even having changed the topic. We still

635
01:52:51.980 --> 01:52:58.139
Moya Bydawell: having to engage emotionally. and it's not that we don't want to engage emotionally, but they are

636
01:52:58.310 --> 01:53:03.550
Moya Bydawell: things that we have to that we we have to

637
01:53:03.770 --> 01:53:13.790
Moya Bydawell: mitigate for, and the things that we need to put in place to be able to engage, and for the students to be able to engage. So, despite having changed the topics,

638
01:53:13.920 --> 01:53:25.079
Moya Bydawell: even though it's at a lesser of a degree, the same continues to occur, and I think it's the nature of the subject and the nature of this, the framework. Thank you, everybody.

639
01:53:28.410 --> 01:53:53.170
thank you. My people have got quizz. I I can't turn around the screen, which is really and it's it's plugged into a thousand things. People have extremely quizzical looks on their faces, I can tell you that was a really powerful presentation. And before I hand out the microphone for a couple of questions, I just wanted to applaud your pedagogic risk taking, I think, even even if you and your colleagues realized that there were

640
01:53:53.650 --> 01:54:07.169
difficulties through the task that you developed. This is how we discover what good teaching looks like in sociology. We take risks we learn from them, I think what you and your colleagues did was brilliant. So well done. Does anybody have a comment or a question they'd like to make.

641
01:54:07.770 --> 01:54:18.359
You won't have to see these people.

642
01:54:18.550 --> 01:54:37.730
I couldn't help but think as you were as you were talking honestly about having been in legal practice and having clients who have traumatic stories, and as you're listening as a as as a lawyer representing a client you're listening for, you know their legal case, which sometimes means

643
01:54:38.700 --> 01:55:03.440
what was the job of the person who did all these horrible things to you? Because that matters legally right like they it especially Ev, and whether it's an immigration context, whatever. and so you end up having to sort of develop this ability to hear traumatic things and sort of just not react to them. because you're focused on something else. And I I guess this is more of a comment than it than a question so much as

644
01:55:03.510 --> 01:55:20.929
 I I think it's really important what you're doing to pay attention to how instructors are responding to the sort of secondary drama but I also wonder. So sometimes in dealing with clients who are dealing with that kind of trauma, and who would tell that kind of story? They would tell it in a very straightforward way.

645
01:55:21.330 --> 01:55:27.329
often because where they, from their own experience, this kind of trauma is normal.

646
01:55:27.390 --> 01:55:28.570
This is their life

647
01:55:28.980 --> 01:55:35.759
right? These are people who are often a lot of immigration works. So a lot of people playing violent circumstances.

648
01:55:36.250 --> 01:55:49.959
So I'm wondering if you think for some of your students what they were talking about. They didn't necessarily register to them. As this is a traumatic thing, and my my instructor is going to have to read this, but rather they were thinking, this is a normal experience in my everyday life.

649
01:55:50.250 --> 01:56:04.569
Moya Bydawell: Yes, yeah. And thank you for pointing that out, because I think you're very right. violence poverty. Deprivation has is all normalized in the society that we live in. particularly quasi litel.

650
01:56:05.040 --> 01:56:06.809
Moya Bydawell: So

651
01:56:07.070 --> 01:56:17.090
Moya Bydawell: I I think that there is that element that it is. It's not unusual to be bullied, robbed. right? etc. So

652
01:56:18.700 --> 01:56:19.620
Moya Bydawell: yes.

653
01:56:21.510 --> 01:56:32.890
Kathryn, as a question. Ok, thank you so much. I really appreciated your reflections and candor. I know when I teach a sociological imagination.

654
01:56:33.110 --> 01:56:38.320
it's sort of like I have students identify how all these things are out of their control.

655
01:56:38.490 --> 01:56:40.190
and then it feels like

656
01:56:40.890 --> 01:56:59.269
the end, you know, it's like, but that's not the end of the story, And so I've been trying to trying to add components at the end of the assignment where it's like, okay, so what are the policy changes? What are the social movements that are happening to address this, what are some of the legal changes that have happened or could happen? And I wonder if that might be one way to

657
01:56:59.430 --> 01:57:09.010
focus on a more desire-based future empowerment lens that could benefit both the students and the readers.

658
01:57:09.610 --> 01:57:12.980
Moya Bydawell: So yeah, thank you, Catherine, because I think that that is

659
01:57:13.860 --> 01:57:27.149
Moya Bydawell: would is very useful, because, as I was going through the essays again and re-traum it I noticed that only 2 of all of the essays that I'd marked

660
01:57:27.460 --> 01:57:34.559
Moya Bydawell: actually had a I wouldn't say a positive outcome, but a a less negative

661
01:57:34.800 --> 01:57:37.040
Moya Bydawell: application.

662
01:57:37.350 --> 01:57:48.890
Moya Bydawell: So I think in in terms of for everybody, for not only for critical engagement, but also for mental health. To sort of add something like that in

663
01:57:49.280 --> 01:57:54.989
Moya Bydawell: would be very, very helpful, and and thank you for that. And and so I will do that

664
01:57:55.640 --> 01:58:02.709
Moya Bydawell: problem being that in South Africa we have great policy. We have a fabulous constitution that the

665
01:58:03.290 --> 01:58:16.580
Moya Bydawell: the enactment of those things is non-existent. So there is a sense of hopelessness. So I think, maybe to frame it in a way of what can be enacted as well as what is there.

666
01:58:16.700 --> 01:58:21.040
Moya Bydawell: and would also be helpful. You know what? What are the possibilities

667
01:58:21.580 --> 01:58:40.040
before I pass over to Susan for a final question. I just like to affect my own teaching. I literally the lecture is entitled Food and Imagination, where I introduce the sociological imagination, I call it the nutritional imagination something there. I do. honestly feel like that. The end conclusion of that session is

668
01:58:40.090 --> 01:58:41.180
life shit

669
01:58:41.730 --> 01:58:59.400
come back next week, and and they don't want it to be like that. So I would welcome comments from anybody that knows a bit like Catherine said. How to at least give that that end of that session. A bit of a positive cliffhanger almost, and also because there are a number of us. I don't remember if anybody was there, but I presented something on

670
01:58:59.400 --> 01:59:18.379
what I called the nutritional imagination at the World Forum last time for Tg. And 9. If anybody would be interesting co-authoring, maybe like a Syria a paper on a series of case studies on how we're using the sociological imagination in different disciplines, different contexts in national. I'd be very welcome to to hearing about that. I pass over to Susan for our final question of the session.

671
01:59:18.830 --> 01:59:24.689
I didn't need to be the last one, if there's more, but I guess we're out of time. Yeah, thank you. That was extremely courageous.

672
01:59:24.710 --> 01:59:36.560
not only to test it, but also to reveal it. I confess to being worried about that being a continuing practice.

673
01:59:38.420 --> 01:59:42.540
Yeah, I speak honestly as a practitioner that maybe it.

674
01:59:42.620 --> 01:59:59.830
It goes too far. And it it's too racialized. I'm actually making assumption there that it's racialized. But it's at least class based that it's the. It's one class whose gaze is receiving the information and another class that is expressing it.

675
02:00:00.480 --> 02:00:26.950
I also love your point about the commodification, and I also love that word, because what it suggests is not. And of course I agree with this. Those students were not being manipulative. They were telling the story because that is their story, much in the way that I might tell a story that you know, we would call glibly the first world problem right? Oh, I you know it was tough for me when

676
02:00:26.950 --> 02:00:43.360
I got carded. Whatever I can't think of a good example. But if we are inductive learners, and frankly, most people are, we do rely on our personal experiences or the experiences of someone we know. So

677
02:00:43.490 --> 02:00:51.210
I guess I'm of 2 minds. One is that that commodification is fine. That's what they know. Of course they're going to use it.

678
02:00:51.550 --> 02:00:53.270
and the other is

679
02:00:54.370 --> 02:00:58.130
if those are traumatic to even well-prepared

680
02:00:58.900 --> 02:01:00.630
intellectuals.

681
02:01:01.130 --> 02:01:07.679
Maybe I don't know. Maybe it goes too far, or maybe it needs to be tempered by some of Catherine's

682
02:01:07.930 --> 02:01:09.500
suggestions.

683
02:01:09.610 --> 02:01:11.730
I, yeah, that's

684
02:01:12.130 --> 02:01:16.960
Moya Bydawell: so. You know, we we have sort of battled over the ethics

685
02:01:17.780 --> 02:01:20.660
Moya Bydawell: of of using.

686
02:01:21.910 --> 02:01:25.509
Moya Bydawell: of using it, of using this as an assessment

687
02:01:25.970 --> 02:01:30.940
Moya Bydawell:  but

688
02:01:31.180 --> 02:01:48.070
Moya Bydawell: at the same time for many of the students, the the academic work is very separate to what they use in last. and so we sort of felt that the the the engagement was useful.

689
02:01:48.230 --> 02:01:52.249
Moya Bydawell: But you know. and we'll send 2 months.

690
02:01:52.310 --> 02:02:09.450
Moya Bydawell: I I really am. And as to the sort of identity and the gaze. I'm a white South African with all that that brings with it.  I was at university in 1,994. So my childhood was through the time of apartheid.

691
02:02:09.850 --> 02:02:18.530
Moya Bydawell: and it was the privilege that my identity has brought the rest of the

692
02:02:19.220 --> 02:02:30.160
Moya Bydawell: The rest of the team, the teaching team and the tutorial team and the marking team have come from the same communities. as the rest of the students.

693
02:02:32.220 --> 02:02:39.899
It doesn't look like I'm getting kicked out just yet. Does anybody have a final question if they like to ask more?

694
02:02:40.700 --> 02:02:56.650
She says she works great. That's what she said. Really, I think that's what a positive, another positive Tg, 9. Session. These sessions have been really great. I wonder if

695
02:02:56.660 --> 02:03:16.920
I don't know if her next oh, Julie, Julie says it was a fantastic issue for discussion, and she teaches, as I 2 disadvantaged firstly, students. If there's a group of people that are interested in the pedagogy of the sociological imagination. Let's not end it here, not. Don't wait till South Korea 27, another 4 years, with nothing. get in touch.

696
02:03:16.970 --> 02:03:19.309
Why not? I think that would be great.

697
02:03:19.480 --> 02:03:20.210
Moya Bydawell: Hmm!

698
02:03:22.490 --> 02:03:31.610
Kathryn is saying that. So she's set up a Whatsapp group for Tg, O. 9 sociological teaching anybody that wants to join.

699
02:03:33.670 --> 02:03:46.089
and she's going to pass around a piece of paper in the room, and we will make sure to get those responses from the people in the virtual sphere as well. I'll email over to you. People's written down comments more. Thank you.

700
02:03:46.240 --> 02:03:51.870
It's oh, yes, another one for this. But I want to, if

701
02:03:52.080 --> 02:03:53.210
is

702
02:03:53.440 --> 02:04:01.749
and that's not still online. Catherine, do you want maybe want to? Is given that it's the last session. Do you want to maybe

703
02:04:01.910 --> 02:04:06.699
close down the Tg. One for this Congress, and also mention about the Pedagogy series.

704
02:04:07.240 --> 02:04:08.690
This is, if you are.

705
02:04:10.480 --> 02:04:26.509
If you have the microphone, Catherine?

706
02:04:35.000 --> 02:04:37.640
I used to. I' to Katherine.

707
02:04:38.220 --> 02:05:06.489
okay, so yeah, in the room here, we're joining the Whatsapp group for the teaching section, and I will try to post a link to that in the chat or send an email out later as well. I wanted to invite all the presenters to write up their presentation in whatever form you like creative, traditional, short, long, and submitted to the Pedagogy series which is published twice a year, and you can email it to me@katharine.lion at Uvc. Ca.

708
02:05:06.800 --> 02:05:07.600
thank you.

709
02:05:10.050 --> 02:05:14.030
I'm getting the majority of

710
02:05:14.090 --> 02:05:30.010
I was nodding compassionately and vigorously. It's so hard when we have this exchange, and then you don't know how much I'm smiling and engaging. So anyway.

711
02:05:30.640 --> 02:05:39.029
Moya Bydawell: thank you so much and and thank you so much, everybody, for your really valuable and meaningful input. It's it's helpful.

712
02:05:40.830 --> 02:05:52.869
Thank you, Moya. It's nice to see you again, and we will. We will reconnect soon, hopefully, hopefully, before World Forum in 25 on the dance floor, the virtual dance floor. If nothing else.

713
02:05:53.610 --> 02:05:56.000
We'll see you soon Meyer and everybody online.