Abstract submission
Stellenbosch University Experiential Education Conference 2020
CONFERENCE THEME:
Experiential Education as Pedagogy for Social Justice: praxis and practice for shaping 21st century global citizen-leaders.
Social justice discourses in the sphere of higher education, finding expression through student activism, raises several challenges for universities across the world. The key to addressing these challenges lies in the preparedness (or not) of experiential educators and students at the forefront of the emergent social justice issues. Of critical importance is the understanding that social identities do not exist independently – race, class, sexuality, skin colour, and gender (among other identities) exist in intersectionality, due to the interconnectedness and inseparability from one another (Crenshaw, 1991). This requires a heightened consciousness in curriculum and experiential education programme design that instils within students and experiential educators a heart with deep respect, compassion, equity, justice and love for humanity, in its full spectrum, at its core. It requires a mind that is able to engage global complexity, address issues of inequality and systemic prejudices, in all its forms in order to achieve social justice. It proposes the experiential education as pedagogy for social justice, as praxis and practice for shaping 21st century global citizen-leaders.
This conference extends an invitation to all experiential educators to explore the notion of experiential education as pedagogy for social justice, as praxis and practice for shaping 21st century global citizen-leaders.
Abstract guidelines:
General information:
SUEEC conference delegates are invited to submit abstracts on aspects of experiential education in higher education, i.e. undergraduate education, postgraduate education and continuing professional development that involves experiential educationin relation to the SUEEC theme and conference tracks.
Writing the abstract:
The abstract should consist of 350 to 500 words. The due-date for abstract submission is 11 October 2020. Candidates will be informed by 14 October 2020 whether or not their abstracts have been accepted.
Conference tracks:
These are the conference tracks and topics to choose from when writing an abstract for submission. Select each of the headers below to see the topics for each track.
Breunig (2008 & 2005) states that experiential education is both philosophy (theoretically informed and intentional) and methodology (teaching strategies). Experiential education therefore intersects with critical pedagogy. The purpose of experiential learning should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004).
Transformative learning develops autonomous thinking, the ability to make one’s own judgements and interpretations, rather than being persuaded by the values and beliefs of others. It develops dispositions, skills and capabilities which enable graduates to challenge culture-bound knowledge and to produce new knowledge in a global context.
The focus of this conference-track is to highlight approaches and issues facing experiential educators utilising experiential education theory and methodology as pedagogy towards social justice and student transformation.
Historically, and more recently, university students are considered to be at the forefront of social justice issues through social activism, as they assert their voices in decision-making processes in higher education and governmental structures. At the heart is a desire for a just society as reflected in the Universal declaration of human rights.
Social justice theory embraces the idea that social identities do not exist independently. Rather, race, class, sexuality, skin colour, and gender (among other identities) exist in intersectionality. They are interconnected and cannot be examined separately from one another (Crenshaw, 1991). Intersectionality is a framework for conceptualizing a person, group of people, or social problem as affected by multiple discriminations and disadvantages.
This conference-track explores experiential education as pedagogy for social justice. Questions such as ‘Should experiential education be an educational agent of social justice’? and ‘What is the place of experiential education in social change movements? are some discussion points in this approach. In addition, how would social justice and equity be positioned in an online learning space during times of pandemics and global crises.
“Citizen Leadership is an activity... it happens when citizens have power and influence and responsibility to make decisions. Citizen Leadership happens when individuals have control over their own agency. It also happens when citizens take action for the benefit of other citizens.” – Scottish Government, 2008.
Alleton, editor of the T&D magazine states the following of the current student-generation, ‘this is a generation that has "grown up under pressure to succeed in academics and sports, and that attitude is likely to continue into their working lives.
Developing global citizen-leaders requires engaging with assumptions and beliefs about self, context and the world in terms of power, socio-cultural relationships and how these are constructed. De Oliveria Andreotti terms these critical literacies and makes the comparison between ‘soft global education and critical global education’.
This conference-track seeks to build understanding of the role of experiential education towards the formation of the global citizen-leader and the inherent complexities thereof.
“The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society.” – Knight 2015
Internationalisation research indicate a shift towards international education that supports transformative outcomes of human solidarity across cultures and inequities with a focus on human values and rather than material advantage. Escrigas forsees that the evolution of universities, as work partnerships towards the creation of dynamic and sustainable global communities, focused as much on human values as on the pursuit of material advantage. Experiential education and internationalisation form a nexus in terms of global learning and culturally responsive teaching as part of the university curriculum. However Covid-19 requires new responses in uncertain times for students as well as universities
The Internationalisation conference-track explores the emerging discourses and approaches to higher education internationalisation as building inclusive research networks of reciprocity.
Experiential education as integrated in the curriculum presents exciting new opportunities for scholarship and research. A rigorous and well-developed scholarship agenda in the area of experiential education can lead to innovation moving institutions beyond current limitations
This can be in the form of new curricular; curriculum renewal and experiential education integrations, internship programmes, active and collaborative learning as well as project and problem-based learning. Globally there are numerous experiential education pedagogical approaches, each presenting opportunities for study and research. What modes of learning will emerge as a result of covid-19 and how will universities remain relevant during mass global change that includes the higher education sector?
This conference-track explores experiential education and experiential learning as expanding frontiers in higher educational research and innovation in responding to pressing humanitarian needs and issues of social justice.
Conference tracks topics:
1. Experiential education and student transformation
Experiential educator development and training
Creating and sustaining opportunities for student transformation
Experiential learning
Creativity
Critical thinking and problem solving
Language learning innovations
Tutoring and mentoring
Coaching toward social justice
Experiential education programme design
Monitoring and evaluation
Competency-based education
Experiential education assessment methodologies
Pedagogical innovations
Academic transcript recognition for experiential education activities
Hybrid and blended learning
Collaborative learning
Student experiential educators
Student lifespan transitions
Evaluation and assessment
Self-evaluation skills
Standardised testing
Quality assurance processes student support and development
2. Emerging social justice frameworks in higher education
Emerging social justice frameworks in higher education
Student advocacy – issues and perspectives
Access redress and success
Intersectionality
Refugees and migrants and cultural challenges
Diversity and equity in online learning and mode 2 learning
Equality of women and minorities
Gender-based violence
Epistemic justice and experiential educaiton
Poverty and literacy
Equality and equity
Indigenous education
Universal access and universal design for learning
Experiential education as pedagogy for social justice
Global competencies
3. Global citizen-leadership
From cocoon to citizen-leader: intentional experiential education
Locally grounded, contextual relevance and international presence
The every-person leadership model
Emerging global citizen-leadership
Student governance as vehicle for national and international leadership
Community engagement
Youth participation
Citizen-leadership and ethical governance
Developing citizen-leadership
Balancing global with local
Developing social networks for social justice
Social movements
Social media and the effect on student experience
Online influence and resilience
Developmental frameworks and pathways for shaping global citizen-leadership
Motivating students towards citizen-leadership
4. Internationalisation in higher education
Exchange programmes
International projects
Joint education and research programmes
University networks and partnerships
Funding programmes
Globalization and internationalisation
Global challenges of education
Organisational, legal and financial aspects of internationalisation
Government policy issues
Impacts of economic and humanitarian crisis on internationalisation
The epistemological, pedagogical and ontological shifts required by the academic project
Internationalisation leadership and educational management
Cross boarder education and exchange programs
Reciprocity in international exchange programmes
Building eco-systems of knowledge
Sustainability of HE internationalisation partnerships
Inclusion and access and equity of international exchanges
Mapping responsible internationalisation
Globalised undergraduate and graduate curriculum
Internationalisation and the common global good
The academic project and internationalisation
The internationally-minded, global citizen-leader
5. Research and innovation in experiential education
Innovative learning and teaching within a research paradigm
Engaged scholarship
Scaling for impact
Technological economic and demographic trends in higher education
Innovation for social change
Opportunities for research and innovation in experiential education activities
Innovative tools and research skills for experiential educaiton development
Ethics of big data and students
Information research – utilising big-data to determine student development and success
Tracking students – what is ethical and what is not.
Researching and measuring what counts
Multi-disciplinary multi-partnership research platforms
Criteria for abstracts:
The below criteria is required for all abstract submissions. Please read the list carefully and apply each point.
The title of the presentation must not be longer than 10 words.
The abstract must not contain less than 350 words or more than 500 words.
The abstract must be proof read and edited before submission.
The abstract should contain in-text references (author and date), but a reference list is not required.
The abstract must be submitted in English.
The abstract should be understandable to a broad spectrum of readers.
The abstract must be submitted by 11 October 2020 and responses will be communicated by 14 October 2020.
Selected abstracts will be presented and submitted in video format.
Your abstract may not be considered if it does not meet the above-mentioned criteria.
Submitting an abstract:
Abstract submissions are now open. If you have read all of the above-mentioned information and you are ready to submit an abstract for SUECC 2020, click on the SUBMIT AN ABSTRACT button below. This will direct you to our submission tool, where you can complete your profile and submit an abstract.
Enquiries
Should you have enquiries about abstract submissions, please email us at experientiallearning@sun.ac.za, or Ruth Andrews at rutha@sun.ac.za and Ayanda Ntuli at ayandantuli@sun.ac.za.