This paper offers some behind-the-scenes insights drawn from the collective fieldwork experiences of the contributors to this Special Issue. These include reflections on: how decisions about modes of accessing research participants fundamentally shape the research process and outcomes; the pitfalls of only focusing on young people's migratory experiences while ignoring the multiple other dimensions to their lives; how we can best capture and represent young people's often paradoxical vulnerability and agency; the relative merits of methodological innovations increasingly integrated into work with marginalised and hard to reach communities; and, finally, our own positionality when conducting research with migrant young people and the importance of taking account of how our own subjective, political, philosophical and ethical standpoints influence our interactions throughout our research endeavours. These contributions seek to promote greater reflexivity and transparency among academics conducting ethnographically driven research with young people in the context of forced migration.
This article addresses reflections of one University instructor’s teaching and her pre-teacher education students’ innovative digital learning practices during the Covid-19 pandemic in Spring 2020. The question of How has one instructor embedded digital practices in her virtual teaching to engage and purposefully introduce and connect pre-teacher education students with diverse technologies and multimodalities of learning during a mandatory virtual instruction time? will be addressed and discussed.
Student-centered practices such as group work, pair work, the use of Zoom breakout rooms, and multimodal literary responses through technology applications such as Flipgrid and Google Docs will be described and reflected upon. The instructor’s own teaching practices that have included weekly mentoring meetings with her education students and continuing individual coffee meetings in diverse settings will be highlighted as ways of demonstrating care and encouragement toward face-to-face students who have been transitioned as online students. The reflections outlined in this abstract draw upon the notion of technologies as providers of active interactions and will include snapshots of an instructors’ students’ digital artifacts such as Flipgrid, video-recorded monologues, and Google Doc news stories with students reflecting on the uses of multimodal technologies in their own future teaching practices. This manuscript will also include student reflections and a sidebar of suggestions for using Zoom with virtual teaching.
The revised form of the Absorption Scale extracted from Tellegen's Multidimensional Personality Questionnaire (Tellegen, 1981; Tellegen & Atkinson, 1974) and the Short Imaginal Processes Inventory (Huba, Aneshensel, & Singer, 1981), a self-report questionnaire concerned with daydreaming activity, were administered to 2 samples of Ss (N = 479, N = 476), who also received the Harvard Group Scale of Hypnotic Susceptibility, Form A (Shor & E. Orne, 1962). In both samples, hypnotizability was significantly correlated with absorption (average r = .24) and with a subscale measuring positive-constructive daydreaming (average r = .13). Absorption and positive-constructive daydreaming were also highly correlated (average r = .57). Of the subscales of the positive-constructive daydreaming scale, only those relating to positive reactions to daydreaming, and problem solving in daydreaming, consistently correlated with hypnotizability. Daydreaming and absorption each share some features in common with hypnosis, but they appear to have more in common with each other.
Since 2002, roughly 19,000 refugees have reached Maltese shores. Both European Union law as well as national Maltese policies shape their reception and treatment. In discourse, these refugees are repeatedly represented as a threat to the social order on the island and its unique Maltese identity. Through various practices of separating refugees from non-refugee society, the societal vision of Maltese uniqueness is stabilised as a sociotechnical imaginary. Through these practices a prison spatiality experienced by refugees emerges. The emergence of this spatiality is illustrated by drawing on long-term ethnographic fieldwork with both refugee and non-refugee institutional actors. Pointing to the relationship between the emergent spatiality and societal self-understandings connecting past, present and future visions of Maltese identity, the concept of sociotechnical imaginaries is applied in conjunction with theories of islandness. It is analysed how practices of physical separation, the impediment of social participation, legal separation and its partial suspension enact Malta as a prison for refugees and thereby stabilise a concrete vision of Maltese identity.
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