‘I am everywhere all at once’: pipelines, rhizomes and research writing

Samson, Sean; Hutchings, Catherine; Hoosen, Taahira Goolam; Thesen, Lucia

doi:10.1007/s10734-021-00738-z

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…In Zuid-Afrika werd een cursus Schrijven op een rizomatische manier 'geopend' door de deelnemers uit te nodigen de vorm van hun eindwerkstuk zelf te kiezen, in plaats van een voorgeschreven output zoals gebruikelijk (Samson et al, 2021). De studenten gingen op een creatieve manier aan de slag met deze mogelijkheid tot diversiteit en de kwaliteit van het uiteindelijk opgeleverde werk was hoog.…”

Section: Onderwijskenmerkenunclassified

Creativiteit als kritische factor voor het verhogen van motivatie en leerprestaties

de Vries

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Section: Onderwijskenmerkenunclassified

Creativiteit als kritische factor voor het verhogen van motivatie en leerprestaties

de Vries

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Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Mkhize

2022

High Educ

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Science, Technology, Engineering and Mathematics (STEM) fields have historically been disciplines dominated by white men. The colonial ideology designated Africans as subhuman, inferior intellectually, socially, and culturally to the white masculine norm in STEM disciplines. STEM education and careers were thus constructed to attract white, heterosexual, middle-to-upper class, Christian, able-bodied men. This positioning ensured that STEM environments remained inhospitable to anyone whose identity was outside the constructed somatic norm. The calls and imperatives to transform notwithstanding, the transformation process in STEM disciplines is moving at a snail-like pace. This article argues that what is occurring in STEM disciplines in South African universities is reform not transformation. It is underpinned by the intersectional theory within the qualitative paradigm. Seventy-three African doctoral and postdoctoral women students in STEM were interviewed from five South African universities. The findings highlighted how African women in STEM face challenges based on their racial and gendered identities and that what is presented as transformation is still oppressive to them. The study also found that equity through access to education in democratic South Africa does not equate to transformation. The argument presented is that despite existing policies and initiatives in South African universities to transform, the demographic inclusion of African, female staff and students does not necessarily equate to transforming the STEM environment. What needs to occur is a shift beyond reform and towards transformation through the use of strategic inventions which dismantle the racist, sexist, classist, and xenophobic ideology that permeates these environments.

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Rhizomic communication practices bridging international students and the host society and beyond

Jokila,

Mathies

2023

High Educ

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Evidence suggests that the COVID-19 pandemic has significantly impacted international student communities while reflecting wider societal inequalities. This study in the Finnish context examined international students’ experiences of the published national crisis communication and media usage during the first year of the pandemic. Using the national COVID-19 crisis communication practices as an example, we examined what kinds of strategies the international students deployed to access information in this non-English-speaking country and how they perceived the information communicated. Theoretically, we based the analysis on the theories of crisis communication and information inequality, which identify communication practices, such as language choice, that differentiate groups of people and impact their health outcomes. These are combined with rhizomic understanding, as reported by Deleuze and Guattari (1988/2020), of accessing media, and extended it to a mobile group of people (international students) living transnational lives. The data included interviews with international students studying at Finnish universities. The findings show that the students deployed five interlinked strategies to access information during the COVID-19 pandemic that highlight the heterogeneity of information and its usage, global asynchronousness of pandemic paths, and temporal changes in approaching information.

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‘I am everywhere all at once’: pipelines, rhizomes and research writing

Cited by 3 publications

References 17 publications

Creativiteit als kritische factor voor het verhogen van motivatie en leerprestaties

Creativiteit als kritische factor voor het verhogen van motivatie en leerprestaties

Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Rhizomic communication practices bridging international students and the host society and beyond

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