Thoughtful gatherings: gendering conferences as spaces of learning, knowledge production and community

Henderson, Emily F.; Burford, James

doi:10.1080/09540253.2019.1691718

Cited by 21 publications

(20 citation statements)

References 48 publications

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“…Given the continuing marginalization of critical theoretical perspectives within many educational, research, and practice institutions, as well as the lack of support that occupationfocused scholars and practitioners may experience in trying to learn about or expand their understandings of these perspectives, conferences provide important opportunities to promote, encourage, and legitimize engaging with a diverse community of peers (Henderson & Burford, 2020;Ravn, 2007) around critically informed ways of learning and knowing occupation. As our reflections in this paper have illustrated, it is important to attend to how conference structures support or hinder the integration of varied opportunities that promote engagement with critically informed ways of learning and co-constructing knowledge about occupation.…”

Section: Discussionmentioning

confidence: 99%

“…In sharing these reflections, we recognize that academic and professional conferences serve multiple purposes as vehicles for professional development, networking, career advancement, and learning (Jacobs & McFarlane, 2005). We also acknowledge that analysing conferences as sites of learning and knowing (cf., Ravn & Elsborg, 2011) raises broader questions related to who can attend conferences, whose voices are made welcome at conferences, and the privileges of participation in conference spaces (Henderson & Burford, 2020). Each of these topics can be addressed at length, so rather than discussing them in detail below, we contextualize our reflections by referencing deeper attention to these topics in other literatures.…”

Section: Considerations For Developing Critically Informed Learning and Knowing About Occupation Through Conferencesmentioning

confidence: 99%

“…Although, ideally, conferences are spaces for learning and developing new knowledge, they are not always structured, organized, or executed in ways that support critical reflections and deep learning (Belliappa, 2020;Wiessner et al, 2008). Existing literature suggests that the structure of most conference presentations can limit participants' learning and knowledge development (Haley et al, 2009;Henderson & Burford, 2020;Kordts-Freudinger et al, 2017;Ravn, 2007;Serrat, 2011). Specifically, the typical structure of conference presentations (i.e., brief presentations by 'experts' to passive audience members) does not necessarily lend itself to activities such as critical reflection, personal application, and engagement with topics of politics, power, and privilege (Eakin & Mykhalovskiy, 2005).…”

Section: Considerations For Developing Critically Informed Learning and Knowing About Occupation Through Conferencesmentioning

confidence: 99%

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Promoting critically informed learning and knowing about occupation through conference engagements

Aldrich

Galvaan

Gerlach

et al. 2021

Journal of Occupational Science

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As occupation-focused discussions and applications of critical theoretical perspectives increase, attention must also be paid to how different spaces of knowledge dissemination, exchange, and production support critically informed learning and knowing about occupation. This paper presents the reflections of a group of international scholars and lecturers whose shared interest in critical theoretical perspectives prompted the incremental co-development of a series of conference engagements. We describe how our group came together, what kinds of learning experiences we developed to promote and support engagement with critical theoretical perspectives, and what understandings we gained through ongoing critical reflexivity about those learning experiences. Our discussion addresses two problematics related to conferences as learning spaces: inclusion, and sustained engagement with epistemic communities and ideas that may form through critically oriented conference sessions. We also discuss how enacting critical pedagogies and principles of 'unconferencing' may better promote critically informed ways of learning and knowing occupation than typical conference structures. The paper ends with a call for continued integration of varied critically informed teaching and learning opportunities at conferences, as a means of further encouraging diverse types of knowledge production, sharing, and learning about occupation.

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Section: Discussionmentioning

confidence: 99%

Section: Considerations For Developing Critically Informed Learning and Knowing About Occupation Through Conferencesmentioning

confidence: 99%

Section: Considerations For Developing Critically Informed Learning and Knowing About Occupation Through Conferencesmentioning

confidence: 99%

See 1 more Smart Citation

Promoting critically informed learning and knowing about occupation through conference engagements

Aldrich

Galvaan

Gerlach

et al. 2021

Journal of Occupational Science

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“…Many have highlighted the loss of personal interaction, the social gatherings, the opportunities to network, and the sense of energy that can occur through displacing to a different location for in-person conference attendance (Elder-Vass and Carrigan 2020; Weiniger and Matot 2021), and certainly the value of such experiences at academic conferences has been much discussed (Rowe 2018;Henderson and Burford 2020). With this in mind, will we see a mass return to the traditional face-to-face format as we had known it pre-Covid, eager to return to this established configuration?…”

Section: Covid-19 and Academic Conferencesmentioning

confidence: 99%

Lost and found: the academic conference in pandemic and post-pandemic times

Donlon

2021

Irish Educational Studies

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Conferences are widely recognised as a central component of academic life, providing important opportunities for dissemination of research, professional networking, and extending scholarship. Notwithstanding this, concerns are increasingly voiced around such factors as the environmental and sustainability aspects of conference travel and hosting, and issues of equity and access. The imposition of travel and congregation restrictions as a result of the Covid-19 pandemic has seen the suspension of in-person academic conferences throughout the world. This desk-based research study provides a timely opportunity to consider the challenges that this has precipitated, and the ensuing changes to the long-established and relatively consistent format that is employed for academic conferences. In doing so, it reflects upon what has been lost through the unavoidable abandonment of the traditional face-to-face conference during these unique times, but also what may have been found in terms of creative solutions, reimagined formats, and unexpected benefits that have arisen through the reconceptualisation of such events, and which may have wider implications for the academic conference in the post-pandemic world that awaits us.

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“…Hyland and Kranzow (2012) found that regional conferences allowed graduate students to "increase their level of professional development, self-motivation and creativity" (p. 2) through a structured curriculum and conference attendance. Moreover, academic and professional conferences are important venues for sharing knowledge and innovations, exchanging ideas and fostering new ones, building networks, accessing academic communities and obtaining other forms of professional development (Chapman et al, 2009;Cherrstrom, 2012;Henderson and Burford, 2020). Research on conferences from a feminist perspective has highlighted both the importance of conferences as avenues for gaining access to academic communities and issues of access, exclusion and belonging (Henderson and Burford, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences

Campbell

Wick

Marcus

et al. 2021

SGPE

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Purpose The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices. Design/methodology/approach Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences. Findings Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences. Practical implications Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance. Originality/value This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.

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Thoughtful gatherings: gendering conferences as spaces of learning, knowledge production and community

Cited by 21 publications

References 48 publications

Promoting critically informed learning and knowing about occupation through conference engagements

Promoting critically informed learning and knowing about occupation through conference engagements

Lost and found: the academic conference in pandemic and post-pandemic times

“I felt like I was not just a student:” examining graduate student learning at academic and professional conferences

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