American Political Science Association

Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

/pdf/facilitating-student-engagement-through-educational-2s7jvn1f45.pdf

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Innocent Women and Children: Gender, Norms and the Protection of Civilians. By R. Charli Carpenter. Burlington, VT: Ashgate, 2006. 230p. $89.95 cloth. On the occasion of Remembrance Day in grade six and as my classmates and I cut small poppies out of red construction paper, we learned about the brave young Canadian men who died fighting for our freedom and were laid to rest in Flanders Field. A striking memory of this history lesson was that I secretly congratulated myself for being a girl. If I ever found myself in the midst of a war, it was the boys who would have to fight. A narrow escape from a dreadful fate!

Innocent Women and Children: Gender, Norms and the Protection of Civilians

In this critical review of the literature, I interrogate the assumptions underlying STEM workforce studies as it pertains to gender, race, class, and citizenship. First, I provide a brief overview of the pipeline model’s history and critiques. Next, I look at the contemporary use of the model in STEM workforce studies, focusing on the ways in which recruitment and retention, scientific work, and identity are represented, measured, and understood. I argue throughout that the pipeline model has a limited view of retention that is based upon socially constructed ideas about what constitutes “valid” scientific and engineering work and who counts as “real” scientists and engineers.

/pdf/stuck-in-the-pipeline-a-critical-review-of-stem-workforce-2554uvu56j.pdf

Stuck in the Pipeline: A Critical Review of STEM Workforce Literature

The purpose of this study was to explore resilience processes in Palestinian refugee families living under Israeli occupation for multiple generations. Qualitative methods, critical postcolonial theories, and community-based research approaches were used to examine intergenerational protective practices and to contribute to reconceptualizations of resilience from indigenous perspectives. First, the researcher developed a collaborative partnership with a nongovernmental organization (NGO) in a UN refugee camp in the occupied West Bank. Then, with the support of this NGO, semistructured group and individual interviews were completed with a total of 30 participants ( N = 30) ranging in age from 18 to 90 years old coming from 5 distinct extended family networks. Using grounded theory situational analysis, the findings were organized in a representation entitled Palestinian Refugee Family Trees of Resilience (PRFTR). These findings explain resilience in terms of three interrelated themes: (a) Muqawama/resistance to military siege and occupation; (b) Awda/return to cultural roots despite historical and ongoing settler colonialism; and (c) Sumoud/perseverance through daily adversities and accumulation of trauma. The study findings shed light on how Palestinian families cultivate positive adaptation across generations and highlight how incorporating community-based perspectives on the historical trauma and violent social conditions of everyday life under occupation may be critical for promoting resilience. Results may be relevant to understanding the transgenerational transmission of trauma and resilience within other displaced communities internationally.

A community-based qualitative study of intergenerational resilience with Palestinian refugee families facing structural violence and historical trauma:

Throughout modern-day Israel, over four hundred Palestinian villages were depopulated in the 1947-1949 war. With houses mostly destroyed, mosques and churches put to other uses, and cemeteries plowed under, Palestinian communities were left geographically dispossessed. Palestinians have since carried their village names, memories, and possessions with them into the diaspora, transforming their lost past into local histories in the form of "village memorial books". Numbering more than 100 volumes in print, these books recount family histories, cultural traditions, and the details of village life, revealing Palestinian history through the eyes of Palestinians. Through a close examination of these books and other commemorative activities, Palestinian Village Histories reveals how history is written, recorded, and contested, as well as the roles that Palestinian conceptions of their past play in contemporary life. Moving beyond the grand narratives of 20th century political struggles, this book analyzes individual and collective historical accounts of everyday life in pre-1948 Palestinian villages as composed today from the perspectives of these long-term refugees.

Palestinian Village Histories: Geographies of the Displaced

Professors across the United States participated in the first direct effort by the Wikimedia Foundation, the non-profit that supports Wikipedia, to engage the academic community and integrate Wikipedia into a class assignment. Three project participants, from different areas of study, conducted independent research into university student motivations for a Wikipedia assignment. We triangulate those data in this paper to describe how student motivations differ for a Wikipedia assignment from a traditional research paper assignment. Several themes emerged through the research; many of the dominant themes were linked. The global audience both motivated and intimidated students. Students appreciated the usefulness of contributing to Wikipedia and found satisfaction in making information accessible to the public worldwide. Students engaged with an online community and appreciated feedback and collaboration. Some recognized a degree of possessiveness that they felt toward the article. Both instructors and students observed that student research and writing skills improved. Overall, qualitative data indicated that students are more engaged in a Wikipedia assignment than a traditional research paper assignment.

Assigning Wikipedia editing: Triangulation toward understanding university student engagement

Hosting Guests, Creating Citizens: Models of Refugee Administration in Jordan and Egypt

The struggles endured by men who remain inside Syria and the obstacles faced by others who choose to remove themselves from the fighting by fleeing the country demonstrate a need to redefine classic conceptions of vulnerability and to consider civilian men and their needs as part of a solution rather than a problem.

Gender, conscription and protection, and the war in Syria

During the 2010–11 academic year, the Wikimedia Foundation, the nonprofit organization that supports Wikipedia, worked with professors at universities across the United States who were interested i...

https://journals.sagepub.com/doi/pdf/10.2304/elea.2012.9.3.273

Assigning Students to Edit Wikipedia: Four Case Studies.

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