Abstract
Rethinking Visual Artefacts for Professional Identity Formation: Working with International Students in Australian Higher Education
InSEA 2019 World Congress Proceedings: Making, pp.738-739
InSEA 2019: Making (Vancouver, Canada, 09/07/2019 - 13/07/2019)
09/07/2019
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Abstract
Student as Partners (SaP) projects that utilise animation as digital learning tools are presented as propositional evocations for working with International students in an Australian tertiary art and design context. Rather than purporting a singular progress narrative in the formation of international students’ stories, identities and perspectives, the role of making practices for promoting communication, collaboration and social interaction is discussed. A ‘more-than-representational’ approach has been devised to show how visually layered images provide a powerful ‘voice’ for working with international students. The concept of ‘more than representation’ noted by contemporary authors (Lorimer, 2005; Thrift & Dewsbury, 2000) and Connell’s (2017) sense of the significance of alternative spaces informs the design of visual artefacts within a new university wide initiative: Teaching International Students (TIS). TIS is an educator-initiated space focused on developing teachers’ case base knowledge, providing a non-threatening series of events, activities and online visual artefacts for discussing contested cultural issues. A Distributed Facilitator Framework (DFF) for working with visual artefacts, people and relationships using iceberg models of surface and deep culture (Ting-Toomey & Chung, 2005; Weaver, 1993) and ‘ecologies of practice’ theories of Kemmis and Heikkinen (2011) will be outlined. The aim is to provide a non-hierarchical, authentic, inclusive and generative space for academics and students to work together to holistically improve the International student educational experience and impact identity formation. This system provides bite size, online and on demand accessibility that promotes ongoing opportunities for all year-round interaction. Connections to the “Australian International Education Strategy 2025” (2016), as well as how this model utilises visually connected data gathering practices to build scaffolded architecture, will be explained. Future research will focus on creating digital artefacts that showcase best practice case studies that are authored and designed by educators’ worldwide, evolving a living ecology of practice.
Details
- Title
- Rethinking Visual Artefacts for Professional Identity Formation: Working with International Students in Australian Higher Education
- Creators
- K Snepvangers - University of New South WalesA Rourke - University of New South Wales
- Contributors
- Genevieve Cloutier (Editor)Peisen Ding (Editor)Tiina Kukkonen (Editor)Alison Shields (Editor)Jessica Sokolowski (Editor)
- Publication Details
- InSEA 2019 World Congress Proceedings: Making, pp.738-739
- Conference
- InSEA 2019: Making (Vancouver, Canada, 09/07/2019 - 13/07/2019)
- Publisher
- InSEA Publications
- Identifiers
- 991012935085802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Abstract