Shifting the Working/Teaching Environment: A Transdisciplinary Perspectives
Notice bibliographique
Résumé
Our presentation is based on our study on the “Effects of Covid-19 on Teaching, and Learning: Stories of Racialized Faculty Members and Students''. This was a qualitative narrative study and we conducted focus group discussions and individual interviews. We employed snowballing techniques to recruit study participants. We invited 32 racialized students (domestic and international) and 10 racialized faculty members. The results of this research will be published in a co-edited book and will also invite media houses to feature the results of the project to bring awareness to issues of equity, diversity, and inclusion in the classroom and school environment. The objective of this study was to understand deeper the experiences of racialized faculty members and students and how they have navigated their racialized positions within the on-going pandemic. Covid-19 has affected and compounded issues faced by Racialized populations in ways that have affected their education. On top of inaccessible classrooms and a curriculum that is foreign to them, many racialized students and educators have to deal with inaccessibility of the virtual class because of lack of strong internet connection; mental health issues brought about by the effect of Covid-19 on racialized communities. This oral presentation is to address the question on “how do we shift the working and teaching environments from multidisciplinary to transdisciplinary”? How can we teach, learn, and work; knowing well that care in teaching, working, and learning has contributed to spatial elimination of some students and faculty members who look different because of race, class, gender, sexual orientation or other social markers? This presentation will focus on understanding the unique experience of racialized faculty members and students in the age of virtualized learning and teaching. This presentation pays attention to the ethics of equity, diversity, and equity when it comes to care in a virtual classroom. It seeks to expand these existing multidisciplinary to transdisciplinary forms of care in order to address the working/teaching environment. This presentation attempts to understand racialized educators and student’s everyday experiences in terms of accessibility to virtual classrooms and the curriculum. The objective of this presentation is to present the experiences of racialized faculty members and students and how they navigate their racialized positions within the on-going pandemic. In our presentation we will focus on the findings of our study. The following themes will define our presentation :(1) the different educational experiences of racialized students and educators during Covid-19 pandemic; (2.) the challenges and success racialized educators and students have faced in a virtual classroom during Covid-19 pandemic; and (3.) the different ways in which the racialized students and educators have negotiated the challenges of virtual classrooms during Covid-19 pandemic. We will also include a discussion of our research design that is focused on qualitative narrative study. Then, we conclude.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».