www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form the IAFOR Global
Partnership Programme. These academic partnerships support and nurture IAFOR’s goals of educational cooperation
without borders, connecting the organisation with institutions that have an international and internationalising profile,and a commitment to interdisciplinary research. The IAFOR Global Partnership Programme provides mutual recognitionand scope for Global Partner institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.

/iaforjapan@iafor.official@iafor (#iafor)
www.iafor.org

BCE/BAMC2020 Organising Committee

Isabel Alonso-Breto

Sue BallynMontserrat Camps-Gaset

University of Barcelona, Spain

University of Barcelona, Spain

Joseph Haldane

Donald E. Hall

Baden Offord

University of Barcelona, Spain

IAFOR

University of Rochester, USA

Curtin University, Australia

Cornelis Martin Renes
University of Barcelona, Spain

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Letter of Welcome
Dear Delegates,
In more normal times I would be writing this letter to welcome
people to Barcelona, however these are very different times,
and so I welcome you instead online to IAFOR’s 2020 European
Conference Series, from more than twenty different countries
around the world.
While this conference is organised in the spirit of hope andwith the possibilities of technology, it is also organised in acontext of global uncertainty in the wake of the coronavirus, anunprecedented global crisis of enormous proportions. Many of
the things that we have come to take for granted over the past
decades, such as cheap, easy and reliable travel between countries, has become questioned as
different nations have responded to the global health crisis in different ways, each impacting local
societies, economies, communities, and many individual lives.
Perhaps the most important thing that this crisis will have taught us is that the freedoms that wehold so close, such as those of expression and movement in a globalised world, bring to the fore
questions of transparency and governance on an international level. This serves to remind us thatquestions of human security and public policy, as they relate to such issues as health, climatechange, pollution, and individual rights and responsibilities, do not happen in sovereign vacuums,
but instead impact other nation-states. If one country is not as transparent as it otherwise mightbe, then the repercussions are not only domestic, but frequently felt across borders. In a globalised
world, our problems are increasingly global, and require concerted cooperative measures between
countries in order to seek solutions.
Let us use this time together to meaningfully engage, to combat complacency, and ensure thatthese conferences, even in trying circumstances, are the best that they can be.
I look forward to meeting you all online. Please enjoy the conferences!
Take care and stay safe!
Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public P olicy (OSIPP), Osaka University, Japan
Visiting Professor, Doshisha University, Japan & The University of Belgrade, Serbia
Member, Expert Network, World Economic Forum

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iaforRESEARCH
ARCHIVE

www.papers.iafor.org

Visit the IAFOR Research Archive, where you cansearch and access the repository of research
generated by IAFOR.
You can search by keyword(s), subject area(s), or
speciﬁc conference proceeding(s) to access
abstracts and full papers from past IAFOR
conference proceedings, browse and read them
online, or download them to your device.

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Conference
Guide
Conference at a Glance
Conference Proceedings
IAFOR Membership
Professor Stuart D. B. Picken (1942–2016)
IAFOR Publications

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September 17 | All times are Central European Summer Time (UTC+2)

Thursday at a Glance
09:00-09:15

Announcements, Recognition of IAFOR Scholarship Winners andWelcome Address
Joseph Haldane, IAFOR, Japan

09:15-10:00

Keynote Presentation
Parenting Education Within Contexts of Vulnerability and Child
Protection: Positive Parenting, Resilience and V ulnerability
Nuria Fuentes-P eláez, University of Barcelona, Spain

10:00-10:10 		Break

10:10-10:50

Keynote Presentation
Utopia Depends on a U-turn: Intertextuality, New Writing and			Educating for Diversity
John Ryan, Freelance Writer, Australia

10:50-11:00 		

Break

11:00-12:00

Panel Discussion
In Conversation with Gloria Montero
Gloria Montero Novelist, Playwright & Poet, Spain
Isabel Alonso-Br eto, University of Barcelona, Spain

12:00-12:20 		

Break

12:20-14:00

Live-Stream Parallel Session I: Higher Education and Adult Learning

14:00-14:20 		

Break

14:20-15:35

Live-Stream Parallel Session II: Teacher Education

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September 18 | All times are Central European Summer Time (UTC+2)

Friday at a Glance
09:00-09:10		

Plenary Welcome Address
Joseph Haldane, IAFOR, Japan

09:10-09:55		

Keynote Presentation
Knock Knock... Who's There?
Gloria Montero, Novelist, Playwright & Poet, Spain

09:55-10:05		

Break

10:05-11:45		

Panel Presentation
Embracing Difference: The Work of Art
Stephen Copland, Artist, Australia
Emilienne Malfatto, Documentary Photographer
Herman Bashiron Mendolicchio, University of Barcelona, Spain
Moderator: Martin Renes, University of Barcelona, Spain

11:45-12:00 		

IAFOR Documentary Photography Award

12:00-12:10		

Break

12:10-13:50		

Live-Stream Parallel Session I: Education & the Arts Symposium

13:50-14:00		

Break

14:00-16:05		

Live-Stream Parallel Session II: Cultural Studies

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September 19 | All times are Central European Summer Time (UTC+2)

Saturday at a Glance
09:00-09:05

Welcome from the Organising Committee
Martin Renes, Univ ersity of Barcelona, Spain

09:05-09:50

Keynote Presentation
The Relevance of the Humanities and Arts in Uncertain Times
Baden Offord, Curtin Univ ersity, Australia

09:50-10:00 		

Break

10:00-11:15

Parallel Session I: Education & the Arts

11:15-11:25 		

Break

11:25-13:05

Parallel Session II: Inclusion and Exclusion

13:05-13:15 		

Break

13:15-14:55

Parallel Session III: Learning Experiences & Student Learning

14:55-15:05 		

Break

15:05-15:50
Keynote Presentation
			Dislocation/Invitation
Donald Hall, Univ ersity of Rochester, United States
15:50-16:00

Conference Closing Address
Joseph Haldane, IAFOR, Japan

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Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act aspermanent records of the research generated by IAFOR conferences. The Conference
Proceedings are published on the IAFOR Research Archive (papers.iafor.org). All
accepted authors who present at the conference may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by October 20, 2020, through the online system. The
proceedings will be published on No vember 23, 2020.

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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics and scholarsof all ages and backgrounds to come together and exchange the latest ideas, and inform eachother’s perspectives through their own cultural and disciplinary background and experiences. We
are able to do this thanks to the exceptional network of individuals and institutions around theworld who support our work and help shape our exceptional events globally. We emphasise thenurturing and supporting of young academics from different backgrounds, providing mutual advice
and guidance, and offer more senior academics the chance to forge working relationships outsideof their traditional networks.
In a world where division and strife are underlined and played up in national and local contexts,
and political posturing frequently seeks to ostracise and demonise, IAFOR is committed to working
across cultural and national borders, and to work to bring people together. We believe that mature
human interaction and academic and cultural exchange are essential to offering positive versions of
the future, where cooperation happens with individuals and institutions who share a commitment tobridge divides, to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitating international
exchange, encouraging intercultural awareness, and promoting interdisciplinary discussion in thehope and expectation of generating and sharing new knowledge. Join us now in this growing globalorganisation, and help make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awar eness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken
Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards are
made to PhD students and early career academics who are in need of funding to complete theirresearch, and whose work demonstrates excellence in the core values of academic rigour, intercultural
sensitivity and inter disciplinarity.
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www.iafor.org/publications

IAFOR Publications
Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-r eviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright, but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories,
which act as a permanent record of the research generated at IAFOR conferences. All of ourConference Proceedings are freely available to read online. Papers should be uploaded throughthe submission system before the Final Paper Submission Deadline, which is one month after theend of the conference. Please note that works published in the Conference Proceedings are notpeer-r eviewed and cannot be considered for publication in IAFOR journals.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Literature & Librarianship
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside of the traditional research publishing status quo – to get creative, explore different disciplines
and to have their ideas heard, shared and discussed by a diverse, global audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187- 0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer- reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus (from 2019), DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR,TROVE, SHERPA/RoMEO, WorldCat and Google Scholar. DOIs are assigned to each publishedissue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is indexed in Scopus.

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Thursday,
September 17
Plenary Session

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Keynote Presentation: Nuria Fuentes-Peláez

Parenting Education Within Contexts ofVulnerability and Child Protection: Positive
Parenting, Resilience and Vulnerability
Thursday, September 17 | 09:15-10:00 | Central European Summer Time (UTC+2)

The purpose of this presentation is to reflect on parenting education in the context of child welfare andchild protection from the perspective of two promising approaches, resilience and positive parenting.
The family is the first context of socialisation for children and strengthening this is a priority if we areto avoid situations of social exclusion. Parenting programmes help to empower parents as well as
strengthening their parenting skills, thereby contributing to the construction of a form of parentingthat is unique to their family but that is under the umbrella of children’s rights and child welfare. The
development of positive parenting, together with the development of resilience, become protective or
mitigating factors in situations of adversity, such as poverty or in prevention of abuse. The experiments
carried out by the research group GRISIJ (Grupo de investigación en intervenciones socioeducativas
en la infancia y la juventud – Research group for social-educational interventions in childhood andadolescence) on the development and evaluation of parenting education within the framework of childprotection and in situations of vulnerability, provide a good starting point for this reflection. In light ofevaluations of the educational programmes implemented, the participation in international projects,
such as the GIFT Project (Growing in Family Today), and of society, which is becoming more and morediverse, we see the need to introduce a third point of reflection: diversity and how it is addressed inparenting programmes within the framework mentioned above. Looking at the role of diversity in thecontext of educational programmes based on positive parenting and resilience may provide a platform
to exchange perspectives to address a topic that is found within other areas of education.

Nuria Fuentes-Peláez
Dr Nuria Fuentes-P eláez is a Professor at the Faculty of Education
at the University of Barcelona. Currently, she is teaching andresearching in the Department of Research Methods andDiagnosis in Education. Her teaching is mainly in the degreeof Social Education and in the Master on social and educativeinterventions where she is the Coordinator of the Master´sThesis. She is the head of the research group GRISIJ (Researchgroup for social-educational interventions in childhood andadolescence). She is a member of various scientific associations
and international networks (AIFREF, AIDIPE, APFEL, Foster Care
Research Network). Her research is related to child protection,
children's welfare systems and family education, especially with regard to foster care and adoption,and mainly using action research orientation. Her research interest has led her to address different
issues such as kinship and non-kinship foster care, birth-family interventions, child participation,
resilience and socio-educational training and support programs (design, implementation andevaluation). She has led and participated in several research projects and notably three projects inwhich she is currently involved: “Keys for the articulation of socio-educational group programs in
the foster care and family reunification processes”, funded by the Ministry of Science, Innovation andUniversities of Spain, “The perspective of foster carers and fostered children to face the challengesof foster care” funded by the The Catalan Government and supported by the La Caixa Foundation,and “Growing in Family Today” funded by the European Union. Publications include contributions tovarious educational and support programs (addressed to foster care and adoptive families, as well
as families in vulnerable situations, biological families), book chapters and scientific ar ticles.
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Keynote Presentation (pre-recorded): John Ryan

Utopia Depends on a U-turn: Intertextuality,
New Writing and Educating for Diversity
Thursday, September 17 | 10:10-10:50 | Central European Summer Time (UTC+2)

This paper explores the question: when we bring literature to life through acts of reading, are we merely
imagining that connections exist between the two domains: life and reading? Existentialists haveascribed human life to be a swirling state of incoherence, a mash-up of fragments, random and raw,
scratchings on stone and occasional flashes of fire in the deadwind of existence. There are writers,
artists and filmmakers who have made this ontological emptiness their subject. Some have maderetellings of these stories their subject: Lucino Visconti’s film of Camus’ The Stranger and (morerecently) Kamel Daoud’s The Meursault Investigation come to mind. Others have organised the raw
material of everyday life into narratives to generate sense and meaning in the service of their work.
They have made a literary ‘place’, rich with meaning take shape out of the utterly messy resource of
lived experience. Perhaps it is this lack of purity in the relationship between life and literature thathas prompted N. K. Jemisin to refer to ‘mere tolerance’ and ‘that grudging pittance of respect thatis diversity’ in her recent collection of stories, How Long ‘Til Black Future Month? In Jemisin’s shortstory The Ones Who Stay and Fight (her response to Ursula LeGuin’s The Ones Who Walk Away from
Omelas), the citizens of Um-Helat ‘are not naïve believers in good intentions as the solution to all ills.’
Words, written words, are not enough. To fight is to create a society that consciously faces, ‘without
flinching’ as author Toni Morrison puts it, its own poisons; its tribalism, sexism, homophobia, religious
intolerance, greed, cruelty, anger and the excuse that any of these is natural.

John RyanJohn Ryan is an independent scholar and educator. From 20112019 he was Head Teacher English in New South Wales Secondary
Education and currently works for Western Australia Distance
Education. He has published widely in the fields of cultural studies,social justice and education, and in 2018 he was a visiting fellow at
the Centre for Australian and Transnational Studies, University ofBarcelona. John’s interdisciplinary research focuses on connecting
critical and creative pedagogy and cultural theory to matters ofmarginalization, inclusion and diversity.

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Panel Discussion: Gloria Montero & Isabel Alonso-BretoIn Conversation with Gloria Montero

Thursday, September 17 | 11:00-12:00 | Central European Summer Time (UTC+2)

Sessions titled "Writers in Conversation" belong to a long established format both in journalism,
broadcasting and academia. The time allowed for the conversation allows both the writer in question
and the interviewer to range over a wide selection of topics thus creating a good profile of both
personalities. In this session Isabel Alonso will be talking to writer Gloria Montero. Gloria Montero
has a long trajectory as a writer of fiction, drama and poetry along with essays. Her most famouswork is, of course, the play Frida K. Isabel Alonso has long been active in creative writing studies andis also a writer herself. Both have known each other for a long time and so we will be able to sit in on
a wide ranging and fascinating conv ersation between the two. Pr epare your arm-chairs!

Gloria Montero
Novelist, playwright and poet Gloria Montero grew up in a familyof Spanish immigrants in Australia’s North Queensland. After
studies in theatre and music, she began to work in radio andtheatre, and then moved to Canada where she continued hercareer as an actress, singer, writer, broadcaster, scriptwriter andTV interviewer. Co-founder of the Centre for Spanish-Speaking
Peoples in Toronto (1972), she served as its Director until 1976.
Following the success of her oral history The Immigrants (1973)
she was invited to act as Consultant on Immigrant Women to theMulticultural Department of the Secretary of State, Government of
Canada. She organised the international conferences "Amnistia"(1970) and "Solidaridad" (1974) in Toronto to support and make known the democratic Spain thatwas developing in the last years of the Franco dictatorship, and in 1976 at Bethune College, York
University, "Spain 1936-76: The Social and Cultural Aftermath of the Spanish Civil War". With her
husband, filmmaker David Fulton, she set up Montero-F ulton Productions to produce documentaryfilms on social, cultural and ecological themes. Their film, Crisis in the Rain, on the effects of acidrain, won the Gold Camera Award American Film Festival 1982. Montero was consultant-inter viewer
on Dreams and Nightmares (A-O Productions, California) about Spain under Franco, a film that won
international awards in Florence, Moscow, Leipzig and at the American Film Festival 1975. Among
her many radio documentaries for the Canadian Broadcasting Corporation are: The Music of Spain– a series of 18 hours which presented Spanish music within a social and historical framework;
Segovia: the man and his music — a 2-hour special (Signature); Women and the Law (Ideas); Foreign
Aid: Hand-out or Rip-Off (Ideas). Since 1978 Montero has been living in Barcelona, where she hascontinued to write and publish novels such as The Villa Marini, All Those Wars and Punto de Fuga.
Her poem Les Cambres was printed with a portfolio of prints by artist Kouji Ochiai (Contratalla1983). A cycle of prose poems, Letters to Janez Somewhere in Ex-Yugoslavia, provided the basis
for collaboration with painter Pere Salinas in a highly successful exhibition at Barcelona's Galería
Eude (1995). She won the 2003 NH Premio de Relato for Ménage à Trois, the first time the Prize wasawarded for a short story in English. Well known among her theatre work is the award-winning Frida
K., which has toured Canada, played New York and Mexico and has been mounted in productions in
Spain, Cuba, the Czech Republic, Poland, Sweden and Latvia.
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Isabel Alonso-BretoDr Isabel Alonso-Br eto obtained her PhD from the Universityof Barcelona in 2003, where she is currently a Senior Lecturer.
A scholar in the area of Postcolonial Studies, she has worked
on authors of Caribbean, Canadian, Indian and South-African
origin, while her present research focuses on literature and life
writing by Sri Lankan authors, mostly of the diaspora. A visiting
scholar in recent years at the Universities of Toronto (Canada)
and Marburg (Germany), Dr Alonso-Br eto has been the guest
editor of several issues of academic journals such as Coolabahand Indialogs, and is the general editor of the miscellaneousjournal Blue Gum. Also interested in the social role of creative
writing and translation, she has several pieces to her credit in this regard. Lately she has translated
into Spanish the anthology Siembra solo Palabras, by Sri Lankan Tamil poet Cheran, published in
2019. Dr Alonso-Br eto is a member of Ratnakara, a research group devoted to the study of theliteratures and cultures of the Indian Ocean, and the Vice-Dir ector of the Centre for Australian andTransnational Studies at the University of Barcelona.

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Notes20 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Thursday,
September 17
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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12:20-14:00 | Central European Summer Time (UTC+2)

Thursday Live Stream Session 1
Higher Education and Adult Learning
Session Chair: Isabel Alonso
58705

12:20-12:45

Evaluation of 2.5D Models in the Teaching of Sectional Anatomy of the Brain in Leicester Medical School
Anton Wong, University of Leicester, United Kingdom
Tieng Toh, University of Leicester, United Kingdom
Steve Jacques, University of Leicester, United Kingdom
Terese Bird, University of Leicester, United Kingdom
Introduction: 3-dimensional (3D printing is a relatively new concept that has been introduced into medical education. The aim of this study
is to investigate and review the use of novel 2.5D models designed for anatomy teaching. We introduced the term 2.5D to describe a 3Dmodel created from a 2-dimensional image outline that can be subsequently made from transparent or opaque material. Methodology:
Two-millimetr e-thick transverse-section brain slices were printed using PLA filament and transparent acrylic. The study was divided into
two sessions. At the first session, the students were randomly divided into two groups. Both groups were taught the same material,
Group A using an iPad and Group B using the 2.5D models. The second session was carried out later where students were given a quiz.
All participants were given a questionnaire to input their comments. The data was analysed using SPSS. Results: Nineteen student
participants were recruited. Quiz outcomes were not statistically different between both groups ((Median 50%, range 10-100%, Mann
Whitney p>0.05. Questionnaire data demonstrated students favoured the 2.5D method in learning neuroanatomy as compared to controls(p=0.025. Qualitative feedback was complimentary for the use of 2.5D anatomical teaching. Conclusion: Students particularly enjoyed the
2.5D models for their learning experiences and requested further use of the models. We accept that the sample size was small; however,
due to the overall positive feedback, we have introduced the use of 2.5D models for the neuroanatomy module of our medical curriculum.
58752

12:45-13:10

Stories Within Stories: An Intersectional Understanding of International Female Doctoral Students’ Narratives
Sabrina Sy ed, University of Newcastle, Australia
Many Australian universities engage in significant efforts to recruit international students (Adams, Leventhal, & Connelly, 2012, but
comparatively hire less in strategies to ensure their academic and social adjustment (Pekerti, Fons, Moeller, & Okimoto, 2020. In seeking
strategies for enhanced student experience, Australian University Quality Agencies offers supports across universities in planning models
for identifying student needs and creating mechanisms that focus the quality student experience, engagement and language outcomes(Burdett & Crossman, 2012. Like many international students, international PhD students meet situations where they have to deal with arange of language problems, cultural differences and personal matters while learning a new academic culture in a new country (Young etal., 2019. Negative academic experiences can adversely affect their retention and achievement (Burdett & Crossman, 2012. Brown andWatson (2010 suggest that gender also has implications on students' performance during a PhD journey because PhD studies demand
dedicated time which leads female students to experience layers of complexities and stress to balancing home and academic life. Women
feel torn between their family and student roles. My research is exploring international female doctoral students' academic and social
experiences and provide an intersectional understanding of the experiences from their standpoint. I inquired participants' narratives
within a web of relationships with other people, with places and with the institutions. The research findings highlight the complexityand diversity of international female doctoral students’ experiences, revealing their expectations and reality, which will allow educators,
policymakers and future students to better pr epare for the future.
58767

13:10-13:35

The Teacher as a Source of Student Inspiration: A Qualitative Inquiry in Students of a Peruvian University
David Mayorga, Universidad del Pacífico, Peru
Martín Hernani-Merino, Univ ersidad del Pacífico, Peru
Mariana Yompian, Univ ersidad del Pacífico, Peru
Sebastián Mur, Universidad del Pacífico, Peru
Teachers are a key source of inspiration for their students. While the education literature has placed emphasis on student inspiration
as an important motivational construct that drives different student outcomes, a heterogeneity in conceptualizations of the construct
has made its study difficult. Moreover, studies on student inspiration are very scarce in Latin American contexts. This paper sought tounderstand, through a qualitative approach, how students of a Peruvian private university get inspired by their teachers, as well as student
inspiration’s characteristics when inspired by their teachers. 10 student interviews about experiences of inspiration by teachers wereanalyzed via thematic analysis. Results revealed 11 themes regarding the aspects of teachers that are considered inspiring by students.
Regarding student inspiration’s characteristics, three core characteristics were analyzed: evocation, transcendence and motivation.
Thematic analyses of each characteristic revealed 1 theme for evocation, 3 themes for transcendence and 9 themes for motivation. The
individual inspiration experiences of each student were analyzed as well, and the three core characteristics of inspiration were found in
the majority of the cases. By identifying the diverse aspects that students consider inspiring in teachers, these findings help towards anunderstanding of how students in this particular context get inspired by these. Furthermore, the study of each of the core characteristics ofinspiration allows for a deeper understanding of how this construct positively impacts student’s learning experiences in higher education.

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12:20-14:00 | Central European Summer Time (UTC+2)

Thursday Live Stream Session 1
Higher Education and Adult Learning
Session Chair: Isabel Alonso58761

13:35-14:00

Training to Keep Pace With Technological Change: Participation and Returns of Workers in Routine-intensive Jobs
Birgit Zeyer-Glio zzo, Ruhr-Univ ersity Bochum, Germany

The automation of routine work tasks due to technological change creates pressure on workers whose jobs largely consist of such activities.
Further training can help to adapt skills and thus enable tasks to be changed towards less automatable and more non- automatable tasks.
To date, there are only few studies on the effect of training on job tasks and none that focus on those workers most at risk of automation.
Moreover, an important form of learning, namely informal training, has not been taken into account so far. With reference to human capitaltheory and the task- based approach, this study analyses the participation in formal, non- formal and informal training of employees in routineintensive jobs and the effects on changes in work tasks. Based on longitudinal data from the German National Education Panel Study, logistic
and fixed effects regressions are applied to estimate the determinants and returns to training. It is shown that employees who had a routineintensive job in 2011 are significantly less likely to participate in non- formal and informal training both in the next year and in the following
four years, even under control of individual, job and firm specific characteristics. At the same time, non- formal training and, to a certain
extent, informal training helps to reduce the intensity of routine tasks, while formal training play a rather minor role. The impact of training on
analytical, interactive and manual tasks varies according to the type of training, but is not significant in many cases.

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14:20-15:35 | Central European Summer Time (UTC+2)

Thursday Live Stream Session 2
Teacher Education
Session Chair: Isabel Alonso58823

14:20-14:45

Factor Analysis of the Uneasy Feeling of Teachers to Programming Education
Nagayuki Saito, International Professional University of Technology in Tokyo, Japan
Shigekazu Nagaki, LINE corporation, Japan
Nao Fukushima, LINE Mirai Foundation, Japan

Programming education was introduced in elementary school from April 1, 2020 in Japan. In order to practice programming education inelementary schools, it is necessary to establish an environment in which teachers can practice education. This study conducted an analysis toclarify the relationship between the psychology aspects to programming education and the state of preparation for educational practice, using
618 elementary school teachers as subjects. The results of the analysis showed that 73.3% of the elementary school teachers who were thesubjects of this survey felt anxiety about the practice of programming education. Furthermore, looking at the anxiety by age, younger teacherswith less experience in teaching tended to have uneasy. Regarding the selection of teaching materials and services, it was found that about
70% of the teachers did not select these. Regarding the selection of teaching materials and services, the results showed that about 70% of theteachers did not select these. Furthermore, in the decision situation of the curriculum and the teaching method, it was found that more than
60% of the teachers did not decide these. Based on these results, it can be said that it is extremely important to support the decision of concrete
lesson content in programming education.
58789

14:45-15:10

Developing a Conceptual Framework for an Initial Teacher Education Programme – Steps and Stumbles
Breda McTaggart, Institute of Technology Sligo, IrelandPaul Ferry, Institute of Technology Sligo, Ireland

Building a conceptual framework, whether it be part of a research programme requirements or part of programme development requirements,
causes much anxiety and confusion. Questions amongst peers include what does it mean, what is been asked from me, and how do I do
it? Models on the process of developing a conceptual framework exist within the research field, but these vary, and this would indicate thenebulous and vagueness in the concept of a conceptual framework. They also lack practical examples of how the person(s) who undertake thiswork could or should go about it. This paper will explore the idea and process of developing a conceptual framework within a case organisation,
outlying the teams own journey in developing a conceptual framework for an Initial Teacher Education programme for post-primary teaching.
The paper will outline steps and stumbles on this journey that may offer guidance and be of use to others. However, what must not be lost in allof this is the opportunity that a conceptual framework can provide for any study, programme and idea, putting a frame where it does not exist,
exploring concepts difficult to grasp and helping to guide and make logical a goal that sometimes, while, wonderful in our dreams needs somestructure and guidance to become a reality.
58715

15:10-15:35

An Innovative Learner-centric Framework for Sustainability of Traditional Private Higher Education Institutions
Post the Covid Pandemic
Krishnendu Sarkar, NSHM Knowledge Campus, India

Post the Covid pandemic the increasing quality and affordability of digital education is not at all great news for traditional brick-and-mortar
private higher education. To reposition the pull of such institutions, the research attempts to develop an innovative prototype called ‘BLUECHIP’
that would systematize a whole-institutional backed choice-based learning at the researcher’s host institution. By default, it would empower
teachers to decisively use a mix of ‘BLUE’ instructional approaches comprising Blended (physical-digital), Liberal (flexible and borderless),
Ubiquitous (anywhere-anytime) and Experiential (project/problem-centric) for the attainment of higher learning and assessment outcomes.
And by design, its CHIP (Creative, Holistic, Insightful, Personalised) based pedagogical applications would consistently add value to teachinglearning practice and praxis. Under in-house grant support of INR 1 million, it would actuate cohesion and coupling of various departments toensure an annual institutional performance index of at least 1 on the set target-attainments under institution’s sustainability parameters likefinancials, talent development, and transfer indicators, which would serve as a multiplying factor to the appraised increments of an employee,both teaching and non-teaching. The methodology had involved data-analysis based on the feedback involving more than 3000 stakeholders
under relevant sets of variables to impact learner-centricity along with the collective joy of learning. Subsequently, 60 potential changemakers were nominated by the institution to serve as master trainers of BLUECHIP for onward training and teaming of 400 employees toeffectively engage a population of 6000 learners in 60 programs with 1000 authored BLUECHIP modules by the end of 2020-21 academic year.

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Friday,
September 18
Plenary Session

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Keynote Presentation: Gloria Montero

Knock Knock... Who's There?
Friday, September 18 | 09:10-09:55 | Central European Summer Time (UTC+2)

From the dizzying heights of what Malcolm Gladwell calls the magic moment when an element
crosses a threshold and takes hold causing everything to change, the message is clear. Just lastyear, in an international IAFOR conference in Tokyo considering how we might reclaim the future weassumed the answer to the apocryphal “Knock, Knock, Who's There?” to be someone warning us
we had only a short time left to make the necessary changes to combat global warming, Artificial
Intelligence, biological change, gender problems or whatever other catastrophe to our way of living.
Now, a year later, having witnessed a continent in flames, thousands of animal species destroyed andseen gender and racist messages brought to a head, we have been stopped in our tracks by a virulent
pandemic. As governments decreed the confinement and lockdown deemed necessary to confront
the lethal virus, each one of us has been forced to question the most private aspects of ourselves
and our fears. Epidemiologists proffer contrasting theories of how the virus will evolve, conspiracy
advocates paint dire pictures that offer no solution and entire countries attempt to balance theimmediate problems of public health and the economy. Statistics enumerate the schools closed,
companies forced out of business, theatres, cinemas, museums closed tight, millions out of work.
To keep safe we're told to keep our distance, wear masks, protect ourselves from each other. We
feel abandoned. We wonder where the future has gone. Although some scientists continue to insist
there's still a chance to make a change, the apocryphal voice answering our knock has now madeit clear. We've run out of time, even to celebrate and embrace the differences that have inevitably
made our collectives richer and more diverse. We must now recognise ourselves and each otherfor what we are – human creatures made up of energy, much more similar than different despiteskin colours, ethnicity or even gender... interdependent with the flora and fauna of the planet andeven, cosmophysicists assure us, with the elements of our universe. The universal consciousness
implied is hardly new but was already known by Greco-Roman philosophers. Accepting this proveninterrelation makes it easier to understand how every action – in the way we deal with each other,in our work, in what we write and teach, as consumers and citizens – has an impact on our world.
Enough of us consciously making an ethical impact might well be our only hope for a conceivable
future we are able to live with. But TIME'S UP... If we are going to make a change, we must do it now.

Gloria Montero
Novelist, playwright and poet Gloria Montero grew up in a familyof Spanish immigrants in Australia’s North Queensland. After
studies in theatre and music, she began to work in radio andtheatre, and then moved to Canada where she continued hercareer as an actress, singer, writer, broadcaster, scriptwriter andTV interviewer. Co-founder of the Centre for Spanish-Speaking
Peoples in Toronto (1972), she served as its Director until 1976.
Following the success of her oral history The Immigrants (1973)
she was invited to act as Consultant on Immigrant Women to theMulticultural Department of the Secretary of State, Governmentof Canada. She organised the international conferences "Amnistia" (1970) and "Solidaridad" (1974)
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in Toronto to support and make known the democratic Spain that was developing in the last years of
the Franco dictatorship, and in 1976 at Bethune College, York University, "Spain 1936-76: The Social
and Cultural Aftermath of the Spanish Civil War". With her husband, filmmaker David Fulton, she set
up Montero-F ulton Productions to produce documentary films on social, cultural and ecologicalthemes. Their film, Crisis in the Rain, on the effects of acid rain, won the Gold Camera Award
American Film Festival 1982. Montero was consultant-inter viewer on Dreams and Nightmares (A-O
Productions, California) about Spain under Franco, a film that won international awards in Florence,
Moscow, Leipzig and at the American Film Festival 1975. Among her many radio documentaries
for the Canadian Broadcasting Corporation are: The Music of Spain – a series of 18 hours which
presented Spanish music within a social and historical framework; Segovia: the man and his music— a 2-hour special (Signature); Women and the Law (Ideas); Foreign Aid: Hand-out or Rip-Off (Ideas).
Since 1978 Montero has been living in Barcelona, where she has continued to write and publish
novels such as The Villa Marini, All Those Wars and Punto de Fuga. Her poem Les Cambres wasprinted with a portfolio of prints by artist Kouji Ochiai (Contratalla 1983). A cycle of prose poems,
Letters to Janez Somewhere in Ex-Yugoslavia, provided the basis for collaboration with painter Pere
Salinas in a highly successful exhibition at Barcelona's Galería Eude (1995). She won the 2003 NH
Premio de Relato for Ménage à Trois, the first time the Prize was awarded for a short story in English.
Well known among her theatre work is the award-winning Frida K., which has toured Canada, played
New York and Mexico and has been mounted in productions in Spain, Cuba, the Czech Republic,
Poland, Sweden and Latvia.

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Panel Presentation: Stephen Copland, Emilienne Malfatto, Herman
Bashiron Mendolicchio, Martin Renes (Moderator)

Embracing Difference: The Work of Art

Friday, September 18 | 10:05-11:45 | Central European Summer Time (UTC+2)

This plenary round table brings together three Western professionals from related yet different
backgrounds: art history and theory; visual and media art; and documentary and art photography
respectively. This multidisciplinar y arts plenary was proposed upon Emilienne Malfatto’s receptionof the IAFOR Documentary Photography Award for her 2019 photo-journalistic project on Iraqi
children, which comments on the discursive regimes of gender, race, class, and religion that informthe contact between East and West, the old Imperial Metropole and its margins, the European Self
and non-E uropean Other. These were eloquently addressed in Edward Said’s postcolonial writings
on the academic practice and material effects of Orientalism, which offered a deconstructive, poststructuralist critique of Western identity and allowed for its reconstruction in terms of cultural
diversity. Now, four decades after the publication of his foundational study, we are once again
confronted with an essentialist, exclusionary Fortress Europe that closes its borders to the Other,and we wonder as to why, how to turn the tide, and how to “embrace difference” in the spirit of theconference theme. What role can art play in this debate? Does an image always speak louder thanwords? Is art’s mediation of meaning always for the better? By the hands of three experts in art,
cultural exchange, identity, migration, globalization, the Mediterranean and the Near-East, this roundtable aims to tackle these questions so as to find productive interfaces that place “the work of art”
in a wider political, sociological, geographical and cultural perspectiv e.

Stephen Copland
Stephen Copland studied at the National Art School, Sydney(1969-1972), in 1988 he was awarded a Graduate Diploma in
Education (University of Technology Sydney) and a Masters of Fine
Art, University of New South Wales (1995). In 2013 he completed
a Doctorate of Creative Arts from Wollongong University. His
Migration Series 1992-2002, a project of internationa l exhibitions
earned him a Commendation Award from the Consulate Generalof Lebanon (1999). He is the recipient of a Migration Heritage
Grant, an International Programs Grant – NSW Ministry for theArts, a Vermont Studio Center Grant and was awarded in 2011 theMoya Dyring Studio, Cite Internationale des Arts, Paris AGNSW. He is the founder of the Migrationas Art Museum, an archive of visual ethnography developed over two decades that explores formsof identity, place and migration. Copland has developed innovative programs of migration andheritage education with an emphasis on the study of works of art that engages with interdisciplinary,philosophical and ethical discourse. In 2016 Copland was invited to present a paper about themuseum at ICOM 24th General Conference/Museums and Cultural Landscapes/Milano, Italy. The
artist was selected for the Juror’s Choice at Art Venice Biennale 1V San Marco Salizada Malipiero
Venice, and Liquid Rooms—The Labyrinth Palazzo Ca’ Zanardi, Venice. 2017. More recently Copland2018 presented a paper at EASA Biennial Conference “Nationalism Old and New: Europe, Australia
and their Others”. He also exhibited in the exhibition “Otherings” Curated by Fiona Fell and Jaume deCordoba, University of Barcelona. Following this the artist conducted a 3-da y workshop in conjunction
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with his Migration as Art Museum at the Albertina Academy of Fine Arts, Turin Italy. The Academy ofTurin is one of the oldest in Italy. In recent years the Albertina Academy has been transformed andrenewed, promoting countless didactic and cultural activities. There was a 2019 invitation to attend
the Diaspora in Action conference and exhibit artworks from his Migration Series (1992-2002) atthe Diaspora Museum, Batroun (http://www.al-mohajer .com/social.php?id=29&lng=en). His video
work was selected for exhibition at the 2nd Biennale of Con- temporary Art, Museum of Modern
and Contemporary Art. Alita/Byblos, Lebanon. In 2019 Copland accepted an invitation to attend theDiaspora in Action conference and exhibit artworks from his The Migration Series (1992-2002) at theamazing Diaspora Museum, Batroun. Recently his video work "Drifting through Data" was selected
for exhibition at the 2nd Biennale of Contemporary Art, Museum of Modern and Contemporary Art.
Alita/Byblos, Lebanon. His Migration Series 1992-2002, a project of international exhibitions earned
him a Commendation Award from the Consulate General of Lebanon (1999).

Emilienne Malfatto
Emilienne Malfatto is an independent documentary photographer.
She focuses on post-conflict and social issues, especially in Iraq,
developing long-term projects that allow her to have depth andcloseness with her subjects.
She studied in France and Colombia and graduated from Sciences
Po Paris. She then joined Agence France Presse (AFP) and worked
in France and in the Middle East. In early 2015 she moved tonorthern Iraq as a freelancer. She now works mostly in Iraq, withoccasional reporting in Latin America and elsewher e.
Emilienne's work has been exhibited internationally and featured by The Washington Post, The New
York Times’ Lens blog, UNESCO, MSF and Le Monde, among others.
Emilienne is the Grand Priz e Winner of the 2019 IAFOR Documentary Photography A ward.

Herman Bashiron Mendolicchio
Herman Bashiron Mendolicchio is a researcher, writer, editor
and curator working across different disciplines, territories andcultures. He holds an International PhD in “Art History, Theory
and Criticism” from the University of Barcelona. He is currently
teaching in different Universities and academic programmes:
he is coordinator of the Postgraduate course on International
Cultural Cooperation at the University of Barcelona and faculty
member and core advisor at Transart Institute (NY-BerlinLiverpool). His current lines of investigation involve the subjectsof intercultural processes, participation, collaboration, travelling,
globalization and mobility in contemporary arts and cultural policies, art in public space and thecultural cooperation between different world regions. As an art critic, editor and independent curator
he collaborates with international organisations and institutions and writes extensively for several
international magazines. He co-author ed publications such as “Art in Context. Learning from thefield”, “Art and Mobility, “Walking Art / Walking Aesthetics”, among others, and curated projects andexhibitions like “Utopian Tomorrow”, “The Artist and the Stone”, “Minus Ego”, “Cyclic Journey” andseveral solo shows with international artists. He collaborated as Editorial contributor at Culture360– Asia-E urope Foundation (ASEF); was Managing Editor at ELSE – Transart Institute, and is cofounder of the Platform for Contemporary Art and Thought, InterAr tive.

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Martin Renes (Moderator)
Dr Cornelis Martin Renes graduated from the University ofBarcelona with a BA in 2001, an MA in 2006 and PhD in 2010. He
joined the English and German Philology staff in 2001. His mainteaching areas have been English poetry from the Renaissanceto contemporary times, and postcolonial studies with a special
emphasis on the Asia-P acific area and Australia in particular.
He wrote his thesis on indigenous Australian literature andidentity formation. He co-dir ects the Australian Studies Centre
at the university, which was recognised as an official Universityof Barcelona Centre in 2000. Since the 2000s his main area of
research has been indigenous Australian literature, and more recently he has become a memberof a research project, POCRIF, which looks at postcolonial crime fiction and is funded by the
Spanish Ministry of Education. He currently holds the positions of Adjunct Lecturer, Co-Dir ector of
the Australian Studies Centre at the University of Barcelona, and Member of the EASA (European
Association for Studies of Australia) Board. He maintains steady contact with Australian academia
through visiting fellowships.

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Friday,
September 18
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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12:10-13:50 | Central European Summer Time (UTC+2)

Friday Live Stream Session 1
Symposium Session
Session Chair: Cláudia Lima

Wisdom Transfer: Towards the Scientific Inscription of Individual Legacies in Contexts of Retirement From Art & Design

The project Wisdom Transfer: towards the scientific inscription of individual legacies in contexts of retirement from art and design higher
education and research arises from the evidence that there is insufficient inscription and use of individual knowledge and experience ofretired art and design professors and researchers from Portugal, and aims at bridging knowledge and experience between these generations
and current art and design students. This project started on July 2018. In this symposium 4 presentations on different phases of the projectwill be held: the first focuses on the framework and objectives of the project, data collection and analysis; the second presentation describes
pedagogical practices and experiences largely driven by Master Carlos Ramos, a central figure with a determining role in the orientationof fine arts courses in Porto that contributed to differentiate the School of Fine Arts of Porto from other similar ones at a time of sociopolitical repression and censorship; the last two presentations describe 2 workshops – one of illustration and one of typography – heldin 2 universities with art and design courses aiming to promote the transfer of trans-generational knowledge and experience dynamics.
58208

12:10-12:35

Wisdom Transfer: Towards the Scientific Inscription of Individual Legacies in Contexts of Retirement From Art and Design
Susana Barr eto, University of Porto, Portugal
Heitor Alvelos, University of Porto, Portugal
Eliana Penedos-Santiago, Univ ersity of Porto, Portugal
Cláudia Raquel Lima, Univ ersidade Lusófona, Portugal

This paper argues that there is a lack of inscription and use of individual knowledge and experience of ageing and retired art and design
academics and researchers in the context of Porto’s Faculty of the Arts, Portugal. It hypothesises that the legitimisation of practice-led
wisdom in art and design research will greatly contribute to the scope and depth of the discipline, as well as inform its role as a multidisciplinary interface. Considering that art and design research have only recently been validated as scientific disciplines, one may argue
that the available scientific heritage precedes the formalisation of these disciplines - and consequently resides in the hands of an older
generation of researchers that have led a first moment of transition of creative activity from practice to academia. The present proposal
therefore aims at establishing the groundwork for a paradigm shift in the acknowledgment, communication and activation of relevant
contributions to knowledge, culture and the social fabric that art and design academics may provide in their own name: forms of wisdomthat have not necessarily reverted or translated to scientific knowledge in their careers, that may thus find further contexts of resonanceand applicability. We propose to do so by involving a wealth of ageing and retired academics in art and design, on a voluntary basis using
a methodology of ethnographic interviews, visual analysis, observation and document analysis. The expected outcomes range from a web
platform of wisdom transfer, curricular inser tion to a best practice communication templates for continued societal contribution.
58156

12:35-13:00

A Pedagogical Revolution Before the Revolution: The Legacy of Architect Carlos Ramos
Eliana Penedos-Santiago, ID+ / Univ ersity of Porto, Portugal
Susana Barr eto, ID+/Univ ersity of Porto, Portugal
Heitor Alvelos, ID+ / Univ ersity of Porto, Portugal
Nuno Martins, IPCA / ID+, Portugal
Cláudia Lima, Univ ersity of Porto, Portugal

This paper aims to contextualise the educational legacy of Architect Carlos Ramos among the rise of an avant-gar de among mid-T wentiethCentury Portugal, a time of socio-political repression and censorship. We aim to recover and inscribe methodologies and pedagogicalpractices developed under this period and corresponding circumstances. The conducted research acknowledges a need to consolidate theunderstanding of the circumstances surrounding a particular school model in the 1960s, confirming Master Carlos Ramos as a central figure
for an innovative template to have emerged at the time of political unrest that preceded the Revolution of April 1974. The underlying research
project aims to contribute to a paradigm shift in the inscription, communication and activation of empirical contributions to knowledge
developed by artists and designers graduating from the School of Fine Arts of Porto during the 1960s and 1970. A set of ethnographic
interviews have been conducted with artists and teachers from this time span, articulating testimonies, direct and indirect observation,and existing documentation. In the process, a second layer of intent has become clearer: that of recovering and recording the historicalcircumstances that led to the creation of the "School of Porto" and corresponding pedagogical dynamics, methodologies and practices.
58017

13:00-13:25

The Visual Storytelling as a Way to Create Knowledge and Empathy Between Generations in Academic Institutions
Rui Vitorino Santos, Univ ersity of Porto, Portugal

How can academic institutions value and promote the knowledge of retired professors and researchers in the field of Design and Art? The answer
to this question induces a plurality of possibilities that share a common conclusion - Institutions could and should do more. This paper focuses
on a pedagogical experience that explored the approach of a new generations of students to a group of retired professors and researchers fromthe Faculty of Fine Arts of the University of Porto, through the construction of illustrated editorial artifacts. We started working from an archive
made by interviews, visual and sound documents that collect the pedagogical, scientific, artistic and biographical knowledge and legacy of eachprofessor or researcher. It was from these materials that each student worked, first bringing together elements that enabled the construction of
the universe and particularities of each interviewee and, finally, producing narratives that offer a critical vision of a retired generation. We used thevisual storytelling, for its ability to combine different signs in the representation of the real and symbolic and for its creative and communicational
potential. The final publications proved that the knowledge of the retired generation is dynamic and useful for the new generations. Its legacy isfundamental for the understanding of the future of academic institutions and must be worked, visible and celebrated.

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12:10-13:50 | Central European Summer Time (UTC+2)

Friday Live Stream Session 1
Symposium Session
Session Chair: Cláudia Lima57767

13:25-13:50

Typographic Essays as a Contribution to Transgenerational Wisdom Transfer in Art and Design
Cláudia Lima, ID+ / FBAUP / Univ ersity Lusófona do Porto, Portugal
Heitor Alvelos, University of Porto, Portugal
Susana Barr eto, University of Porto, Portugal
Eliana Penedos-Santiago, ID+ / FBA UP, University of Porto, Portugal
Nuno Martins, IPCA / ID+ / FBAUP, Portugal
This paper describes pedagogical practices aimed at transgenerational transfer of knowledge between retired artists and academics,
and current design students. This study was carried out in the framework of a research project that aims at the inscription and use ofindividual knowledge and experience of Portuguese artists and professors graduated at the School of Fine Arts of Porto (ESBAP) during
the 1960s and 1970s. At an early stage, pedagogical best practices of this school were identified through ethnographic interviews withthirty one artists former students at ESBAP. Based on the results, a workshop of typography was conducted with ten design students withdifferent profiles and backgrounds. The pedagogical best practices identified were implemented and typography was used as a catalyst
and producer of transgenerational knowledge transfer. Participants were asked to create typographical essays with typography operating
as a translator of oral messages, as a means of emphasizing content and as a means of expressing the interviewees personalities. This
workshop proved to be an asset for the knowledge of the local artistic heritage (students were unaware of these artists), translating theresults into div erse typographic posters influenced either b y the inter view contents, ar tists artworks or the students pr ofile differences.

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14:00-16:05 | Central European Summer Time (UTC+2)

Friday Live Stream Session 2
Cultural Studies
Session Chair: Sue Ballyn
58506

14:00-14:25

Vernacular Photography in Record Covers of Indie Music
José Carneiro, University of Porto, Portugal

This presentation focuses in the analysis of record covers of pop music, specifically the relationship between indie and vernacular photography.
Val William's article Lost Worlds: Vernacular Photography. Innocence Regained? Or Just Another Kind of Fiction? (2005) highlights the relevanceof this phenomenon, mentioning that it grew in a way that the dazzle caused by the nostalgia that permeates these images overlapped thereal interest of the represented subject. I will present and discuss examples in which appropriation of found photographs — images withoutauthorship — are defining a certain genre of imagery in record covers of this specific sound field. According to Geoffrey Batchen (2002),
vernacular photography belongs to a photographic circuit distant from the histories of photography and it is also true that indie music belongs
in a peripheral zone of Pop Music. The correspondence between these two realms had an increase since the 1980s due to the growth of thepersonal computer and the DIY culture. They are identifiable in cult bands like J Church’s, namely the album Whorehouse: Songs and Stories,(1996) or Beirut in Gulag Orchestra (2006). About the first one the designer John Hates said: 'I have no idea who the photographer credit wouldbe' (it was from an old book on old photographs of dead people), as for the cover of Beirut we can read: for that particular cover photo was foundin a library in Leipzig torn out of a book and after: 'If anybody knows the photographer, please get in touch'.
58782

14:25-14:50

Influences of Covid-19 on the Digitization of Global Cosplay Communities
Edmund Hoff, Tokyo Denki University, Japan

Currently with the Covid- 19 pandemic people are experiencing differing realities depending on the country in which they reside. With
constantly changing levels of severity, populations have been trying to cope with the uncertainty in their own ways. Cosplayers have
similarly turned to online avenues in expressing themselves under stressful circumstances. In recent years with the prevalence of reclusive
or 'hikikomori' living patterns in Japan, the concept of 'taku- cos' (cosplay at home) has become increasingly common. Facilitated bybroadband internet and digital cameras, youth who live in rural communities or practitioners sharing WIP (work in progress) costume
constructions have been provided tools to express themselves beyond the traditional event based interaction from which the hobby itself
was established. This changed dramatically in 2020 with the societal lock- down experienced around the world as a result of the spreadof Covid- 19. With the inability to physically gather at event locations, what was once one of many tools available to cosplayers became anecessary platform for expression. There has been a explosion of online content created by practitioners from around the world as a result.
From relatively private cosplay focused online platforms to Twitter hashtags and TikTok compilation videos, youth have passed their timetransforming methods of defining the self. This presentation will explore the flexibility of youth culture and the wholehearted embrace ofthe digital format and further stepping beyond the vestiges of traditional analog culture.
58776

14:50-15:15

Brown Girl Instagram Sphericules

Maya Reus Yazdanbakhsh, SOAS University of London, United Kingdom
In this article, I examine ‘brown girl’ Instagram pages in an attempt to understand how women who identify as brown, either living in
diaspora or not, create and occupy online transnational spaces. Although the global internet sphere remains dominated by white menfrom the global north, the placelessness of Instagram facilitates transnationality and cuts through national borders. Many diasporicgroups or people of colour have utilized the space as a medium to connect across borders and create kaleidoscopic identities. ‘Brown
girl’ pages are specifically decoupled from national, ethnic, or religious connotations and bring together women from North Africa,
South- West Asia and South Asia that deal with similar exclusions, stereotypizations and exotifications. Through content analysis of
the Instagram pages and by drawing on critical race theory, diaspora studies, and media studies, I advance to a concept of ‘brown girlsphericules’. These sphericules consist of a collection of Instagram pages and the like that facilitate debates on intersectional feminism,
transnational solidarity, and cultural identity. This moreover becomes a place to connect and share stories of what being 'the other’ canmean, either in a diasporic context, or in a global sphere that is generally tilted towards white, male sensibilities.

34 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:00-16:05 | Central European Summer Time (UTC+2)

Friday Live Stream Session 2
Cultural Studies
Session Chair: Sue Ballyn
58736

15:15-15:40

Charlie King, Chinese Music, and Media Representation in a New Zealand Gold Mining Setting
Henry Johnson, University of Otago, New ZealandCharlie King (Li Kee Hing), as he was known, spent most of his life in the southern New Zealand gold- mining settlement of Waikaia. Arriving
there in the mid 1870s, he was one of many Chinese miners in New Zealand, and he worked closely with other miners from his village in China
who had also travelled to New Zealand. Unlike many Chinese who eventually returned to China, Charlie King remained in New Zealand. Partsof his life story are remembered at the Switzers Museum in Waikaia, and he is particularly remembered for performing Chinese music asentertainment for locals. While some objects of material culture from the gold- mining era are displayed in the museum, Charlie King is alsocelebrated as a personality through image and text. These media representations display a historical narrative about his life, and feature a
photograph of him playing a Chinese musical instrument. This paper explores Charlie King and Chinese music as it is represented throughmedia – both representation through historical newspaper reports and through the media imagery found in the Switzers Museum display.
Drawing on literature from the fields of migration studies, museology, musical biography, and cultural representation, this new research
examines not only the sounds of the past through social history and media texts, but also ideas of difference, which in the case of thisparticular Chinese miner were negotiated in the colonial New Zealand setting through cultural identity and sound.
58448

15:40-16:05

The Shifting Gender Norms in Contemporary China: A Case Study of Gay Fan Arts of the Film Ne Zha
Xiaofei Yang, RMIT University, Australia
Zhuying Li, RMIT University, Australia

The animation film Ne Zha was a hit in the summer of 2019 in Chinese cyberspace. The film generated a lot discussion and user generated
content from online fans. This is due largely to the film’s nuanced depiction of the relationship between its protagonist Ne Zha andhis friend/enemy, Ao Bing. The homosocial/homoerotic undertone in their interactions had provoked the production and distributionof various forms of gay- themed fan art (drawings, remixed short videos, photo- shopped pictures, etc.) regarding the two characters
across the internet. This phenomenon is all the more thought- provoking when situated in China’s particular cultural environment, where
depictions of non- heterosexualities or behaviors online are officially prohibited, inviting thorough scholarly scrutiny. Taking a postmodernist feminist perspective, this study examines fan- produced drawings and pictures of the film Ne Zha on Douban.com, one of
the top rating websites in China. By interpreting selected fan works through semiotics, the study aims to explore representations of thetwo characters in these works, the extent to which they comply with and/or diverge from China’s existing gender norms, and their role innegotiating with China’s shifting and contesting cyberspace and gender ideology at large.

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Notes36 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday,
September 19
Plenary Session

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Keynote Presentation: Baden Offord

The Relevance of the Humanities and Arts in
Uncertain Times
Saturday, September 19 | 09:05-09:50 | Central European Summer Time (UTC+2)

The humanities, arts and cultural studies have the potential to make us literate. They enable the humanmind to contextualise and discover language(s) to connect lived experience with the wider social, cultural,scientific, economic, psychological and political worlds. In fact, the humanities and arts are more thanenabling; they enrich and are essential to all our relations. But in these troubled times of pervasive
and dominant pathologies of scientific, corporate, capitalist, militaristic and technocratic rationality,
the humanities are being defunded, rejected and marginalized. Nothing could be more perilous at thispivotal time in the world. Global warming, the Covid-19 pandemic, a China–United States cold war, Black
Lives Matter, a Great Depression 2020, displaced and dispossessed people, and rising suicide rates
are just some of the immediate realities that can only be unflinchingly and qualitatively understood,
questionaed and critiqued through the humanities, arts and cultural studies. In my presentation, I willargue that it is through studying the humanities that there exists the opportunity and imperative to selfexamine, to become equipped to understand and investigate the challenging moral and ethical issuesof our times. The humanities provide the creative, ludic and critical intellectual space to engage with thecomplexities of being. They offer windows into other ways of knowing and ways of being; they provide
the tools for cultural encounters with difference; and they shake up realities to make them apposite. I
will argue that such things are learned through the energies and efforts of philosophy, history, literature,religion, art, music, media, cultural studies and language — and we ignore them at our own peril. Now,
as we witness the eruption of the Black Lives Matter movement reverberating and resonating aroundthe planet, we can observe the power of how lived experience, in this case derived from the historicaland contemporary effects of colonialism, slavery and the subjugation of people based on race, upends
the status quo and calls into question the very conditions in which we live, and to what extent weare complicit through our privilege and/or ignorance. Such questions are only possible through criticalthinking, dissent and protest, seen in the ground and vitality of the humanities, arts and cultural studies.
Nothing could be more relevant in uncertain and troubled times.

Baden Offord
Baden Offord holds the Dr Haruhisa Handa Chair of Human
Rights, is a Research Professor in Cultural Studies and Human
Rights, and is Director of the Centre for Human Rights Education
at Curtin University. An internationally recognized specialistin human rights, sexuality, culture and education, he works
across Australian, Cultural and Asian Studies. His work includes
the co-author ed book Inside Australian Culture: Legacies
of Enlightenment Values (Anthem, London: 2015); Towards
Inanition: Diminishing the Humanities, Communications and Arts
at Our Peril (2020) and "Beyond our Nuclear Engagement: love,
nuclear pain and the whole damn thing." Angelaki: Journal of the Theoretical Humanities 22 (3):17-25. (2017). He is an Adjunct Professor at Southern Cross University, and has previously been
a Visiting Professor at the University of Barcelona and also Chair (Visiting Professor) in AustralianStudies in the Centr e for Pacific and American Studies at the Univ ersity of Tokyo.
38 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Keynote Presentation: Donald Hall

Dislocation/Invitation

Saturday, September 19 | 15:05-15:50 | Central European Summer Time (UTC+2)

IAFOR’s special theme in 2020 is “Embracing Difference”, which builds on two previous years’ themes:
examinations of fear for what the future might hold (2018), followed a year later by explorations of
our ability to shape alternate futures (2019). The continuing timeliness of both topics has been
fuelled not only by global political trends, but also (and in ways that largely account for thosetrends) the fact that individuals today are being confronted incessantly with forms and intensities of“difference” as never before in human history. Unless we are wholly off the grid of media and extracommunal encounter (as we might find with self-isolating religious communities), we are confronted
daily with lifestyles, belief systems, languages, and ways of being that are radically different fromour own. Whether face-to -face or mediated, these continuing micro-shocks of encounters withepistemological difference can be terrifying, exhilarating, disorienting, or even erotically stimulating(if not several of those at once). Much hinges on how we decide to process such encounters, a choice
for which, I argue, we bear responsibility. To the extent that we can actively choose to frame such“dislocations” as desirable “invitations”– to question the rightness of our own stances, the securityof our own “truths,” and the limitations of our own knowledge – we can welcome encounters withdifference as necessary for learning and growth. Too often, of course, they are processed much morenarrowly as violent threats to insular selfhood, to national and cultural primacy, and to religious
absolutes. We as teachers, scholars and public intellectuals have a role to play in reframing a publicdebate on the fundamental value of “difference”. Beyond our common and often tepid proclamationof respect for “diversity”, it is imperative that we promote and defend the inherently generative effectof the “unsettledness” that terrifies so many of our fellow citizens. Invitations to rethink our “selves”,
our beliefs, and our values should be celebrated as inherently educational opportunities, rather thanfeared as apocalyptic thr eats to coherence or community.

Donald E. Hall
Donald E. Hall is Dean of the Faculty of Arts, Sciences, andEngineering at the University of Rochester, USA. Prior to
moving to Rochester, he was Dean of Arts and Sciences at
Lehigh University, USA. Dean Hall has published widely in thefields of British Studies, Gender Theory, Cultural Studies, andProfessional Studies. Over the course of his career, he served
as Jackson Distinguished Professor of English and Chair of the
Department of English (and previously Chair of the Department
of Foreign Languages) at West Virginia University. Before that,
he was Professor of English and Chair of the Department ofEnglish at California State University, Northridge, where he taught for 13 years. He is a recipientof the University Distinguished Teaching Award at CSUN, was a visiting professor at the National
University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria(Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz,
Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden,
Romania, Hungary, and China. He served on numerous panels and committees for the Modern
Like us on Facebook at www.facebook.com/iaforjapan | BCE/BAMC2020 | IAFOR.ORG | 39

Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure andPromotion, and the Convention Program Committee. In 2012, he served as national President of
the Association of Departments of English. From 2013-2017, he served on the Executive Councilof the MLA His current and forthcoming work examines issues such as professional responsibility
and academic community-building, the dialogics of social change and activist intellectualism,
and the Victorian (and our continuing) interest in the deployment of instrumental agency over
our social, vocational, and sexual selves. Among his many books and editions are the influential
faculty development guides, The Academic Self and The Academic Community, both publishedby Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory
and the Future of Queer Studies were both published by Routledge Press. Most recently he andAnnamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer
Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on thevalue of a liberal arts education and the need for nurturing global competencies in students andinterdisciplinar y dialogue in and beyond the classroom.

40 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Submit your research to the

IAFOR Journal of Media,
Communication & Film
Editor: Dr Celia Lam
ISSN: 2187- 0667
Contact: ijmcf@iafor.org / publications@iafor.org
The IAFOR Journal of Media, Communication & Film publishes scholarship exploring
the relationship between society, film and media including new and digital media.
The journal publishes articles based on findings from original research and/or
theoretical concerns, interviews (with academics and filmmakers), and book and film
reviews relating to media, mass communication, film and documentary and pertaining
to one or more of the following specialisations: new and digital media; Asian media
and globalisation; trends in Asian media and film; media’s social responsibility;communication ethics; social media usage; issues related to gender and ethnicity;
politics and aesthetics; media, society and religion.
The journal’s focus is on Asia and Asian cultures’ interaction and interrelation withthe wider world. While some journal issues will privilege scholarship particular to
specific countries, cultures, ethnicities or demographics, other editions will beorganised according to themes designated by the editors and will not necessarily
relate to any particular national situation. The journal will endeavour, in particular, togive a voice to scholars considering hitherto unexamined aspects of contemporary
media and visual culture, with the aim of providing new perspectives and keeping
abreast of socio- political changes.
Indexed in: DOAJ, Communication Source, SHERPA/RoMEO and Google Scholar. DOIs
are assigned to each published issue and article via Crossref.
For details of how to submit your paper, view the Author Guidelines on the journal website:www.iafor.org/journal/iafor-journal-of-media-communication-and-film/

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iafor.official

Follow The International Academic Forum on Instagram and join theconversation using the hashtag #IAFOR
42 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday,
September 19
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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10:00-11:15 | Central European Summer Time (UTC+2)

Saturday Live Stream Session 1
Education & the Arts
Session Chair: Isabel Alonso58286

10:00-10:25

Museum as Meditative Environment

Elena Polyudova, Defense Language Institute, United States
The article considers a special term "meditative space" regarding modern museums’ environment. The term is considered in the context ofmodern venues in Museum Education that are concentrated on interactive communication with visitors. In accordance with a brief description of
the modern museum philosophy, the author emphasizes the importance of keeping some elements of traditional expositions. Such a traditional
way of demonstration allows to provide the established style of communication between museum’s visitors and works of art. Creating clustersof meditative space in modern museums meets a visitor’s need for independent perception of artifacts. these clusters have to be planned bycurators who need to be aware of the necessity of such silent activities in museum's environment. To confirm the premise, the author provides
examples from the aesthetic experience perception as well as views of modern researchers. The article provides examples of the meditative
spaces organized in modern museums the specific aim to give visitors a possibility to enjo y their inner reflection during a museum visit.
58713

10:25-10:50

Memory Set in Stone? The Importance of Physical Memorials to Dr. King in the Digital Age
Larissa Hugentobler, University of Zurich, Switzerland

Christopher Columbus crashing down from his marble pedestal and protesters marching with banners reading “Black Lives Matter:” The firsthalf of 2020 has shown that the discourse about American identity has started to zone in on the exclusion of traditionally marginalized groups.
Members of the biggest marginalized group in the US – African Americans – have contributed greatly to the overall success of the nation while
hardly receiving any acknowledgement in its public memory. In this digital age, some scholars argue that a replacement of physical memorials
through more democratic online could be productive (cf. other cultural institutions). Currently, however, memorials still exist and I therefore
wanted to know what role they play. In the nation’s capitol, only two memorials to a minority group member exist along the National Mall: bothcommemorate Dr. Martin Luther King Junior. To find out why people still travel there and what they do on site, I conducted a case study at thetwo sites. I interviewed 57 visitors on site and ten again after their visit. I furthermore conducted an observation as well as an autoethnography
on site, including an urban photography, and interviewed two tour guides. This combination of methods helps me paint a complex picture ofvisitor engagement with the memorial (through online and offline devices) and their opinions regarding the importance of the sites. The results
show that while the observable behavior on site reflects traditional tourism behavior, the visitors indeed utilize and value the sites as markers
of public memory.
58763

10:50-11:15

Moral Techeducation: The Role of Imagination to Humanize Technological Societies
Fabrizia Abbate, Univ ersity of Molise, Italy

The age of advanced technologies (industry 4.0, robots, sophisticated machines able to replace human workers) has already arrived. We
cannot stop to debate on the ethical demands for a human sustainability of this technological progress, and for sure we must ask ourselves
if education is already providing tools to manage this epochal transition. Education seems having been too contents-oriented over the last
fifty years. Contents is what really matters and what we must achieve: form is considered a sort of plus, related to people’s freedom. This
slow and inexorable passage to contents centered institutional education, has had a visible consequence: the aesthetical question of theform has turned into the main requisite of a culture based only on consuming. So the argument is still relevant: will education be able to give
an aesthetic perception of the self and of the world around? When we talk of aesthetic awareness we mean that particular consciousness
linked to imagination. This proposal aims to use contemporary philosophical issues on aesthetic (theories by Herbert Marcuse, Arnold
Gehlen, Peter Sloterdijk) to affirm the role of imagination as a necessary framework for any technological education.

44 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-13:05 | Central European Summer Time (UTC+2)

Saturday Live Stream Session 2
Inclusion and Exclusion
Session Chair: Martin Renes
58673

11:25-11:50

Students’ Behaviours – Silent Conflicts at High Schools in Ho Chi Minh City, Vietnam
Thi My Diem Nguyen, University of Social Sciences and Humanities, Vietnam

In recent years, foreign investment has immigrated into Vietnam, particularly big cities like Ho Chi Minh city; which has drawn to the challenging
changes to the national educational system. These changes focus on both students' in- class and outside- class knowledge. This study explores
the impact of foreign and traditional cultural values on students and teachers' in- high school communications in Ho Chi Minh city, Vietnam.
My study provides some recommendations for teachers and educators to teach their students the appropriate communicative cultural values
in the changing social and cultural contexts. I conducted this study by surveying 1.200 high school students and interviewing 60 teachers
from 12 high schools in Ho Chi Minh City. The survey highlighted that psychological crises and the lack of communicative and problem- solving
competence impacted students' success in communication. The survey shed light on the impact of media, such as newspapers, TV, and internet
on students' communicative performance. The interviews addressed teachers' perceptions on the work pressure, such as overloading teachingcontent, making it hard for them to provide with their students a perfect education including knowledge and personality. A big gap between what
they have been teaching their students in classes and what students may see in their real- life contexts influences on students' awareness of
behavioural culture. Imported cultural values via the communicative channels results in teachers' concerns in their students' awareness. An
integrated teaching between schools and family may contribute to a better outcome in students' understanding culture and society.
58336

11:50-12:15

Impact of Bullying on Academic Performance: A Case Study for the Madrid Region
Luis Pires, University Rey Juan Carlos, Spain
Mauro Mediavilla, University of Valencia & Barcelona Institut of Economics, Spain
Gisela Rusteholz, University of Valencia, Spain

Bullying is a problem that affects children and teenagers around the world and whose consequences can endure in adult life. Its prevalenceis, in part, a product of the lack of information and the paucity of studies that analyze its effective consequences for the individuals involved.
The main objective of this research is to study the incidence of bullying on the academic performance of students in educational centers
in Madrid Region. The databases used are those of a Competency Test carried out on all 3rd, 6th and 10th grade students in Madrid during
the years 2017, 2018 and 2019. These external assessment tests evaluate Spanish language, English language, Mathematics, Science andHistory. Along with these tests, the students, their families, their teachers and the school director pass complete questionnaires. The analysisof these questionnaires, together with the results of the evaluations, allow an in- depth study of the characteristics of the students, theteachers and the school, as well as their attitude towards the appearance of bullying among the students. To analyze all these data, we carryout a multilevel methodological approach to identify the quantitative association of bullying with academic performance. The results indicatethat bullying has a negative impact on all the competences evaluated. The results also relate the appearance of bullying to other specificcharacteristics of the students, their family environment, and the attitude of the teachers and the directors of the educational centers.
57734

12:15-12:40

Encouraging Inclusiveness Through Education: Peer Feedback in the International Classroom
Ingrid Van Rompay- Bartels, HAN University of Applied Sciences (UAS), Netherlands
Jannemieke Geessink, HAN university of Applied Sciences, Netherlands

Literature shows that peer feedback has been demonstrated to be a powerful instrument in higher education. It is, therefore, being deployedincreasingly in the international classroom of International School of Business (ISB) in The Netherlands, which has a student populationof about 65 different nationalities. Despite its potential, peer feedback as instrument has hardly been researched in combination with theinternational classroom and the development of intercultural competences. This study focuses on classroom situations in which action
research is adopted as methodology. Results indicate that most international students never were exposed to peer feedback in teamwork
before joining ISB. Moreover, analysis shows that there is a clear difference in the way students give and perceive peer feedback due to theircultural background. Evidence shows the impact of peer feedback, particularly on students from high context cultures, who struggle with direct
feedback given by students from low context cultures. The results highlight that the content of the peer feedback instrument is mainly basedon western values, in the sense that it does not do justice to the differences in cultural values, particularly to the students of non- European
countries. Using peer feedback as a tool in an international classroom requires a more inclusive practice and a proper training and guidanceof students, related to cultural values, differences and understanding. Using peer feedback with a consciousness of, and a willingness to learn
from, different cultures will help students not only to become curious professionals but also to develop their intercultural competences.
57481

12:40-13:05

Diversity Statements & The Learning Context
Linda McDaniel, Frontier Nursing University, United States
Victoria L. Baker, Frontier Nursing University, United States

Background: Diversity statements litter the academic landscape. Does anyone even notice them? Research says students do noticediversity statements and that they can affect test scores, varying by race, gender, and statement content. Theory says that the statementsin the syllabus can help "establish an environment that support diversity", or not. Our university committee on diversity and the curriculum
wondered if a diversity statement in each course would increase student comfort in course discussions, garner comments on the quality ofcourse materials, and increase use of our multicultural center. Methods: We deployed the statement in a pilot study of 4 courses. Student
surveys provided qualitative and quantitative responses to its presence in the courses. Results: Response rate for the first term was 24%
of students (n=133) across the 4 courses with a total of 553 online students. 92% felt the statement "helped created a classroom that felt
safe and conducive to learning". 84% felt it "increased my sense of a safe learning environment". 13% used the school multicultural center,
17% used the diversity guide, and 18% used the diversity glossary although none were required by any course. Comments written in were
overwhelmingly positive. (By the time of the conference we will have results from 3 terms of surveys.) Conclusion: The statement was
positively received by the large majority of those who responded to the survey. A small response rate limits the usefulness of these results.
The statement is being deployed across all courses and programs at the university.

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13:15-14:55 | Central European Summer Time (UTC+2)

Saturday Live Stream Session 3
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Sue Ballyn
58718

13:15-13:40

Learners’ Perspectives on the Benefits of Authentic Materials in Learning Translation
Doan Hoang Duc, FPT University, Vietnam

In the global context and international integration, Vietnam has set up relationships with multiple countries around the world. Bridging
the nations together, translated documents play a significant role for maintaining correspondence between the related parties. The useof authentic materials in the teaching of English translation has been considered a way to narrow the gaps between theory and practicein training English translators. By applying qualitative and quantitative method through surveying 69 translation course learners, thepaper focuses on investigating the perspectives from the learners of Translation courses on the benefits of authentic materials in learningtranslation. The findings show that the use of authentic material in translation teaching has great impacts on students’ employability andstudents’ competence of solving translation related real- work problems. Based on the research results, the paper recommends possible
measures to better application of enhancing authenticity of materials adapted for translation teaching.
58764

13:40-14:05

Mathematics Education in Action: Using Manipulatives to Teach Basic Economics Concepts
Christopher Serkan, University of North Georgia, United States

Understanding is best developed through rich practical experiences that students can pass through three developmental stages of learning:iconic, enactive, and abstract (Bruner, 1978). Consequently, the understanding of economic concepts should center on students first having
concrete, practical experiences before it becomes an abstract concept. The author used manipulatives to support student’s economic
understanding by helping them to clarify his or her own misunderstanding with the transformation of functions. In this teaching experiment,
the manipulatives were used to embody, illustrate, and demonstrate some of the most important economical ideas including change insupply and demand, change in quantity supplied and demanded, shortage, surplus, equilibrium, and the dead- weight loss. This paper aims
to present how and why manipulatives should be integrated in a meaningful way with incorporation of underlying mathematical concepts
to develop an abstract understanding of economics concepts from concrete and pictorial experiences. With the implementation of guided
activities, students can advance from physical representation of economics concepts to using mental images and finally to the developmentof an abstract understanding of the concepts through active exploration and discovery. The analysis of students’ written reflections, endof course evaluations, interviews, and classroom observations suggests that the use of manipulatives helped students to conduct active
explorations and increased their interest and motivation for learning both economics and mathematics.
58844

14:05-14:30

Towards a Learning Exchange Theory for a Dynamic Digital Future: An ACARD-SR Model Evidence from South East Asia
Jude Emelifeonwu, The University of The West of Scotland, United Kingdom
Samuel Ogbeibu, Curtin University, Malaysia

To strengthen learning exchange between teaching experts and students within the rising dynamics of today’s digital age, it is also critical
to apprehend the issues working inside the learning environment. This is because there are several rational factors unique to a learning
environment which makes for valuable and efficient ideation, advancement, and the prospect of instituting learning exchange that isunderpinned by timely theories (Njiku et al., 2020). Malaysia has the greatest power- distance index tally in the planet, and this reflects anational culture that has a adverse effect on students’ learning exchange experience (Green, 2013; Hofstede, 1998). Students are confronted
by the complexity of successfully communicating their thoughts freely in the physical classroom (Harland et al., 2013). Consequently,
knowledge memorization and application is perhaps among other reasons that explains why several Malaysian students have struggled to
excel in the management fields, when compared with core science disciplines (Salleh et al., 2018). It is against this backdrop, that we propose
an ACARD- SR model (acquire, cross- fertilize, assimilate, retain, demonstrate, source feedback and re- evaluate) to enhance students’ learning
experience in a virtual and physical learning environment. The study is anchored on the interpretivism school of thought and qualitative in its
interpretation. 200 business students were interviewed over a three-y ear period (50 semi- structured and 150 unstructured interviews). The
results suggest that the ACARD- SR model to a significant degree eases the negative impact of power distance hampering learning exchange.
Likewise, when the ACARD- SR model is digitally employed, students’ learning experience is even further improved.

46 | IAFOR.ORG | BCE/BAMC2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)BCE2020
VirtualPresentations
Watch BCE2020 Virtual Presentations on the following webpage:

vimeo.com/channels/bce2020
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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vimeo.com/channels/bce2020

BCE Virtual Presentations
58738

Acute Urological Emergencies in Leicester Medical School Undergraduate Curriculum
Anton Wong, University of Leicester, United Kingdom
Alex Hammant, University of Leicester, United Kingdom
Jane Goodfellow, University of Leicester, United Kingdom

Background & Purpose : Urological emergencies are often neglected at medical school which can inevitably lead to underconfident
junior doctors and poorer patient outcomes. Leicester Medical School introduced urological emergencies in the second year; however,limited content is incorporated in the students’ workbooks. As a result, junior doctors acting as clinical teaching fellows (CTFs) often
have little exposure and experience in teaching these topics. Methodology: CTFs answered a questionnaire surrounding their confidence
levels in teaching urological emergencies after they had first facilitated the urinary module. A formal teaching session on acute urologicalemergencies, given by a urology trainee, was performed and confidence levels were then reassessed. Results: There was a significant
increase in confidence levels after the CTFs had receiving formal teaching (mean confidence score: 8.6/10). This is in contrast to theminimal difference perceived by CTFs before and after they had taught the urinary module for the first time (mean confidence score: 5.5/10
vs 6.1/10). Discussion & Conclusion: Urology is a speciality that notoriously receives little attention in the undergraduate curriculum,
yet it makes up a significant portion of the workload for junior doctors. These results suggest that junior doctors may require additional,
expert training before they feel confident enough to teach on urological emergencies, but it also highlights the lack of topics surrounding
urological emergencies in the medical curriculum. Changes to the curriculum and workbook are essential and have been addressed.
57646

A Case Study of Effective K-12 School Innovation Lab Design: Synthesizing Pedagogy, Space, Technology, and Ongoing Research
Russell Hazard, NIT Education/Univ ersity of Calgary, Hong Kong

As greater interest in STEAM education, Project-Based Learning, and sustainable social entrepreneurism studies converge with technologicaltransformation in K-12 schools, experimental educational spaces to support such learning are becoming common investments. However,there can be problems with design, technological choices, stakeholder buy-in, pedagogical support, and evaluative feedback mechanisms
which can be costly or render labs ineffective. This research-based case study examines effective school Innovation Lab design and launchthrough a number of critical phases that flow first from the pedagogical considerations, through architectural, and finally technological design.
These phases include backwards design from the desired school/student outcomes, through the assessment styles to be used, and finallyto the special teaching and learning activities, learning spaces/infrastructur e, technologies, and materials that will best scaffold success.
They include a design check phase with ongoing stakeholder involvement in decisions, including design team, administration, teachers,
and students. They include a phase of teacher professional development for Project-Based Learning, Design Thinking, Visible Thinking andThinking Routines, and sample technological workflows to integrate niche areas such as AR/VR, robotics, 3D design and printing, flippedclassrooms, and biotechnology and support effective use of the newly synthesized pedagogy/space/technology options available. Finally,
they include initial program support phases with experienced trainers to help bridge the gap between theory and practice for both teachingteams and students with action research feedback mechanisms for continuous refinement. These phases are explored through case study
methodology and enriched with action research data from teachers and students gathered during the final supported program launch phase.
58730

Role of a Subjective Difficulty Rating in Using a System for Practicing English Speaking
Harumi Kashiwagi, K obe University, JapanMin Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, Japan

We have been developing a system that helps learners practice speaking English by checking the words and sentences they can use. In this study,
we investigated the role of a subjective difficulty rating to identify problematic sentences for the learners. In the experiment, 72 Japanese university
students were provided with a total of 47 Japanese and English translated sentences in advance for review quizzes. We instructed them to practice
speaking them without looking at the text information. By using the system, they were asked to translate the Japanese sentences into English. Thena self-r eflective feedback questionnaire was administered to gather responses regarding their difficulty ratings for these sentences. The results
indicate that average difficulty ratings for 31 sentences for which the percentage of correct answers was more than 80% vary from 1.7 to 4.2. Even
though students gave correct answers, they did not regard all these sentences as easy. The results also indicate that the standard deviation scoresof the difficulty ratings on these sentences vary from 0.9 to 1.4. The difficulty ratings of some sentences were different depending on the individual
student. These results suggest that a subjective difficulty rating could play a role in observing how students actually feel the difficulty levels of thesentences, and in supporting students’ individual weak points. If we incorporate this kind of subjective difficulty rating as part of the system, it could
offer useful information for selecting the sentences used to pose questions within the system according to individual student.
58722“Disturbing, Deeply Touching, and Highly Motivating”: Reciprocal Empowerment Through Blended Service Learning –Lessons From an Austrian University
Birgit Phillips, Univ ersity Graz and Bur genland Univ ersity of Applied Sciences, Austria

This paper presents a novel pedagogical approach of Blended Service Learning (BSL) which was applied in an undergraduate Health Degree
Program at an Austrian University. Blended Service Learning combines academic learning with practical experience and social commitment,using a range of tools and methods from online didactics. The course pursues the ambitious goal of promoting reciprocal empowerment, i.e.
the promotion of mutual educational processes. "Reciprocal" here refers to all stakeholders, directly and indirectly, involved in the course: theuniversity students, the pupils and teachers in India, the Austrian NGO, and myself as a university lecturer. At the heart of the course is the "Bihar
Health Advocacy Project", in which students are commissioned to develop a practical health promotion concept for socially disadvantaged
girls and women from the Dalit population in India’s Bihar state, which is to be actually implemented. The course follows a transdisciplinar yapproach and incorporates non-academic, external stakeholders (e.g., NGO staff) in the project, such that the topic can be approached fromseveral different perspectives and many voices are heard. Survey and qualitative data results have shown that the fundamental triad of learning,
acting and reflecting in Blended Service Learning not only leads to a deeper understanding of the course content and discipline, but also toincreased self-awar eness, empathy and a heightened sense of the highly complex social r ealities in different parts of the world.

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BCE Virtual Presentations
58639

Contemporary Family Structures and Teacher-Parent Communication
Asnat Dor, Max Stern Academic College of Emek Yezreel, IsraelThis qualitative study was designed to explore diverse-family parents’ (such as one parent family and same-sex families) perspective of
their communication with their children's teachers. This study acknowledges the importance of effective communication between teachersand parents for the benefit of the children. It is based on researches that constantly reveal the significance of home-school communication
in increasing children's motivation to study, improving their academic achievements and intellectual skills, improving self-image, decreasingproblems of school discipline and lowering absenteeism. The research questions mainly addressed parents' feelings in relation to theircommunication with the teachers. and specific challenges in relation to teachers addressing children from diverse family patterns. Participants:
14 parents (11females, 3 males) who had children in elementary school. 5 were divorced, 5 single parents family, 4 same-sex families. Procedure:
Semi-structur ed in-depth non-dir ective interviews were conducted to gather the participants' descriptions of their experience communicatingwith the teachers. Ethical principles were strictly considered. Findings: reveal teachers tend to avoid classroom discussing issues related todiverse-family patterns, and are not sufficiently sensitive to children from such families. The parents maintain that teachers should receive
formal training to address such issues in class, while acknowledging their own responsibility to explain themselves to the teachers. Conclusion:
Guidance to teachers is recommended in order to improve an open, attentive, accepting, nonjudgmental atmospher e in class.
58812

Decision-making System for University Selection: A Priority Comparison of Pre- and Post-COVID-19
Krishnadas Nanath, Middlesex Univ ersity Dubai, United Arab Emirates
Ali Sajjad, Univ ersity of Toronto, Canada
Supriya Kaitheri, Middlesex Univ ersity Dubai, United Arab Emirates

University selection is always a complicated task for the aspirants from a decision making perspective. The process of developing a decision
support system for this task had its challenges due to the availability of university data on various parameters of decision making. This study works
on a university selector system by scrapping LinkedIn Education data of various universities and their alumni data. The final decision-making tool
was hosted on the web to collect responses from potential students. The data collection on the portal was conducted twice to understand thedifferences of priorities in university selection pre- and post-CO VID pandemic. It was found that the respondents had significant changes in theirselection criteria on four parameters- Cost (went high), Ranking (went low), Presence of E-Learning mode (went high), and Student Life (went low).
57173

A Simple Yet Effective Tool as a Medium to Empower Learner Autonomy
Ya- Chiu Hsieh, Defense Language Institute, United States
Lin Tsai, Defense Language Institute, United States

Developing learner autonomy can be a long and arduous journey but it is what language educators aspire to achieve. Discover a simple toolthat streamlines learning and self- assessment and prompts learners to take ownership of learning by examining their own comprehension,
identifying areas for improvement and setting goals for each learning task. With a simple worksheet and its variations, students could
develop learner autonomy and metacognitive skills in a systematic and effective way. With proper guidance to use the worksheet, students
can self- assess learning progress, foster higher order thinking and set action plans for further learning and background knowledge building
in self- directed learning. The tool is versatile to be also used in class and tailor it to students of different levels to retrieve real- time studentgenerated data so as to effectively provide formative and summative feedback and adapt instruction.
58369

Hybrid Learning Higher Education: The Co-creation of Value in the Student’s View
Waldiane Fialho, Univ ersidade Católica de Minas Gerais, Brazil
Ramon Leite, Pontifícia Univ ersidade Católica de Minas Gerais, Brazil
Sandra Sofia Gaio, Univ ersidade Fernando Pessoa, Portugal

Interaction (student-teacher relationship) and active participation (student involvement) were enhanced due to digital transformation andas long as the student interacts with the teacher, he changes into co-cr eator student, as the perception of his role in the process of learning
evolves. A context in which it is possible to observe such conjuncture in higher education, is hybrid education where digital technology
plays a central role. In higher education with hybrid disciplines, student, teacher and institution are interrelated and, by offering hybrid
disciplines, the institution enables the joint value creation, but it remains unclear whether the student will be willing to participate more
actively and contribute to such co-cr eation of value. This study aims to reveal the student’s perception of this method which requires amore active participation in his learning process and also aims to examine whether the university should adopt this modality the student’s
formation process. In order to meet this objective, a qualitative research was conducted, through in-depth interviews with students from a
private, community, confessional and philanthropic higher education institution in Brazil. After having processed the data using the content
analysis method, it was discoverd that although the student values its protagonism with more responsibility in learning, co-cr eation is adifficult, laborious process. Thus, it is considered positive for the university to adopt the hybrid model, as it allows students to develop
discipline that contributes to their autonomy, as well as a shift in their mindset to a different way of learning and teaching.

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BCE Virtual Presentations
58732

Organizing a Group of Students in Order to Research the Rebound Effect in Industry 4.0
Giani Gradinaru, The Buchar est University of Economic Studies, Romania

The paper presents a framework with respect to organizing a group of students in order to research the rebound effect in Industry 4.0.
The framework points two coordinates. The first one refers to conceptual delimitations and working hypotheses. The main coordinate
is focused on carrying out the research process. It will develop aspects as: defining the concept of rebound effect, research challenge working hypotheses, organizing the research process, awareness among students of industry-specific concepts 4.0, awareness among
students of the concept of rebound effect, setting the purpose of the research, ways to achieve the set goal, establishing research teams
and choosing topics, identification of studies in the scientific and professional literature relevant to research topics, critical analysis of
relevant studies in the scientific and professional literature, carrying out literature review studies, quantitativ e analysis of the occurrenceof the rebound effect in Industr y 4.0 and critical analysis of the obtained r esults.
58341

Transformational Journe ys of Institutional Leaders of Univ ersity Community Engagement
Katy Campbell, Univ ersity of Alberta, Canada
David Peacock, University of Alberta, Canada

Alternatively described as a practice, a movement, a philosophy and a field, university-community engagement has been institutionaliz ed
in different models throughout many Western nations. In an ongoing Canadian study of engaged institutions in 4 countries- the US,
Canada, UK, and Australia- engaged scholars in executive (senior) leadership positions participated in a narrative study of identity andagency in different geopolitical and sociocultural worlds. The purpose of this international study, Institutionalizing University-Community
Engagement: Sociocultural Contexts, of which this cohort is a part, is to develop an understanding of the social and cultural influences on
the scholarship of engagement, and to explore how these factors influence how engagement scholarship is supported at the institutional
level. We are very interested in how institutionalization strategies reflect their sociocultural contexts and, in particular, how, institutional
leaders, engaged scholars and professional staff contribute to shape and be shaped by these plans. The idea of "culture" is complex
and contested. However, we understand culture as socially constructed, pluralistic, subjective, inclusive and intersectional, expressed indiverse forms and "creative representations" (Boylorn and Orbe, 2014, p. 13). This presentation will share the stories of 15 senior leaders
as they transform from engaged scholars to supporters, leaders and disrupters of institutional narratives that hinder identity development.
58598

Migrants in Chilean Higher Education
Roberto Flores, Duoc UC, Chile

The migration phenomenon has been a recent and relevant topic in the Chilean public policy discussion, especially after the explosive
increase in the number of migrants coming to the country in the last decade. A substantial percentage of them are living with lower
incomes than the rest of the country’s population, and have fewer years of schooling. Considering the challenges Chile is facing in
relation to this, higher education could play an important role, especially higher vocational education and training (HVET). More thanhalf of those currently enrolled in higher education are enrolled in HVET courses and have a much better representation of lower-income
groups than the university system. Because of its flexibility, low cost, high coverage across the country, and its less selective academic
admission processes, the HVET system has the potential to respond to some of the migrant community’s fundamental needs. Based on
both international and national experiences, this paper, firstly, establishes a general diagnosis for facing important challenges regarding
migration within the HVET system, particularly in terms of academic, linguistic, and economic barriers. Secondly, it proposes three ways
to tackle these barriers: providing orientation for the transition to higher education, changing the criteria for awarding student aids, anddesigning more sophisticated remedial language courses.
57809

Metadiscourse: Reader-writer Interaction, Stance, and Authorial Voice in Arab and Chinese Graduate Students’ Texts
Aisha Sayidina, American Univ ersity of Sharjah, United Arab Emirates

Using quantitativ e methods, this study applies metadiscourse, stance, and voice approaches (Hyland, 2005; 2012) to compare theinteractional resources used in Arab and Chines students' academic texts, and to assess the students' skills in evaluating their material
and interacting with their readers. The metadiscoursal, interactive categories investigated in this paper are hedges, boosters, attitude
markers, self-mention, and engagement markers. It is believed that there are distinct cultural and disciplinary influences that inform writers'
strategies in category selection (Lehman, 2018). A corpus was created for this purpose from 40 research papers written by Arab and Chines
graduate students studying STEM disciplines in North American universities. The analysis findings suggest that the student writers choose
different interactional items to signal their navigation of internal and external relations in their texts, and to express their authorial voice andattitude. These findings also indicate differences that may point to cultural identities and language proficiency influences.

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58753

Effect of Mindfulness Intervention as a Stress Management Technique for Nursing Students
Yukako Ando, Nagoya City University, Japan
Ryoko Ohara, Aichi Prefectural University, Japan
Kanako Yamauchi, Hiroshima International University, Japan
Toshio Kobayashi, Ishii Memorial Hospital, Japan

Nurses have to endure extreme workplace stress due to which many nurses suffer from poor mental health. Therefore, it is important to establish
coping methods at an early stage. Mindfulness has proven to be effective in reducing stress responses as it helps in cultivating coping mechanisms
to deal with negative thoughts. The purpose of this experiment is to develop coping mechanisms in nursing students before they became nurses.
We organized a training program for 14 nursing students that incorporated mindfulness to manage stress, and verified the impact of this training
through quantitative and qualitative data analysis. A total of five half-day training sessions were held and the General Health Questionnaire (GHQ)score decreased significantly after the training (p<0.01), suggesting that this training may be helpful in improving mental health. Regarding feedbackon the training, while 62% of the students found it "very helpful", 38% considered it "somewhat helpful"; therefore, all participants deemed the training
as useful. From the analysis of qualitative data, the following 6 categories were extracted as the lessons learned from the training.1)Development ofstress management skills from nursing student days, 2)Understanding one's personality and characteristics, 3)Improving communication skills, 4)
Awareness of mind-wandering, 5)Observing the advantages of being aware of mind-wandering, 6)Noting the advantages of mindfulness meditation.
In conclusion, it was suggested that stress management training that incorporates mindfulness for nursing students has a short-term effect. It isnecessary to verify the long-term effects of this training by following up on these students once they are professional nurses.
58292

The Role of Policy-makers Towards Graduate Work Readiness: A Malaysian Perspective
Chitra Devi Ragunathan, Sunway University, Malaysia
Benedict Valentine Arulanandam, Sunway University, Malaysia

The strategic role of the policy-maker in higher education and its co-relation towards graduate outcomes is gaining focus in Malaysia. While
there have been initiatives and policy changes over the past decade, the focus outcome of improving graduate work readiness remains a
concern. This concept paper aims to investigate the important role of the first stakeholder group; the policy-maker, which is the Ministry ofHigher Education (MOHE) in collaborating closely with three (3) other stakeholder groups to address this concern. The three (3) stakeholder
groups are firstly, the Higher Education Institutions (HEIs), secondly, the employers and thirdly, the students themselves in preparing graduates
for the workplace. A qualitative methodology will be adopted to determine the undergraduates’, academics’, employers’ and the policy maker’s
expected outcomes of higher education policies and strategies as outlined in the 10-year Malaysian Higher Education Blueprint (MEB 20152025) in preparing graduates for the workplace. The methods to be employed in this research are interviews, open-ended survey questionnaireand focus group discussions. While there are articles highlighting graduate employability concerns in Malaysia, the research contributes toscholarly research on the role of the policy-maker in collaboration with the various stakeholders in addressing these concerns. The document
analysis conducted in this research revealed an interdependent relationship between the policy-maker (MOHE), the employers and HEIs which
provides a conceptual framework to assist in understanding the different roles of stakeholders towards graduate work-readiness.

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BCE Virtual Presentations
58397

An Evaluation Model for a Non-sexist Education: Beyond Performance Accountability
Nicole Vallejos, Duoc UC, Chile
Andrea Parra, Duoc UC, Chile

This article refers about the development of assessment tools concerning to identify gender biases in teachers of a Vocational Education
institution in Chile. Particularly, in the fields of engineering and technology, usually characterized by having male majority presence. Our
aim is to identify, based on a mix method perspective, the limits and the potentials of current evaluation systems in its goal of building asensitive culture about gender issues and an inclusive education, beyond policies of performance accountability. Based on international
experiences review, we present a heading model and taxonomy of sexism models in order to identify, within the classroom, practices
that reproduce gender bias and stereotypes in a context strongly permeated by a masculine culture. From a performative approach,
we empathize in the responsibility of teachers and policy makers in the development of inclusive educative contexts beyond formal
curricula, assuming the relevance of institutions self-r egulation. Nonetheless, we argue that evaluation systems should be thought as ameaningful formative process that has to give account of the local context and particularities of their members rather than “high-stak e
accountability ”, mediated by sanction, classification and erasur e of singularity.
57674

Increasing Teacher Effectiveness Through Caring: Definition, Interpretation, and Impact in Design Studio Education
Zinka Bejtic, American Univ ersity of Sharjah, United Arab Emirates

The current study explores university teachers’ conceptions and methods of demonstrating care while teaching design studio classes. The
grounded theory qualitative study was carried out to gather perspectives of nine university studio instructors recognized for excellence inteaching. Caring in education is interrelated in various attitudes and behaviors that fall into the categories of pedagogy and relationships.
Findings suggest that the ability to demonstrate care enhances the instructor ’s efficacy while increasing student engagement andoptimizing their learning. In this regard, demonstrating care is highlighted as essential for forming meaningful relationships that support
student learning while increasing instructors’ sense of fulfillment and their dedication to teaching. The author discusses the findings interms of implications for faculty and instructional de velopers within studio-based disciplines.
58581

Online Forums: How Can Educators Make Online Work Well? Communicating Through Graphic Design:
Relevance, Focus, Reflection
Cavell Ord-Shrimpton, Ar den University, United Kingdom

This paper connects best practices observed and developed through experiential learning in online forums, structured as open reflective
spaces, with structured feed forwards. We are all online, constantly communicating, exchanging, learning, teaching, developing andcreating. In such a vast space we often lose sight of the importance of the space itself. Almost every day we incur a vast number of digitallearning experiences, that we have to face head on, often without a clear guide on how to find our way through the measureless steps.
Creative thinking and reflecting continuously on our own practice is vital in understanding how to best cater for such diversity. Student
Learning & Learner Diversity is at the core of teaching in an online space and structured praxis is essential in order to encourage, assist
and maintain engagement across tasks. Design seizes “difference” as an opportunity to be developed and enhanced. A space to finetuneand embrace flaws and limitations, supporting and encouraging a multitude of different perspectives. When supported correctly thecollective strength of the online space, the materials and reflections of the cohort body work together symbiotically as constantly evolving
innovative spaces.

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VirtualPresentations
Watch BAMC2020 Virtual Presentations on the following webpage:

vimeo.com/channels/bamc2020
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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BAMC Virtual Presentations
58352

Professional Photographers of Instagram: The Meaning of Visual Communication Through Modern
Photography in Digital Society
Sofia/Alexandra Paxoumaki, Ionian Univ ersity, Greece
Nikos Antonopoulos, Ionian Univ ersity, Greece

The purpose of this paper is to study the modern forms of visual communication of people, through Instagram. In order to study the way
in which the visual message is transmitted between individuals, and then how this transmission of information affects its final content,
determining the creation of aesthetic experience and perception in the individual, three sectors of study of portraits of online photography
were separated. These sectors concern: a) the poses that prevail in online portraits, b) the structure of the photographic / cinematic frame
and finally, c) the color and color harmony of the portraits.To study this, two types of research were conducted. First of all, primary data
were collected regarding the most popular Instagram portrait photographers and their photographic portraits that received the mostreactions with likes. Then, an experiment was conducted, with participation of the students of a University department and content themost popular portraits, professional Instagram photographers and the official names of online photography and photography poses. The
result of the experiment show that despite the fact that the portraits of each photographer are separated and the participants are notinformed about the owner of each photograph, the only four portraits supported by the same number of people in the selection and for areaction with "like" but also based on their colors, they were four of the five portraits of the same photographer. Τhis means that only one
photographer managed to mak e a strong impression on his por traits through his technique.
58339

Death of the Enemy: The Spectacularity of War and a Zombie Enemy
Rimpa Mondal, Panjab Univ ersity, India

The constructedness of the notion of ‘enemy’ specially during war times often includes demonization and propagandist characterization
bordering on depicting inhumanity in ‘them’. But in this paper, the move is from a human enemy to a nonhuman one - a zombie. Keeping
in mind its nonhuman characteristics and inhumanity, the argument is carried on to how the ideological constructedness, the creationand destruction of the enemy is handled in the two South Korean Netflix drama series ‘Kingdom’ and ‘Kingdom 2’. Further this paper
attempts to study the event called ‘death’ as a posthumanising event. The ‘creation’ of the zombies who were meant to play the role ofexperimental ‘subjects’ to kill human-enemies, in turn became enemies threatening the survival of the very humans who created them.
The main question is how the putting to death of the zombies, which was meant to redeem the ‘human ’ in them from ‘death’, in fact itself
becomes a moment when the non-/ in-human asserts its precedence over the human. Finally, the concepts of ‘enemy’, ‘death’, ‘human ’and ‘posthuman’ are questioned in relation to each other to understand the ideology necessitated by wars. The above discussion is
extrapolated to the historical situation of war in the Joseon dynasty during the reign of King Seonjo in the years between 1575-1592 A.D.
The spectacularity of both – the human-deaths and the zombie-deaths – will be read as a tool to induce fear, suspicion and hatred forthe ‘enemy’ among par ticipating soldiers.
58340

Cross-cultural Language in Clint Eastwood's Western
Yujin Fukatsu, Gakushuin W omen's University, Japan

This is a corpus-based text analysis of some of Clint Eastwood’s Western movies. Eastwood starred in and directed numerous Westerns.
The present study looks at cross-cultural language used in four of his films; Unforgiven, High Plains Drifter, The Outlaw Josey Wales,
and Gran Torino (which is not strictly a Western) using the full movie scripts. To understand the cross-cultural vocabulary in the text,
corpus linguistic research methodology was used, examining word frequency. The Movie Corpus, the world’s largest online corpus with
100 million words from a variety of genres, has been employed in this research. In addition, text mining software KH Coder and Computer
Language R are used in text analysis and calculation. This process is used to verify the language typically found in Eastwood’s four films.
A second step will be to determine what theory best accounts for the language found. Since these films are not stereotypical Westerns
as far as masculinity and heroism go, Edward Said’s theory of Orientalism will be used because it accounts for ethnicity and culture.
Therefore, this theory will be adapted to the respective movie scripts, enabling us to examine Eastwood’s Western quantitativ ely. Tosummarize the results of just one of the movies, ten words were found with statistically significant usage in Unforgiven. For example,‘gun', ‘horse', ‘rifle', 'shoot’ and ‘pistol’ were isolated in the calculation. These vocabulary items were more frequently used in the text of
Unforgiven and are typical of words found in Westerns.

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BCE/BAMC
Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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BCE/BAMC2020

Senior Reviewers
Dr Susan Ballyn
University of Barcelona, Spain
Dr Katy Campbell
University of Alberta, Canada
Dr Leandro Loyola
De La Salle University, Philippines
Dr Leonardo Munalim
Philippine Women's University, Philippines
Dr Grace Okechukwu
Federal College of Education (Technical), Umunze, Nigeria
Dr Elena Polyudova
Defense Language Institute, United States

BCE/BAMC2020

Reviewers
Dr Victoria Baker
Frontier Nursing University, United States
Dr Ingrid Bartels
Han University of Applied Sciences (UAS), Netherlands
Dr Zinka Bejtic
American University of Sharjah, United Arab Emirates
Professor José Carneiro
University of Porto, Portugal
Dr Jude Emelifeonwu
University of Brighton, United Kingdom
Dr Harumi Kashiwagi
Kobe University, JapanDr Breda McTaggart
Institute of Technology, Ireland
Dr Eliana Penedos-Santiago
Id+ / University of Porto, Portugal
Dr Birgit Phillips
University Graz and Burgenland University of Applied Sciences, Austria
Dr Luis Pires
University Rey Juan Carlos, Spain
Professor Nagayuki Saito
International Professional University Of Technology in Tokyo, JapanDr Yildirim Uysal
Bursa Uludag University, Turkey

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BCE/BAMC2020

A-Z Presenters List
Abbate, Fabrizia			p. 44
University of Molise, Italy
Ando, Yukako				p. 51
Nagoya City University, Japan
Antonopoulos, Nikos			p. 54
Ionian University, Greece
Baker, Victoria				p. 45
Frontier Nursing University, United States
Barreto, Susana			p. 32
University of Porto, Portugal
Bartels, Ingrid				p. 45
HAN University of Applied Sciences, Netherlands
Bejtic, Zinka				p. 52
American University of Sharjah, United Arab Emirates
Campbell, Katy				p. 50
University of Alberta, Canada
Carneiro, José				
p. 34
University of Porto, Portugal
Dor, Asnat				p. 49
Max Stern Academic College of Emek Yezreel, Israel
Emelifeonwu, Jude			p. 46
University of The West of Scotland, United Kingdom
Ferry, Paul				p. 24
Institute of Technology Sligo, Ireland
Fialho, Waldiane			p. 49
Universidade Católica de Minas Gerais - P UC - M inas, Brazil
Flores, Roberto				p. 50
Duoc UC, Chile
Fukatsu, Yujin				p. 54
Gakushuin Women's College, Japan
Geessink, Jannemieke			p. 45
HAN University of Applied Sciences, Netherlands
Gradinaru, Giani			p. 50
The Bucharest University of Economic Studies, Romania
Hazard, Russell				p. 48
NIT Education/University of Calgary, Canada
Hoang Duc, Doan			
p. 46
FPT University, Vietnam
Hoff, Edmund				p. 34
Tokyo Denki University, Japan
Hsieh, Ya- Chiu				p. 49
Defense Language Institute, United States
Hugentobler, Larissa			p. 44
University of Zurich, Switzerland
Johnson, Henry				p. 35
University of Otago, New ZealandKaitheri, Supriya			p. 49Middlesex University Dubai, United Arab Emirates
Kashiwagi, Harumi			p. 48
Kobe University, Japan
Lima, Cláudia				p. 33
ID+ / FBAUP / University Lusófona do Porto, Portugal
Mayorga, David				p. 22
Universidad del Pacífico, Peru

McTaggart, Breda			p. 24
Institute of Technology Sligo, IrelandMediavilla, Mauro			p. 45
University of Valencia, Spain
Mondal, Rimpa				p. 54
Panjab University, India
Nguyen, Thi My Diem			p. 45
University of Social Sciences and Humanities, Vietnam
Ord- Shrimpton, Cavell			p. 52
Arden University, United Kingdom
Parra, Andrea				p. 52
Duoc UC, Chile
Penedos- Santiago, Eliana		
p. 32
ID+ / University of Porto, Portugal
Phillips, Birgit				p. 48
University of Graz, Austria
Polyudova, Elena			p. 44
Defense Language Institute, United States
Ragunathan, Chitra			p. 51
Sunway University, Malaysia
Reus Yazdanbakhsh, Maya		p. 34
SOAS, University of London, United Kingdom
Saito, Nagayuki				p. 24
International Professional University of Technology inTokyo, Japan
Sarkar, Krishnendu
p. 24
West Bengal Education Services, Bangladesh
Sayidina, Aisha
p. 50
American University of Sharjah, United ArabEmiratesSerkan, Christopher
p. 46
University of North Georgia, United States
Syed, Sabrina
p. 22
University of Newcastle, Australia
Tsai, Lin
p. 49
Defense Language Institute, United States
Vallejos, Nicole
p. 52
Duoc UC, Chile
Vitorino Santos, Rui
p. 32
University of Porto, Portugal
Wong, Antonp. 22
University of Leicester, United Kingdom
Wong, Antonp. 48
University of Leicester, United Kingdom
Yang, Xiaofei
p. 35
RMIT University, Australia
Zeyer- Gliozzo, Birgit
p. 23
Ruhr- University Bochum, Germany

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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the I AFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

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