title: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning

authors: Wilkinson, Helene

subjects: work-integrated learning

abstract: In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

text: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

year: 2024

title: Action sport NGOs in a neo-liberal context: The cases of Skateistan and Surf Aid International

authors: Thorpe, Holly Aysha

subjects: social justice

abstract: Sport nongovernmental organizations (NGOs) have flourished in the contemporary moment, particularly situated within neoliberal global politics. In this article we focus on the relatively recent proliferation of action sport-based social justice advocacy groups. Drawing on extant materials from our ongoing research on two action sport related social justice movements—Skateistan and Surf Aid International (SAI)—we illustrate some of the unique strategies employed by these organizations to survive, and indeed thrive, within a neo-liberally-dominated world. In so doing, we hope to raise new questions for critical scholars interested in studying sport-related NGOs into the 21st century.

text: Action sport NGOs in a neo-liberal context: The cases of Skateistan and Surf Aid International Sport nongovernmental organizations (NGOs) have flourished in the contemporary moment, particularly situated within neoliberal global politics. In this article we focus on the relatively recent proliferation of action sport-based social justice advocacy groups. Drawing on extant materials from our ongoing research on two action sport related social justice movements—Skateistan and Surf Aid International (SAI)—we illustrate some of the unique strategies employed by these organizations to survive, and indeed thrive, within a neo-liberally-dominated world. In so doing, we hope to raise new questions for critical scholars interested in studying sport-related NGOs into the 21st century.

year: 2013

title: Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s

authors: Amundsen, Diana Leigh

abstract: This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

text: Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

year: 2020