Becoming Reading Group: reflections on assembling a collegiate, caring collective

Ey, Melina; Mee, Kathleen; Allison, Jai; Caves, Susan; Crosbie, Eliza; Hughes, Ainsley; Curtis, Faith; Doney, Rupert H; Dunstan, Penny; Jones, Ryan; Tyndall, Adam; Baker, Tom; Cameron, Jenny; Duffy, Michelle; Dufty‐Jones, Rae; Dunn, Kevin; Hodge, Paul; Kearnes, Matthew; McGuirk, Pauline M; O’Neill, Philip; Ruming, Kristian; Sherval, Meg; Williams, Miriam; Wright, Sarah

doi:10.1080/00049182.2020.1759181

Cited by 7 publications

(9 citation statements)

References 23 publications

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“…In an institutional environment that so often pits people against each other, at this moment more than ever, we need to value how our own worth as educators, thinkers, and learners is fully tied to the worth of each other. We enact this valuing of each other in so many ways already: through collaboration, co‐teaching, peer review, attending each other's seminars, participating in reading groups (Ey et al, 2020), and through the many other ways that we play an active part in the intellectual, pastoral, and administrative lives of the communities that we are part of. But we can help each other to feel valued in other significant ways too: by affirming each other's contributions, by taking the time to give newcomers a warm welcome, and by helping others to feel that they belong.…”

Section: A Geographical Sense Of Placementioning

confidence: 99%

A changing sense of place: Geography and COVID‐19

Bissell

2021

Geographical Research

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In this essay, I explain how geography offers important ideas to better understand what is happening to our sense of place during the COVID‐19 crisis, complementing the scientific understandings provided by epidemiologists and public health experts. I explain how geographical ideas relating to place and mobility can help us make sense of our current situation and consider what we might be feeling. These geographical ideas also provide us with important political tools to identify the new forms of inequality and hardship that are unfolding, prompting questions about how we should collectively respond to shape the future of place.

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Section: A Geographical Sense Of Placementioning

confidence: 99%

A changing sense of place: Geography and COVID‐19

Bissell

2021

Geographical Research

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“…Care has the potential to be the most transformative aspect of leadership collectives. Well described by a collegiate caring collective at the University of Newcastle in Australia, attending to care “involves the mutual recognition of an individual’s situation, active listening, the development of trust, and ongoing expressions of solidarity” (Ey et al 2020 ). Similarly, a focus on care for the planet and people (Corbera et al 2020 ) is essential both for sustaining leadership collectives and sustainability transformations requiring long-term engagements and partnerships beyond an individual's career or an organisation’s existence.…”

Section: Introductionmentioning

confidence: 99%

Creating leadership collectives for sustainability transformations

et al. 2021

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Enduring sustainability challenges requires a new model of collective leadership that embraces critical reflection, inclusivity and care. Leadership collectives can support a move in academia from metrics to merits, from a focus on career to care, and enact a shift from disciplinary to inter- and trans-disciplinary research. Academic organisations need to reorient their training programs, work ethics and reward systems to encourage collective excellence and to allow space for future leaders to develop and enact a radically re-imagined vision of how to lead as a collective with care for people and the planet.

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“…The relationships in REDU described by the students and CCs seem to be based on their experience of an emphasis on care with what the other has to say by giving every student the space and power to contribute in their own way. This experience resonates with how Ey et al (2020) describes what care with involves, namely, "the mutual recognition of an individual's situation, active listening, the development of trust, and ongoing expressions of solidarity" (Ey et al, 2020, p. 295). Care et al (2021) argue that enduring sustainability challenges require a leadership that is collective, which embraces critical reflection, inclusivity, and care.…”

Section: Building Community Through Participationmentioning

confidence: 61%

“…The making and entering of new paths when exploring the unknown demands for openness towards the unexpected and the appreciation of learning from failure. Thus, we believe in the need for strong relationships in education based on trust and care as defined by Ey et al (2020) and Care et al (2021). The integration of artistic and diverse pedagogies to collaboratively explore what is knowledge and what is education for, is certainly more manageable in a small class and involves slowing down in other cases.…”

Section: The Quest Continuesmentioning

confidence: 99%

“Student-led Education for a better world?” Reflections in conversation

et al. 2021

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This essay provokes who the “experts” are in discussions about education: why not the students who are most impacted by it? At the Centre for Environment and Development Studies (CEMUS), a joint centre between Uppsala University and Swedish University of Agricultural Sciences, students are hired as Course Coordinators (CCs) to develop and facilitate freestanding university courses. This paper is an outcome of a collaborative reflection exercise in the form of a written dialogue between students, CCs, and a guest lecturer of a CEMUS course “Reimagining Education”. This course focused on approaching learning and education on a meta-level where students and their experience become the subject of collaborative learning. By comparing the experience from this course with other courses at CEMUS and beyond, we discuss whether and how CEMUS challenges traditional pedagogies based on teacher-student hierarchies. Both the capacity for CCs to influence the content and pedagogical arrangements as well as the opportunities for non-CC students to take responsibility in steering class discussions were highlighted as empowering experiences. We reflect upon how this and the use of arts-based pedagogies can lead to fostering community and how it motivates students to collectively engage in their personal learning experiences beyond curriculum goals.

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Becoming Reading Group: reflections on assembling a collegiate, caring collective

Cited by 7 publications

References 23 publications

A changing sense of place: Geography and COVID‐19

A changing sense of place: Geography and COVID‐19

Creating leadership collectives for sustainability transformations

“Student-led Education for a better world?” Reflections in conversation

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