Covid-19 and the decolonisation of education in Palestinian universities

Hamamra, Bilal Tawfiq; Alawi, Nabil; Daragmeh, Abdel Karim

doi:10.1080/00131857.2020.1865921

Cited by 20 publications

(5 citation statements)

References 16 publications

(12 reference statements)

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“…Regarding the teaching methodology, this has materialized with an immediate learning of video-conferencing tools between the months of March and April 2020 [19]. As the second most used tool in emergency transposition, the slide presentations were complemented with a background voice-over or narration [20]. This instructional panorama involved great inconveniences for training plans of university races based on practice, such as medicine, architecture, engineering, arts, and others.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 in the Field of Education: State of the Art

et al. 2021

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COVID-19 has produced a transformation in society that has, in turn, influenced the field of education. The purpose of this study was to analyze the influence of COVID-19 on education using the Web of Science database. A methodology based on bibliometrics was used. Specifically, a scientific mapping of the literature was carried out, as well as a co-word analysis on the state of the question. The analysis included 940 publications. The results show that the institution with the highest volume of production in this field is the University of London. Among the journals, the Journal of Chemical Education stands out. Furthermore, in the analysis of the structural and thematic development of co-words, a high percentage of keyword matching was observed. In 2020, the motor themes were mental-health, organic-chemistry, general-public, first-year-undergraduate, and upper-division-undergraduate, while in 2021, they were autism-spectrum-disorder, adoption, internet, and intervention. It can be concluded that investigation into COVID-19 in the educational field is in its initial process. The research is currently mainly oriented to pedagogical methods, especially e-learning or collaborative learning, although they are not the only trends in this field. Research is also focusing on mental health, students with various disorders, and higher education. In the near future, research on COVID-19 in the field of education will probably be oriented to the application of effective pedagogical methods to train students at various educational stages.

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Section: Introductionmentioning

confidence: 99%

COVID-19 in the Field of Education: State of the Art

et al. 2021

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“…Drawing on data from interviews carried out between March and August 2020 with 100 randomlyselected students from 6 English literature programs at universities in Palestine, Hamamra et al [32] claim that the COVID-19 pandemic "revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students' minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity" (para. 1).…”

Section: E-learning and Cultural Contextmentioning

confidence: 99%

Coronateaching in a Palestinian University: Changes, Challenges, and New Conceptions

Elhawa¹

2021

Advances in Social Science, Education and Humanities Research

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This longitudinal qualitative case study comprised an investigation of the experiences, perceptions, and beliefs of five ELT teachers at a Palestinian University where government-mandated COVID-19 emergency closure forced an institution-wide implementation of emergency remote teaching. It is among the few research projects to date that encompass the entire first year of work in pandemic emergency conditions as viewed from the perspective of instructors working in a higher education ELT program. The research was framed within an interpretative, constructivist paradigm, with data collected by means of semi-structured interviews and interrogated via thematic analysis. Topics of interest included the challenges, benefits, drawbacks, and general processes associated with elearning as experienced by teachers involved in the rapid deployment of online education at an institution with no history of offering such courses. The results indicate that teachers faced significant pedagogy shock along with an immediate need to reconsider and reconfigure their roles within the teaching space and teacher-student relationship. Findings highlight the need for dedicated institutional e-learning support infrastructures, both hard and soft, comprehensive technical training and general digital literacy development for teachers and students, specialized teacher education in digitally-mediated pedagogies, and effective awareness-raising campaigns directed at students' families and other community stakeholders.

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“…Researchers have concluded that even creatively gifted students fail to realise their potential at school (Runco et al., 2017) and criticise the lack of support for creativity in the classroom (Cropley, 2014; Robinson & Aronica, 2015). The learning environment, however, is one of the most important external factors that influence creativity through factors such as encouragement, autonomy, opportunities for choice, resources, protection of students' intrinsic motivation, and refraining from negative criticism and extrinsic incentives such as competition for the best grade (Amabile et al., 1996; Beghetto & Kaufman, 2014; Hamamra et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Zeißig,

Kansok‐Dusche,

Fischer

et al. 2024

Review of Education

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Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.

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Covid-19 and the decolonisation of education in Palestinian universities

Cited by 20 publications

References 16 publications

COVID-19 in the Field of Education: State of the Art

COVID-19 in the Field of Education: State of the Art

Coronateaching in a Palestinian University: Changes, Challenges, and New Conceptions

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

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