Education Studies beyond the classroom: An insight into global real-life application.

If you are interested in the recorded panel discussions that occurred, you can find the attached video-links in ANGEL Early Career Researchers Conference: the University of Oulu, Finland from 11-12 June 2020

By: Cheryl Ng, Katie Ormrod and Nay Myo Htet

Amidst the lockdown measures of COVID-19, I tuned into the Academic Network on Global Education & Learning (ANGEL) Early Career Researchers Conference 2020, hosted by the University of Oulu on Zoom and waited excitedly. As people started streaming into the conference, I noticed my peers from BA (Hons) Education Studies, Katie and Nay in attendance too. 

We had attended seminars with Dr Karen Pashby and Marta da Costa during our degree, and it was here that Global Education (GE) was first introduced to us through the unit: International Development, Education and Colonialism. The riveting in-class discussions about the different ways that education reproduces oppression and colonialism through knowledge/ power on a global level, sparked intriguing debates and conversations. Knowing Karen was invited as one of the keynote speakers amongst other leading scholars, and that Marta was presenting her doctoral research at the event, we were excited to register. It  presented a great opportunity for us to see their work in the global education research field alongside other top scholars.

During the two-day event, panels consisting of academics and scholarships from across the globe led discussions on a broad range of interconnecting conceptualisations, raising new questions and possibilities regarding global education. Amongst the panel discussions, it was really interesting to listen in to Karen’s sharing on ethical considerations future researchers could think of applying for future research. The panellists also gave advice to researchers in their early careers. Although sometimes complex, these concepts were made wholly accessible to us because of what we had learned from our Education Studies degree. 

We also had the chance to join small group break-out sessions. These sessions gave the options of listening to research presentations on topics such as GE in schools; social justice and culture; implementing GE; teacher engagement with GE and more.  The researchers presented perspectives spanning across various contexts and ideas, demonstrating a broad range of studies in the field. This created a platform for eye-opening discussions, where we got to hear diverse viewpoints. 

The presentations compelled us to think beyond our own perceptions and consider the views of diverse participants’ professional and cultural backgrounds related to global education. These little sessions were an enjoyable element of the conference and were also an opportunity to network and interact with academics with whom it would have been difficult for us to meet otherwise at this stage in our careers. 

Participating in ANGEL 2020, was a valuable experience which allowed us to interact and network with other participants, sharing our reflections and thoughts from what we have learned, are learning and future possibilities of our engagement with global education.  After the event, we each have significant individual takeaways from participating in this conference. In the following paragraphs, we share our reflections on the experience. 

Cheryl
I had two major personal and professional takeaways from the conference. An expanding professional network to learn from/ with. More questions to consider for the future.  Both My BA dissertation and my MA proposal focused on international higher education (IHE). Hence, Xi Tao’s work discussed in the panel intrigued me. She and I exchanged our personal experiences as international students and shared our converging research interests despite the different contexts we engaged with. We even exchanged emails and continued our correspondence until today.      Another presenter that I have kept in touch with since, was Guaravi Lobo. Her research focused on the role of religion in India’s education and its relation to nationalistic, cultural and identity tensions. Growing up in a Confucianist-centric society of Singapore, I related to the possibilities in education to deconstruct dominant cultural values and provide spaces for communal learning and sharing. It was the first time I had encountered Lobo’s framework and I enjoyed our conversation after, from which I learned a lot, opening new possibilities I could look into for future research. These were just some of the most significant experiences for me.  Attending the conference challenged some of my perceptions and I felt as though I had unearthed more questions and considerations for the future which is exactly what I had hoped for in the pursuit of my university education. This experience has revealed the possibilities for interdisciplinary approaches and the wide scope that global education research encompasses. Prior to this conference, it had never crossed my mind that my interest in IHE was related to global citizenship. However,  the discussions revealed to me the multiple ways global citizenship and identity is an interconnected part of IHE. As a fresh graduate, this event has affirmed that I am heading in the right direction regarding my own future career plans. Additionally, it has been a great opportunity to help me develop a growing network early in my journey. 
Katie
This was my first online and academic conference, and I did not know fully what to expect. The panel discussions gave some very relevant advice as one of the professors spoke about how it can be a struggle to get published, with work often being rejected. They advised us to prepare for possible rejection, not letting it be a detriment, and that you may need to try different journals for your work. Hearing about this common experience amongst academics conveyed the rejections I need to prepare myself to face in my future academic career. On day one, I joined a session on teacher engagement with Global Education and Learning (GEL), where Cuicui Li presented rural Chinese school teachers’ perspectives on GEL. The discussions on current Chinese views of Chinese students studying abroad in these turbulent times were particularly interesting. It showed me the necessity of GEL in building better relationships with ourselves and how we relate to each other globally. On day two, in a session on decoloniality, Susanne Ress gave a visually stunning presentation on the experiences of African students in Brazil. My personal reflections on this research explored my own world views. Coming from a largely white working-class deprived area in northern England, I did not have much exposure through school regarding the South American continent. This revealed to me how the British education system promotes a very limited view of the world and I will apply these considerations in my postgraduate research. The session culminated with Pablo Dalby, exploring GEL for the privileged, concentrating on gap year students. The stories in the research saddened me as voluntourism was a strong theme. However, it also expressed the necessity for us to question our positionality and to honestly examine our intentions. I can now view the Education Studies degree in new ways, as the conference brought the degree out of the classroom, making it feel more tangible and immediately relevant.  A common theme amongst Education Studies students was not knowing quite where to apply the degree outside of teaching. As I am going into academia, the conference has demonstrated the critical importance of Global Education in today’s world and how elements of the Education Studies degree can be applied in this area of research to build a more inclusive, equal and friendlier world. 
Nay 
Scrolling through the event schedule, many topics seemed highly related to what I had learnt and researched in my Education Studies degree. I was surprised. This instantly made me feel like I belonged in this community. In addition to the panel discussions, I joined the small sessions on social justice and culture; policy analysis/non-western perspectives and decoloniality.  Throughout the conference, I was overwhelmed by the enthusiasm of the panellists, presenters and the participants, and the amazing discussions on global education and learning. There were many powerful research presentations that were very personal to my experiences. Anielka Pieniazek’s fantastic presentation on conceptualising ‘Ubuntu’ as a pedagogical framework for global education connects to both my research and personal interest in the process of knowledge democratisation. That is the process of representing non-western knowledges in teaching and learning.  Fadilla Mutiarawati’s nuanced research on the role of indigenous knowledges in Indonesian national education policies highlighted remarkable similarities to my home country, Myanmar. In both of these cases, education policies limit the representation of indigenous knowledges. We have since continued discussing how we could collaborate in order to be part of the solution in achieving justice for marginalised groups. Coming from a poor, ethnic-minority and non-Western background, these two speakers made me feel empowered and inspired to make an impact for marginalised communities by exposing inequities within education. However, this conference highlighted to me how a research career mirrors the global situation. As an international student in the UK, after years of pursuing and winning scholarships to complete my undergraduate degree, I have the ongoing struggle of finding rare postgraduate funding; an experience that was shared by many of the doctoral students on the second day of the conference. The event came at a time of personal instability: the end of my undergraduate studies; awaiting decisions on funding and job applications and; a global pandemic. I have learnt many new things from this conference and new opportunities are developing from exposing myself to the reality of academia. Expressing my voice in this blog is perhaps one of them. I guess that is how opportunities arise. Maybe not. Who knows?  

As we sat together virtually writing this a few weeks after the end of the conference,  we all agreed that there were many new lessons which we drew from the conference, plus more for us to reflect on. Before our experiences with the various seminars we attended during our course of studies, the words, “decoloniality’’ and “multiculturalism’’ were nothing more than trendy jargon. Without our Education Studies degree, the conference would have held little meaning for us, and instead would have felt like a world in which we could not effectively participate in or understand.We learned a lot of theory in Education Studies, and this opportunity helped us to see the connection and application to real-world situations. 

Through the conference, we learned and observed how it is applied in the field and potentially influencing people and policies, weighing the importance of the theoretical knowledge and critical thinking skills we have honed through our course of studies. The conference showed us how vast and varied the global education field is, with future research possibilities holding importance across a multitude of different contexts and locations. We now have a clearer idea of what to expect in our academic careers, with realistic portrayals of academic life coming from the panel discussions, showing us a supportive and friendly academic community that we could potentially gain guidance from in our future careers.