This paper examines the repercussions of the 2015 European migrant/refugee crisis, which culminated with the 2018 dispute between Italy and France. It is concerned with the Dublin Regulation and the New Pact on Asylum and Migration, which are critical to the division and consequent polarizations across the EU. The Member States’ failure to show solidarity and agree to share the burden in relation to the distribution of immigrants and asylum seekers has brought the European integrationist project into question. In addition to considering the general theoretical explanations, the paper also looks into the African-origin migration/displacement as a proper trigger of widespread disagreements among European governments. The deliberate and systematic impoverishment of the local inhabitants – largely through the use of the French Treasurytied Communauté Financière Africaine (CFA) franc – exposes the neo-colonial nature of the current practices and thus jeopardizes all those discourses and policy initiatives focused on the provision of peace and stability.
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Research Topic
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Using Science to Support and Develop Employees in the Tech Workforce—An Opportunity for Multidisciplinary Pursuits in Engineering Education
The majority of students who choose to major in engineering do so to become a part of the community of practice of professional engineers (Johri & Olds, 2011), meaning that they want to have adequate exposure to what a career as a professional engineer could potentially be as part of their college experience. However, according to Jonassen (2014), engineering graduates are not well trained to contribute to the workplace due to the complexities associated with engineering work. Stevens, Johri, and O’Connor (2014) described engineering work as that which involves complexity, ambiguity, and contradictions. Since developing the skills for innovation involves analysis of complex, ambiguous, ill-defined, real-world problems (Daly, Mosyjowski, & Seifert, 2014; Newell, 2010), students must have an opportunity to, at the very least, be exposed to multidisciplinary teams. This emphasis on the need for exposure to multi-disciplinary problem solving holds true not only for undergraduate engineers in training, but also for graduate students focused on engineering education.
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Board 164: Engineering Interventions in My Science Classroom: What’s My Role?
This work in progress paper draws on data from year one of a multi-year project aimed at integrating engineering into middle-school science classes. The expectation that middle school teachers integrate engineering into their science curriculum may be challenging as engineering related content has not historically been part of teacher preparation. Particularly in rural areas, in service teacher training related to engineering may be absent or difficult to access due to proximity or financial or time costs. Therefore, it is important to develop effective professional development (PD) that works within the actual teaching context and makes few demands on teachers beyond their regular workload. In partnership with teachers and local industry workers in rural and Appalachian areas, the Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT-PEERS) project developed extended classroom engineering activities for students that also served as teacher PD related to teaching engineering in locally relevant ways. As part of this work, a qualitative analysis was conducted to understand how teachers, from their perspectives, envisioned their role during the interventions. Data were collected prior to and after interventions (within an academic year) to further understand if, and if so, how, teacher perspectives of their role changed. Results reveal three initial roles; classroom manager, learner, helper, and unsure. The post intervention data revealed all teachers indicated being a “learner”.
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Excellence, Belonging, and the American Dream: An Auto-ethnography on Being International in Engineering
This research paper uses an auto-ethnographic approach to highlight experiences of women of color who are international in U.S. engineering workforce and classrooms. Three preliminary themes are highlighted in this paper. The first is the theme related to the notion of Excellence, and how the definitions of success for immigrating or international engineers may be tied to maintaining visa status. The second theme centers around the lack of Sense of Belonging expressed by participant-authors. The final theme was around Chasing the American Dream and the resultant sacrifices. We hope this paper not only provides an overview of some of the unique challenges faced by international women of color, but also drives more interest in better understanding this oft-overlooked group in engineering.
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Board 192: Identifying and addressing the barriers to advancement for women in the engineering professoriate: A systematic review of literature
This work-in-progress paper shares ongoing findings from a mixed-methods systematic literature review that seeks to examine the retention of women in the engineering professoriate. We identified literature from EBSCOHost and Engineering Village that discussed women in the engineering professoriate in relation to either retention or persistence or both, as explicitly stated in their abstract. Following an initial review of 191 titles, 48 papers passed our inclusion criteria; further qualitative analysis of abstracts yielded 31 papers, which underwent a full paper review. Our ongoing findings suggest the following: a) research on the retention of women in engineering professoriate is being supported by grants and funding opportunities; b) the reviewed literature documented six barriers faced by women in the engineering professoriate: isolation of women faculty, work/life balance, inequitable distribution of service, underrepresentation of women faculty, implicit bias, and departmental resources; and c) although journal scholarship on this topic is not limited to popular engineering education publishing venues, conference scholarship are mainly from those popular in the field, such as the ASEE Annual Conference and the Frontiers in Education Conference. Future work will share the extent to which the reviewed literature discussed interventions to recruit or retain women in the engineering professoriate, and whether these interventions vary by the type of institution.
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Preparing engineering students to find the best job fit: Starting early with the career development process
In spite of the vast amount of literature that focuses on the need for significantly more science, technology, engineering, and mathematics (STEM) graduates, the importance of a student finding a good career fit, and what makes a student employable, little research exists on undergraduate engineering students’ understanding of the process of how to find, qualify for, and secure a preferred first position after graduation (FPAG). Likewise, it is important for research to consider nuanced distinctions within STEM fields to assist research to practice transitions. Competition in securing jobs upon graduation is expected to continue, including for engineering positions. In fact, even in a market of high demand for STEM graduates, employers need candidates that display the skills, interests, and readiness to be successful employees.
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Work in progress: Coloring Outside the Lines-Exploring the Potential for Integrating Creative Evaluation in Engineering Education
Extant cultures within academic institutions that educate and train the next generations of STEM professionals tend to privilege long-held majority perspectives of knowing, thinking, and doing in science and engineering. To more intentionally recruit and include diverse groups of students into our educational programs, it is imperative that we develop and adopt unique pedagogical and assessment approaches that move beyond didactics, leverage experiential learning, and embrace a variety of student backgrounds and identities. In this paper, we demonstrate how visual methods-based assessments can serve as an impactful alternative to more traditional forms. We start by introducing three examples currently used in STEM curricula, and then by describing how these assessments promote autonomy and creativity as students make meaning of STEM and of themselves as STEM professionals. We conclude the description of each assessment example by identifying key considerations for STEM instructors when attempting to implement such assessments in their own contexts.
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Global environmental health impacts of rare earth metals: Insights for research and policy making in Africa
The rise of globalization and industrialization has driven the demand for rare earth metals (REMs). These metals are widely used in various sectors of the global economy with various applications in medicine, renewable energy, electronics, agriculture, and the military. REMs are likely to remain an important part of our global future, and, as production increases, areas contaminated by REMs are expected to expand over the coming decades. Thus, triggering significant adverse environmental, animal, and human health impacts. Despite increased attention on REMs outside China in recent years, there are limited studies exploring REM production, deposits, and associated health impacts in the African context. Proper mine management, adequate safety protocols, sustainable processing methods, and waste handling systems have been identified and proposed globally; however, the nature and scale of implementing these management protocols on the African continent have been less clear. Therefore, planetary health-centered solutions are urgently needed to be undertaken by researchers, policy makers, and non-governmental actors in Africa and across the globe. This is with the overarching aim of ensuring eco-friendly alternatives and public health consciousness on REM exploitations and hazards for future generations to come.
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Leveraging responsible, explainable, and local artificial intelligence solutions for clinical public health in the Global South
In the present paper, we will explore how artificial intelligence (AI) and big data analytics (BDA) can help address clinical public and global health needs in the Global South, leveraging and capitalizing on our experience with the “Africa-Canada Artificial Intelligence and Data Innovation Consortium” (ACADIC) Project in the Global South, and focusing on the ethical and regulatory challenges we had to face. “Clinical public health” can be defined as an interdisciplinary field, at the intersection of clinical medicine and public health, whilst “clinical global health” is the practice of clinical public health with a special focus on health issue management in resource-limited settings and contexts, including the Global South. As such, clinical public and global health represent vital approaches, instrumental in (i) applying a community/population perspective to clinical practice as well as a clinical lens to community/population health, (ii) identifying health needs both at the individual and community/population levels, (iii) systematically addressing the determinants of health, including the social and structural ones, (iv) reaching the goals of population’s health and well-being, especially of socially vulnerable, underserved communities, (v) better coordinating and integrating the delivery of healthcare provisions, (vi) strengthening health promotion, health protection, and health equity, and (vii) closing gender inequality and other (ethnic and socio-economic) disparities and gaps. Clinical public and global health are called to respond to the more pressing healthcare needs and challenges of our contemporary society, for which AI and BDA can help unlock new options and perspectives. In the aftermath of the still ongoing COVID-19 pandemic, the future trend of AI and BDA in the healthcare field will be devoted to building a more healthy, resilient society, able to face several challenges arising from globally networked hyper-risks, including ageing, multimorbidity, chronic disease accumulation, and climate change.
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Powers, Interests and Actors 1: The Influence of China in Africa’s Digital Surveillance Practices
This chapter examines the influence of China in the growth of Africa’s digital surveillance 1 capabilities and practices. The growth of Chinese investments through its Belt and Road Initiative (BRI) in the global south is well documented. Yet, China’s digital infrastructure investments in Africa still present a research lacuna that needs to be filled. Equally under-researched is how it influences African governments’ clampdown on citizens. Utilising the international political economy approach, we analyse the intersection of power, actors and interests in Africa’s surveillance practices focusing on Zambia and Zimbabwe. We focus on Zimbabwe and Zambia because their ties with China are among the most enduring of all African countries.
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Hate speech and polarization in participatory society, 67-82
Since the advent of Twitter in 2006, South Africa has witnessed a spectacular explosion of racist discourse on social media platforms. According to the South Africa Human Rights Commission (SAHRC, 2016), the centres of explosive racist discourses are Twitter and Facebook. SAHRC (2016) further notes that recent racist outbursts on Twitter and Facebook threaten the creation of a non-racial society and general social cohesion in South Africa. The surge of racist rants in South Africa reflects a society that is increasingly becoming racially polarised (South African Institute of Race Relations, 2018). The SAHRC trend analysis report (2016) reveals that discrimination on the grounds of race remains the highest of equality complaints, with an annual increase in high-profile derogatory incidences frequently aimed at black Africans. Similarly, Daniels (2009), Rauch and Schantz (2013) and Shepherd et al.(2015) note that social media have become a major conveyer of hate crimes against racial minorities and a major reason for the failure of multiculturalism as an institutional practice at a global level. Social media discussions on the subject of race in South Africa have served to highlight how racism remains pervasive and toxic (SAHRC, 2016). Some studies, such as those by Mafoko (2017) and Stephens (2018), have argued that the ‘rainbow nation’that the first democratically elected president of the country, Nelson Mandela, envisaged is now history–not a lived reality.
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In the Dead End: The Decline of the Indigenous Language Press in Post-colonial Zimbabwe
The Zimbabwe Media commission (ZMC), the statutory body that regulates the press in Zimbabwe, has on several occasions urged media proprietors to prioritise newspapers, or even magazines, in Zimbabwe’s varied indigenous languages. At independence in 1980, the government of Zimbabwe, through its newly created media entity, New Ziana, made strenuous efforts to promote the indigenous language press. Yet, only a handful of these newspapers remain. The few that do are tottering under severe challenges, and they do not show signs of sustainability going forward. Though the government claimed it would intervene to serve the indigenous language press, they have not helped save them. The continued decline of the press – as evidenced by closures, downsizing, staff turnover and many other symptoms – is testimony to the fact that these efforts have been hugely unsuccessful.