Programme

This page provides details of presentations and other programming. For more information about presenters, please visit the Speakers page.


Conference Outline

Tuesday, 20 SeptemberWednesday, 21 SeptemberThursday, 22 SeptemberFriday, 23 SeptemberPostersVirtual Presentations
Location: The University of Barcelona

09:00-09:30: Conference Registration

09:30-10:30: Welcome Address & Recognition of IAFOR Scholarship Winners | Live Stream Available
The Vice-Chancellor, University of Barcelona, Spain
Dr Javier Velaza, Dean of the Faculty of Philology and Communication, University of Barcelona, Spain
Dr Cornelis Martin Renes, CEAT Director and Senior Lecturer at the Department of English Studies, University of Barcelona, Spain
Dr Joseph Haldane, The International Academic Forum (IAFOR), Japan

10:30-10:50: Keynote Presentation | Aula Magna, University of Barcelona | Live Stream Available
Resilience is an Academic Job Requirement
Donald E. Hall, Binghamton University, United States

10:50-11:05: Coffee Break

11:05-11:50: Keynote Presentation | Aula Magna, University of Barcelona | Live Stream Available
The 2022 Kathleen Firth Lecture: Writing Resistance and the Figure of the Trespasser
John McLeod, University of Leeds, United Kingdom
Kathleen Firth, University of Barcelona, Spain (Introduction)
Isabel Alonso-Breto, University of Barcelona, Spain (Moderator)

11:50-12:00: Conference Photograph

12:00-14:00: Lunch Break & Reception

14:00-14:45: Keynote Presentation | Aula Magna, University of Barcelona | Live Stream Available
The Arts, Literature and Dance: Multimodal and Embodied Approaches for a Resilient and Partnership World
Mattia Mantellato, University of Udine, Italy

14:45-15:00: Coffee Break

15:00-15:45: Featured Interview | Aula Magna | Live Stream Available
Gloria Montero Asks Joseph Haldane to Tell His Story
Gloria Montero, Novelist, Playwright & Poet
Joseph Haldane, IAFOR, Japan

15:45-16:45: Conference Poster Session

Location: Hotel Barcelona Condal Mar Affiliated by Meliá

09:30-10:45: Parallel Presentation Session 1
Poble Nou (Room A): Interdisciplinary Linguistics and Language
65213 | Evaluation of Secondary School EFL Textbook Used in Public Schools: A Case of Oman
64914 | Distance Learning – Peer Teaching Among Education Students
64640 | A Study Into How Collaborative Features in Online Spoken Interaction May Affect Collective Learning

Sant Sebastia (Room B): Learning Experiences, Student Learning & Learner Diversity
64935 | Effectiveness of Learning Objectives Articulated in Some of the Undergraduate Textbooks in Developing Entrepreneurial Skills in the Students
65487 | Financially Educating Generation Z Using Digital Media – A Competitive Field Test of eduStories® versus Texts
65243 | Social and Emotional Learning in the Apprentice Experience – A Mixed-methods Investigation

Barceloneta (Room C): Learning & Development
65301 | The Human Element Factor as an Education Experience for Learning and Development in Learning Diversity
64999 | Empowering Students Through Neurolinguistic Coaching and Positive Psychology
64695 | Modulation of the Imaginary Perceptive Maps and Its Effect on the Cognitive Attitude of Medical Students

Gotic (Room D): Multicultural Learning
65237 | Diaspora, Globalization, and Education: An Initial Survey of the Filipino Guro in Thailand and Indonesia
65065 | Estonian Teachers Self-efficacy in Multicultural Classrooms
64923 | Learning in a Multicultural Reality – Distance Learning in Corona Crisis

10:45-11:00: Coffee Break | Gracia (Main Room)

11:00-12:15: Parallel Presentation Session 2
Poble Nou (Room A): Language/Literature/Literary Studies
64987 | A Hopeful South African Literature: The Sublime in Etienne van Heerden’s the Long Silence of Mario Salviati
65579 | Re-Defining Black Masculinities in Toni Morrison’s Novels
65084 | Linguistic Image Creation in Media Based on Framing and Rhetorical-eristic Text Analysis During the 2020 Presidential Campaign in Poland

Sant Sebastia (Room B): Learning Experiences, Student Learning & Learner Diversity
64992 | Conceptions of Modesty and Showing-off Behaviours: Impacts on Postgraduate Students’ Being Able but Unwilling to Respond/ABU in a UK University
65346 | The Making of Superintendents of Education in South Korea
65071 | Understanding User Feedback Through Negative Emotions: A Learning Experience

Barceloneta (Room C): Creativity
65512 | Creativity During Covid-19 Pandemic in Singapore: A Case Study via the 4Ps of Creativity
65438 | In Search for a Space to Change: Learning from Children’s Imagined and Actual Mobilities
62388 | The Application of Career and College Success as a Creative, Innovative, and Adaptive Learning Program for Personalized Education Among the International Students of Jose Rizal University

Gotic (Room D): Higher Education
65409 | Digital Learning Assistants in Higher Education Environments: A Qualitative Focus Group Study
64788 | Perceptions of TVET Students Regarding the Integration of Learning Management Systems (LMS) for Teaching and Learning: Situation Analysis of TVET College in South Africa
64720 | Transformations in Higher Education: Integration of Future Technologies into Teaching and Learning

12:15-13:15: Lunch Break | Gracia (Main Room)

13:15-14:55: Parallel Presentation Session 3
Poble Nou (Room A): Media and Communication
64688 | Storytelling in a Facebook Support Group: Support Solicitation and Support Provision Among Parents of a Child With Autism
63668 | Engaging/Creating Difference: The Relevance of Cultural Identity as Laypeople Plan a Newscast
64773 | Media Penetration and Economic Growth: Case Study of South Africa
64855 | Women and Modernity: Female Images in Chinese Cigarette Cards

Sant Sebastia (Room B): Learning Experiences, Student Learning & Learner Diversity
65600 | Actions Towards Sustainable Communities: Exploring Pre-Service Teachers’ Experiences of Science for Global Goals Curriculum
64718 | Enhancing the Comprehensibility of Palm Oil Knowledge Using Augmented Reality
64973 | If Inclusion Means Everyone, Why Not Me? Parents of Students With Developmental Disabilities Speak Out
65593 | On Space, On Place: Emerging Tamaraw Identity: The FEU Lived Experience Journey of Students in the Communication Discipline

Barceloneta (Room C): International Education
65421 | Cash for Resilience: Examining the Impact of a Cash Transfer on Marginalized Girls in Refugee and Host Communities in Kenya
64275 | Community Support and Teachers’ Use of Digital Technology: A Comparative Case Study of Two Primary Teachers From England and Vietnam
64065 | Re-introducing International Students to Face-to Face Learning in the New Normal

Gotic (Room D): Interdisciplinary Education and Arts
64924 | Latin American Film for Future Nurses: Teaching Clinical Empathy and Narrative Medicine Awareness to Work With Immigrant Populations
64904 | The Development of a Measurement Tool of Resilient Leadership for Principals
64316 | Hauntings of Intercultural Art Pedagogies: A Duo-authoethnography of Two Asian Art Educators’ Transformative Experiences
64898 | Resilience in Children: Theory and Practice

14:55-15:10: Coffee Break | Gracia (Main Room)

15:10-16:25: Parallel Presentation Session 4
Poble Nou (Room A): Interdisciplinary
64477 | The Future of Small-to-Medium-Scale Production of Ceramics: The Use of Thermoplastic Polyurethane 3D Printing to Produce Molds in Educational Institutions
64774 | Corporate Social Responsibility and Community Development: The Case of Dead Sea Hotels

Sant Sebastia (Room B): Education and Difference/Education, Sustainability & Society
65323 | Teachers’ Awareness on Supporting Students with Traumatic Experiences in School Settings: A Literature Review
65360 | Telehealth as a Parent Training Platform: A Behavioral Development approach to Autism Intervention
65375 | The Attitudes of Medical and Nursing Students Toward Homeless People

Barceloneta (Room C): Teaching Experiences, Pedagogy, Practice & Praxis
65525 | A Pedagogy Quality Evaluation Model: Assessing the Quality of Human-machine Interactive Learning in Econometrics
65330 | Promoting Teacher Confidence With Technology Through Risk Taking and Organisational Changes: A Welsh Perspective
64971 | Remote Learning Infrastructure and Practice in Philippine Secondary & Higher Education: Current Situation and Proposed Direction

Gotic (Room D): Education and Innovation
64146 | School-based Virtual Reality Room for Students With Severe and Complex Learning Difficulties to Reduce Anxiety Levels and Develop Social Skills
65276 | Teaching Without Borders: A Gamification Paradigm for Practical Subjects
64922 | A New Look at the Station Rotation Model: Interdisciplinary Integration

16:25-16:40: Coffee Break | Gracia (Main Room)

16:40-17:25: Keynote Presentation | Poble Nou (Room A) | Live Stream Available
Adult Education and the ‘Pedagogy of the Oppressed’: Vulnerability, Resilience, and Lifelong Learning
Dolors Ortega, University of Barcelona, Spain

Location: Hotel Barcelona Condal Mar Affiliated by Meliá

09:30-11:10: Parallel Presentation Session 1
Poble Nou (Room A): Interdisciplinary
65631 | The Multidimensional Model of Fandom Tourism in the Hyper-connected Era: The Case of Hallyu Fans
65153 | A Case Study on Lube Martin in Race and the Law in WWI Era Kentucky
65156 | Kurdish Women Claiming Citizen Rights and Woman Agency Through Language Revitalisation and Folklore Collecting

Sant Sebastia (Room B): Professional Training, Development & Concerns in Education
64503 | Off-site Insights – A Qualitative Study of Teacher Professional Development Through the Pandemic and Beyond
65400 | STEM Teaching Factory: From In-person to Virtual Teacher Immersion Program
64785 | The Mixed Reality in the Initial Formation of Teachers for the Construction of Theoretical and Practical Knowledge About Teaching
60040 | Using Contemporary Art and Animation in Professional Health Education and Training

Barceloneta (Room C): Teaching Experiences, Pedagogy, Practice & Praxis
65597 | Education in an Age of Crisis: Praxis and Wellbeing Under Pressure
65087 | Becoming a Teacher – An Introductory Program for New Student Teachers
65504 | How Can Dialogues Around Work Experience Enhance Adult Students Learning
65532 | Flipping Clinical Supervision for Speech-Language Pathology Students: Perceptions of Clinical Educators in Implementing Inquiry-Based Learning

Gotic (Room D): Workshop Sessions
65240 | Using Multicultural Literary Texts and Documentaries for Developing Student Teachers’ Cross-cultural Competence and Raising Their Awareness of Social Injustices
64830 | The Time is Now: The Increased Need for Differentiated Instruction in Primary and Secondary Classrooms

11:00-11:25: Coffee Break

11:25-12:40: Parallel Presentation Session 2
Poble Nou (Room A): Counselling, Guidance & Adjustment in Education
65106 | Internet Based Relationship Education: A Randomized Controlled Trial Among Turkish Emerging Adults
65107 | Relationship Education Dropout: Exploring Dropout Characteristics
65176 | The Role of Relationship Beliefs, and Relationship Self-efficacy in Predicting the Attitudes Towards Intimate Partner Abuse

Sant Sebastia (Room B): Educational Policy, Leadership, Management & Administration
65411 | Postmodernism as a Factor in the Post-truth Era: Finding a Path for Public Schools in a Time of Chaos
65554 | Integrated Teacher Education Programme in India: In Search of a Feasible Model
65551 | Teachers’ Intention to Leave: Educational Policies as External Factor of Stress

Barceloneta (Room C): Foreign Languages Education & Applied Linguistics
65596 | Enhancing Students’ Motivation, Autonomy and Achievement Using Mentimeter
65207 | Second Language Learners’ Awareness and Use of Metacognitive Strategies in Academic Reading: A Case Study

Gotic (Room D): Educational Policy, Leadership, Management & Administration
65033 | Vocational Adult Education and Training in Slovakia. Second or Wasted Chance?
64180 | Re-contextualising the Human Capital Theory in Bangladesh: More Education Does NOT Always Yield Higher Earnings
65430 | Organizational Change Through Complex Adaptive Design

12:40-13:40: Lunch Break

13:40-15:20: Parallel Presentation Session 3
Poble Nou (Room A): Cultural Studies and Design
65058 | Research on the Design of Cultural Creative Products From the Perspective of Cultural Identity
63374 | When Geopolitics Meet Design: -162ºC Trading Power: A Case Study
65042 | Craft as Rhizomatic Learning
64709 | Small Housing: Wright’s Explorations and Published Manuals

Sant Sebastia (Room B): Learning Experiences, Student Learning & Learner Diversity
65603 | Benefits of English ‘Lingua Franca’ COIL Projects in the Post-COVID-19 Era
64086 | Open Educational Resources (OER), Learning Enhancement and Attitude Improvement: An Experience From Higher Education in COVID Era
64700 | Entering University During Times of Disruption: Experiences of First Year Students From a Historically Disadvantaged University in South Africa During the Covid19 Pandemic
65093 | University Students’ Perception of Online Learning Experiences During Covid-19 Pandemic

Barceloneta (Room C): Challenging & Preserving: Culture, Inter/Multiculturalism & Language
65277 | If These Walls Could Talk: Semiotic Codes Analysis of School Space
65174 | Resilience in Times of Change: Critical Autoethnographic Stories of Immigrant Teacher Identity
65344 | Autoethnography: The Preservation and Resiliency of the U.S.-Mexico Border People

Gotic (Room D): Workshop Session
64885 | Let’s Play: Using Gamification in University Classes as a Means to Increase Motivation and Engagement While Lowering Stress
64702 | Paired Course Design for Interprofessional Education Learning (IPE): Clinical Mental Health and Psychiatric Mental Health Nurse Practitioner Programs

15:20-15:35: Coffee Break

15:35-16:50: Parallel Presentation Session 4
Poble Nou (Room A): Teaching Experiences, Pedagogy, Practice & Praxis
64530 | Attitudes to Grammar in the Internet Age
65069 | Teachers’ Perspectives on Digital Technologies and Educational Practices: Challenges and Resilience in a Brazilian Public Educational Context
64470 | The Delicate Architecture of Poetry Illuminates the Agony and Resilience of University Lecturers During COVID-19 Remote Learning

Sant Sebastia (Room B): Higher Education
65303 | Assessment for Learning in Tunisian Higher Education: English Language Teachers’ Self-Efficacy and Knowledge Base
64219 | Modernizing the International Short-Term Study Abroad
64178 | Shaping Qualitative Researchers in the Asian Context

Barceloneta (Room C): No Sessions
Gotic (Room D): No Sessions

16:50-17:05: Onsite Conference Closing Session
Joseph Haldane, IAFOR, Japan

Location: Online

08:00-09:40: Online Parallel Presentation Session 1 | Live Stream Available
Room A: Interdisciplinary
65451 | Education as Means of Women’s Liberation: Myth or Reality?
63625 | Measuring Professional Agency of Minority Teachers: The Case of Russian Schools in Estonia
65563 | Exploring Implicit Exclusion in the Indian Schooling System
64861 | Ouality of Teaching and Learning in Higher Education Institutions: An Example of University of Zagreb

Room B: Teaching Experiences, Pedagogy, Practice & Praxis
65226 | Methods of Teaching and Acquisition of Employability Skills Among University Science Graduates in the South-west, Nigeria
65103 | Teacher Approaches in Career Guidance Programmes in Singapore High Schools: A Qualitative Study
64066 | An Ethnographic Study of Digital Translanguaging and Transcultural Practices Among Algerian ELF Users
65553 | Flexible and Scalable Compulsory Education and Training: Challenges, Solutions and Lessons Learned

Room C: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
65449 | Best Practices: Model United Nations Simulations and English as a Lingua Franca
65280 | Developing a Reading-based Pedagogical Model for L2 Learners’ English Academic Writing: A Case Study in Japanese Tertiary Education
64637 | Applying Educational Technology in ESL Context: Challenges and Suggestions
64954 | University ESL Students’ Challenges and Insights Towards Online Learning Amidst COVID Pandemic

Room D: No Sessions

09:40-09:50: Short Break

09:50-10:40: Online Parallel Presentation Session 2 | Live Stream Available
Room A: Interdisciplinary
61051 | Boyhood and Consuming “Extra-special Sweets” in Roald Dahl’s Children’s Literature
65606 | Decomposing the Stereotypes: East-West Dichotomy in the Film Adaptations of W. S. Maugham’s The Painted Veil

Room B: Interdisciplinary
65441 | Fostering the Entrepreneurial Mindset of Students Through Pioneering Teaching Pedagogies: An Empirical Study on a B-School
65381 | Representation of the Student’s Controllable Performance Features Based on PS2CLH Model

Room C: Research and Publishing
64147 | Considerations About the Importance of Education After the First Wave of COVID-19
65476 | Prevalence of Anxiety in University Students During the Covid-19 Pandemic

Room D: No Sessions

10:40-10:50: Break

10:50-12:30: Online Parallel Presentation Session 3 | Live Stream Available
Room A: Arts & Humanities - Interdisciplinary
65080 | Architectural Solutions to “Street Vendors” at Cairo
65605 | The Reconstruction of Rural Place Through Paper-cutting Art: A Case Study of a “Paper-cutting Village” in Fujian Province, China
64684 | Future Digital Finance: Ethnic Traditional Jewelry as Intangible Heritage and its Influence on Places’ Assets
64966 | Art as Resistance and Overcoming Hegemonic Epistemologies for Other Plural Meanings in Human Formation

Room B: Education - Interdisciplinary
65497 | Panel: Creating a High-performing Education System in the UAE: Improving Teacher Quality
64506 | Developing Teamwork Skills: Exploring the Integration of Peer Assessment With Critical Reflection Among International Business Students
65056 | Developing the Professional Identity of a Novice Teacher Through the Teacher Induction Program

Room C: Learning Experiences, Student Learning & Learner Diversity
65485 | Assessing Students’ Perception on Academic Emotions in 21st Century Skills Learning Environments in Rural India
65314 | Enhancing Employability Skills: Evaluation of the Student Experiences of the Work-integrated Learning Internship Program
65537 | Flexible Learning Experiences and Attitude Towards Flexible Learning of Students in Bicol Philippines: Basis for a Self-regulated Learning Model
65338 | Fostering the Academic Transition of International Students Who Are Ethnoculturally and Linguistically Diverse in Postsecondary Education

Room D:
Interdisciplinary

64780 | Our Story: Teenage Mothers on Risk and Protective Factors Influencing Their Resilience Towards Completion of Their Education and Future Goalsetting
65365 | Negotiating the Place for Human Rights in Education – Implications for Curricular Integration
65357 | Encouraging Self-study Outside Class by Incorporating High-stakes Writing
64153 | In Their Own Words: South African Learners on Mathematical Anxiety and Factors That Inhibit Their Mathematical Resilience

12:30-12:40: Break

12:40-13:55: Online Parallel Presentation Session 4 | Live Stream Available
Room A: Interdisciplinary
64960 | Digital Technologies in Teacher Education with Reference to French Language Teacher
65481 | Design for Outdoor Education: Redefining Schooling Through Design-Oriented Experimentation in Outdoor Contexts
65584 | Teaching Digital Art: Video Game Photo Modes

Room B: Teaching Experiences, Pedagogy, Practice & Praxis
65329 | A Daily Self-checklist as an Effective Tool to Maintain Students’ Engagement Academically, Socially and Emotionally
65342 | Innovating Design Thinking and L1 Support in an Online English as a Foreign Language (EFL) Classroom
65450 | A Framework for Faculty-focused Professional Development for Online Delivery of Instruction

Room C: Learning Experiences, Student Learning & Learner Diversity
65442 | Reflection of Sustainable Entrepreneurial Intent Among the Learners on Completion of Courses on Sustainability
65092 | Unconventional Times in Higher Education: Evolving and Transforming – Student Support Perspectives
63967 | Examining the Impact of Classroom Group Identity Development in an Urban Science Classroom

Room D: Learning Experiences, Student Learning & Learner Diversity
65091 | 6th Graders in the United Arab Emirates Using Ethnomathematics and Mobile Learning to Investigate Mathematics
65308 | Teaching-Learning Process and Dialogical Understanding: A Study Findings in India
64836 | Finding Solutions to Poor Performance in the Botswana Education Systems and Lessons Learnt From COVID-19

13:55-14:05: Short Break

14:05-14:50: Online Keynote Presentation | Room A | Live Stream Available
Stories of Resilience and Strength
Ishmeet Kaur, Central University of Gujarat, India

14:50-15:00: Short Break

15:00-15:45: Online Keynote Presentation | Room A | Live Stream Available
Attacks on Critical Race Theory
Adrien K. Wing, University of Iowa College of Law, United States

15:45-15:55: Short Break

15:55-16:40: Online Keynote Presentation | Room A | Live Stream Available
Do We Look Back to Move Forward? Bouncing Back, Back to Normal, Building Back
Shirley Steinberg, University of Calgary, Canada

16:40-16:50: Online Conference Closing Session
Joseph Haldane, IAFOR, Japan

Virtual Poster Presentations

65519 | Using the ‘Candle in the Tomb’ Fandom as an Example and Explain Its Associated Behaviours and Values
65199 | The Effects of Lockdown on Undergraduate Training and the Well-being of Pre-service Teachers
65294 | Developing English Speaking Skills of Engineering Students through Project-Based Learning in Uzbekistan
64783 | The Use of Research Project Proposal in a Public Health Clerkship for Medical Students in a University in United Arab Emirates
65514 | Taiwan Senior High School Students’ Motivation to Learn in CLIL Instruction
65445 | Study of the Attitudes and Manifestations of Non-standardness of Primary Teachers in the Educational Environment

Pre-Recorded Virtual Presentations

63650 | Social Media & Dialogic Engagement: An Exploration of the Facebook Pages of New Zealand’s Elite Arts Organisations
64985 | Using Social Media Marketing for Political Identification: A Case Study of New Age Indian Politicians
65082 | Quickly Interactive Healing Installations Nurture Resilient Communities After the Covid-19 Pandemic
65349 | Resilient Design of Public Space in Older Communities of Shanghai
63780 | Axiomatic Dimensional Analysis of Art in the Visual Culture of the Ibibio People of Nigeria
64461 | Evaluation of Media Architecture in Urban Night Scene — A Qualitative Study of Avena Theater in Swansea
65573 | Temporary Appropriation Practices and Spontaneity in Public Spaces: The Case of Downtown Cairo Passageways
65566 | Ambivalent Perceptions of Beauty and Fashion: A Qualitative Study of Chinese Female Students Studying in British Universities
64708 | Transcultural Languages: 3D Reconstruction of the Wampo Canoe, and Its Interpretation Through Intelligent Technologies on Digital Fabrication
65587 | Profiling the “Internationality” of State Universities and Colleges in the National Capital Region of the Philippines
64683 | Stance-taking and Code-switching in #StopEnslavingSaudiWomen: (Multimodal) Critical Discourse Analysis of Campaigning Discourse on Twitter
65310 | A Multimodal Analysis of An NGO’s Promotional Video
64886 | Analyzing Memes Through the Lens of Theories of Humour
64685 | Research on the Correlation Between Psychological Capital and Career Hope in the Hospitality Industry after COVID-19: Moderating Effect of Career Engagement
64947 | “Nandopananda” – Process of Performance Rehearsal for the Creation of Contemporary Performing Arts
65244 | Aerial Waste: the Rhetoric and Politics of Drone Environmental Photography
64777 | Preparing for Intercultural Sojourns: Understanding the Impact of Undergraduate-level Intercultural Education on Chinese Postgraduate Students in the UK
65682 | Democratic Citizenship in Formal Civic Education in Albania: Assessment of Curriculum and Teaching of Democratic Citizenship in Pre-university Education
64485 | Development of Vocabulary Study System and Measurement of its Effect
64784 | Enhancing Pedagogical Benefits of Turnitin in Higher Education: Understanding Students’ Acceptance and Use
65436 | Innovative Lecturer: Using Digital Tools in the Study Process
65482 | ASLMAD: A Virtual Tutor for a Better Learning Experience
65520 | Exploring Parents’ Perspectives on Distance Learning for Children with ASD in UAE
64984 | Child Labour and Education: A Case Study of Rehabilitation of Child Labourers of Handicraft Industry in Jaipur City of Rajasthan
65444 | Use of Information and Communication Technology for Quality Education
64377 | Tourism System in the Face of Pandemic: A Prisma Approach on Current Topics, Research Methods and Approaches
64928 | The Use of the Phenomenological Approach for the Study of the Determinants of the Scientific Production of Teacher-researchers
64692 | The Correlation Between Teaching Collocations & Lexical Bundles and the Improvement in the Writing Performance of Freshman Students
65575 | Learning Experiences of Online English Learning with Pedagogical Redesign for Complementing Formal Face-to-Face Learning
65241 | Enhancing Student Learning Experiences Through Recorded Presentation Using the “Gongyeh” System
65406 | Assessing Full-time Undergraduate Student Segments: Public Higher Education Enrollment in Hawaii
65503 | Disciplinary Literacy and Picture Books in the Primary Classroom
65561 | Creative Storytelling in Art & Design from the Perspective of Quantum Theory
64370 | Students’ Involvement in Co-creation Initiatives: The Link Me Up – 1000 Ideias Project at the Polytechnic Institute of Viseu
65231 | A Conjoint Study and Segmentation on the Preferred Online Learning Attributes of Senior High School Learners Amidst the COVID-19 Pandemic
65539 | Evaluating Student Perspectives on Understanding of Complex Systems
65589 | Engaging First Generation Students Through Culturally Responsive Teaching
65257 | Escape Room in Pre-school Education Learning
65446 | Predictive Efficiency of Spiritual Intelligence and Cultural Intelligence on Emotional Maturity of Student Teachers at Secondary Level
65085 | Evaluating Collaborative Discovery with Children
64165 | Teacher-Parent Issues Related to Adolescents During COVID-19
64200 | Fostering Academia-industry Collaboration: Insights on the Demola Portugal Initiative by IPV Teachers Acting as Trainees and Facilitators
64975 | Future Competencies for United Arab Emirates
65217 | Can Blended Learning Replace Face-to-face Teaching in Machine-Knitting Courses?
65588 | Zombie Transformable SafeHouse: Engaging in Contextual Sustainability

The draft version of the Conference Schedule is now online. All registered delegates will be notified of by email on August 25, 2022.

*Please be aware that the above schedule may be subject to change.


Featured Presentations

  • Resilience is an Academic Job Requirement
    Resilience is an Academic Job Requirement
    Keynote Presentation: Donald E. Hall
  • Do We Look Back to Move Forward?
    Do We Look Back to Move Forward?
    Keynote Presentation: Shirley Steinberg
  • Attacks on Critical Race Theory
    Attacks on Critical Race Theory
    Keynote Presentation: Adrien K. Wing
  • The Arts, Literature and Dance: Multimodal and Embodied Approaches for a Resilient and Partnership World
    The Arts, Literature and Dance: Multimodal and Embodied Approaches for a Resilient and Partnership World
    Keynote Presentation: Mattia Mantellato
  • Adult Education and the ‘Pedagogy of the Oppressed’: Vulnerability, Resilience, and Lifelong Learning
    Adult Education and the ‘Pedagogy of the Oppressed’: Vulnerability, Resilience, and Lifelong Learning
    Keynote Presentation: Dolors Ortega
  • Writing Resistance and the Figure of the Trespasser
    Writing Resistance and the Figure of the Trespasser
    Keynote Presentation: John McLeod
  • Stories of Resilience and Strength
    Stories of Resilience and Strength
    Keynote Presentation: Ishmeet Kaur
  • A Conversation with Poet Silvia Cuevas-Morales
    A Conversation with Poet Silvia Cuevas-Morales
    Featured Interview: Silvia Cuevas-Morales & Sue Ballyn
  • Gloria Montero Asks Joseph Haldane to Tell His Story
    Gloria Montero Asks Joseph Haldane to Tell His Story
    Featured Interview: Gloria Montero & Joseph Haldane

Conference Programme

The online version of the Conference Programme is now available to view below via the Issuu viewing platform. Alternatively, download a PDF version. It can also be viewed on the Issuu website (requires a web browser). An Issuu app is available for Android users.

The Conference Programme contains access information, session information and a detailed day-to-day presentation schedule.

Important Information Emails

All registered attendees will receive an Important Information email and updates in the run-up to the conference. Please check your email inbox for something from "iafor.org". If you can not find these emails in your normal inbox, it is worth checking in your spam or junk mail folders as many programs filter out emails this way. If these did end up in one of these folders, please add the address to your acceptable senders' folder by whatever method your email program can do this.



Previous Programming

View details of programming for past BCE conferences via the links below.

Resilience is an Academic Job Requirement
Keynote Presentation: Donald E. Hall

It is an understatement to note that the past two years have been debilitating for all of us in higher education. Masking mandates, remote teaching requirements, disrupted research plans, and curtailed travel to events such as the one we are holding now in Barcelona have sapped much of our optimism and sense of attachment to our students, colleagues, and institutions. To say the least, many of us feel burned out.

I want first to validate and honour that feeling of resilience depletion. I have experienced it myself as I have worked through university financial challenges, student crises, and a variety of personal disruptions. Nevertheless, I do love my job and I want to offer here a gentle nudge back for all of us toward renewal and re-attachment to our academic passions and toward a reignition of our intellectual/pedagogical enthusiasm. Colloquially, we have to find a way to “get over it.”

Indeed, burnout and cynicism are not at all unique to the pandemic and post-pandemic academic world. They have been endemic for decades and more. Twenty years ago, in one of my early books The Academic Self: An Owner’s Manual, I noted the prevalence of feelings of “burn out” throughout higher education, and in that book I worked to frame it as an inexcusable failure to meet our core job responsibilities—to generate new ideas through our research and to position our students for success in their lives and intellectual journeys.

In this talk, I will glance at some of the ways that the academic cynicism enabling burnout had become something of a cottage industry even before the pandemic and why such self-indulgence is indefensible. The pandemic further enabled some of the worst excesses of pre-pandemic cynical thinking. We have active choices to make—and I will emphasise the conjoined empowerment and responsibility that go with that concept of “choice.” In returning to some of the early voices of transformational pedagogy, such as those of Paolo Freire and bell hooks, I offer a few reminders. We in academia, however frustrated we may be with health protocols and zoom-based interactions, have chosen and have been fortunate to secure a career of incredible privilege. We of privilege have an implicit employment contract in which our mission, and our core job requirement, is to change lives through our teaching and research. If we choose the self-indulgence of cynicism and burnout, rather than outward engagement, we are, quite frankly, not doing our jobs. And there are many enthusiastic and optimistic under-employed and unemployed individuals (graduate students, public intellectuals, post-docs and others) who, quite bluntly, have a better claim to the positions that we currently hold.

Read presenter's biographies
Do We Look Back to Move Forward?
Keynote Presentation: Shirley Steinberg

Bouncing Back, Back to Normal, Building Back

During the past 32 months, many have noted their desire to return to normal or create a “new normal”. A critical theoretical lens suggests that shedding romanticised notions of the past and old definitions of societal norms challenge us to consider making new ways in which to move forward after the global pandemic. How do we create a post-pandemic equitable, diverse, and inclusive world? How do we work with our students to not criticise the old, the past, and the "before" pandemic world but to use honest / reflective critique to articulate what must change to sustain the viability of our world? How do we educate for reality and reflection as to what didn’t work in those “norms” that we seem to be mourning?

Read presenter's biographies
Attacks on Critical Race Theory
Keynote Presentation: Adrien K. Wing

Critical Race Theory started in the United States over 30 years ago. In the last two years, vicious attacks have started against it all over the world. Political forces in the United States in particular have attempted overtly or covertly to ban its use. More than 20 US states have passed laws restricting the teaching of certain principles that they claim are affiliated with CRT. The talk will help to shed light on the topic. What is CRT really? Why the upsurge on attacks? Should proponents of CRT fight back? What does this campaign against CRT mean for the future of discussion of race issues in the United States or elsewhere as well as broader freedom of speech issues?

Read presenter's biographies
The Arts, Literature and Dance: Multimodal and Embodied Approaches for a Resilient and Partnership World
Keynote Presentation: Mattia Mantellato

In an ever-increasing divided reality, in which incomprehension and boundaries are putting at risk our innate human capacity for love, care and understanding, the Humanities are interested in investigating new transdisciplinary and intercultural dialogues for a more resilient and peaceful world (Riem & Hughes-d’Aeth, 2022). The encounter of scholarly-research with the praxis of media and the arts are in this respect fundamental for altering, revising and re-reading ‘canonical’ or Western-oriented epistemologies and thinking (Quijano, 2007; Mignolo & Walsh, 2018) in light of a more complex, fluid and respectful partnership existence (Eisler, 1987; Eisler & Fry, 2019).

In my scholarly-artistic research, as both academic and dancer, I engage in multimodal projects with the intent of mingling together the poetic wor(l)d of post-decolonial writers from the ‘edge’ with the gestural, iconic and embodied language of dance (Schechner, 2013). This mixing of intertextual references and corporeal allusions allows my productions to bring to the fore new and unfathomed perspectives for both practitioners and viewers with the aim to traverse disciplinary boundaries and embrace a new opaque (Glissant, 1997) and much needed exchange of possibilities, an unexpected intersectional remapping of critical inquiry that destabilises, interrogates, proposes…

In this presentation I will focus on my last ongoing production based on David Dabydeen’s Turner (1994), a long narrative poem in which the Guyanese author questions the representation of drowning black bodies in J.M.W. Turner’s notorious painting Slavers Throwing Overboard the Dead and Dying, Typhoon Coming On (1840). My solo dance embodies Dabydeen’s complex depiction of Turner, who becomes simultaneously the painter, the slave, the stillborn, the human who constantly changes his skin in order to become oppressor and oppressed, persecutor and victim, black and white. Dabydeen’s poem highlights a tidalectic discourse (Brathwaite, 1992) on the role of Western-European imperialism, thus allowing us to revive our Atlantic archive in a more feminine and partnership-oriented dimension.

The presentation will follow an “undisciplined” (Benozzo, 2010) form of enquire, debating first on Dabydeen’s poem and writing, following the presentation of the ongoing process of the intermedial adaptation, to end with a live embodied extract of the dance performance.

Read presenter's biographies
Adult Education and the ‘Pedagogy of the Oppressed’: Vulnerability, Resilience, and Lifelong Learning
Keynote Presentation: Dolors Ortega

The specific objectives of adult education in Spain consist of developing programs and courses related to specific educational needs for excluded groups, as well as to develop people’s capacity to participate in social, cultural and political events within the paradigm of lifelong learning. However, what the following paper intends to claim is that the solution is not to integrate them or make them fit in the structure that oppresses them. What is required is to offer them a critical and reflexive education, and a pedagogy which liberates them to understand the nature of their oppression and act upon their vulnerability so as to transform it.

Adult education environments might potentially become unique spaces for social encounters and transformation, where a wide range of diversity of people build a network of effects by deluding the privilege-oppression matrixes and by raising awareness of alternative understandings of interdependence, by means of service-learning and active participation of its members, within the learning community. Our discussion will stem from a brief genealogy of adult education in Catalonia, to analyse the demands and challenges of the pedagogy of the oppressed of the 21st century within the framework of adult education. In order to do so, this paper will take CFA Rius i Taulet School for Adults as an example of an attempt to generate learning contexts which work towards a progressive social change.

Read presenter's biographies
Writing Resistance and the Figure of the Trespasser
Keynote Presentation: John McLeod

Circuits of permission and prohibition have long regulated human mobility, but ever more so today in an increasingly portable and checkpointed world system. In this presentation, I consider the recent literary and cultural representation of mobility with particular reference to those funnels and fictions of sanctioned motion in which only selected subjects – the 'good' immigrant, the compliant arrivant, et al. – are certified as legitimate. What happens when those figures granted leave to remain in the ambiguous environs of neoliberal consumption refuse to accept the prefabricated constraints of their compliance? How might their uncommissioned behaviour refuse the ever-shifting line between licensed and illegitimate life? Or in other words: what happens when we trespass beyond the lines that tell us where, and who, we are meant to be? I will explore the ways in which recent literary and cultural texts are mobilising this figure of the 'trespasser', as I term it, in order to ask critical questions about the extent to which the predominant constraints of transpersonal relations can be effectively exposed, challenged, and firmly resisted by those who appear to refuse their readied place.

Read presenter's biographies
Stories of Resilience and Strength
Keynote Presentation: Ishmeet Kaur

Leo Tolstoy remarked in War and Peace that “the two most powerful warriors are patience and time.” This statement stands true for all times, particularly in times of crisis. While time has its power, it can be equally destructive as well as healing; patience is the key to surviving time. Belonging to a family that witnessed the violence of the partition of India, followed by the 1984 anti-Sikh massacres and other situations of violence and war, COVID-19 has added a new experience – surviving during the pandemic. Thus, for the family, there have been phases of trauma and revival followed by repeated critical situations and revival from them. Every experience became a strength story, when the most stressful times were countered with hope and faith. It is true that distress is also the birth of undeterred hope and faith.

How is one expected to contemplate and make sense of the different times of turbulence and upheaval? What efforts can one make to recover from setbacks and adversity? How does one reconcile with loss?

The present paper focuses on answering these questions through various narratives and stories witnessed during the pandemic. The extraordinary strength that people showed in the worst of situations, as India witnessed poor labourers migrating to their homes at the outbreak of the pandemic; the widening gap of untouchability, not just in terms of caste but also in terms of social barriers and medical distances; breakdown of health care machinery; increase in suicides and mental stress; challenges met by students and educationists; and the farmers protest against the agriculture laws that turned into a full movement. At the same time, a lot of people and organisations came forward and made attempts to take charge of themselves and move on at individual levels that opened up different opportunities in the midst of the crisis. This paper focuses on how these experiences are case-studies of the invisible people who have created history of their own times.

Read presenter's biographies
A Conversation with Poet Silvia Cuevas-Morales
Featured Interview: Silvia Cuevas-Morales & Sue Ballyn

It would not be an untruth to say that Silvia was born into resistance. In 1975, at the age of thirteen, she and her parents had to flee Pinochet’s Chile to take up residence in Australia. It is true, however, that Silvia has spent all of her adult life in “resistance mode”. She has been an activist on many fronts and outstanding on the feminist front in Spain, an advocate for human rights, social, judicial, and sexual rights. The list is long. If you are looking to find her, search in the trenches of resistance!

Silvia found in poetry the voice through which to express her criticism of a humanity at odds with itself, her indignation at sexual, political and social injustice, her anger at all kinds of abuse, at racism. She voices, in Spanish or in English, what is so often silenced in our society, forcing her reader to travel with her through dark, shadowed streets, and is implacable in her search for a better world.

This conversation will take us through some of Silvia’s work and, most importantly, will allow us to meet the passionate human behind the words.

Read presenter's biographies
Gloria Montero Asks Joseph Haldane to Tell His Story
Featured Interview: Gloria Montero & Joseph Haldane

As a novelist, Gloria Montero is well aware how through our stories, we learn about the world, about each other, and even about ourselves. And remembering how Henry James once said that “everyone has a story if they are able to tell it”, she talks to Dr Joseph Haldane to learn what led a schoolboy growing up in Brighton, England to teach in France, then Japan, and then on to be the Founder, Chairman and CEO of The International Academic Forum (IAFOR), the Interdisciplinary Think Tank, based in Japan. A Member of the World Economic Forum’s Expert Network for Global Governance, Professor Haldane's research and teaching at institutions world-wide covers history, politics, international affairs and education, as well as governance and decision making.

Read presenter's biographies
X