BAMC2022

BAMC2022

20–23 September, 2022 | University of Barcelona, Spain (and online)


Back to Top


Plenary Speakers

  • Sue Ballyn
    Sue Ballyn
    University of Barcelona, Spain
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Ishmeet Kaur
    Ishmeet Kaur
    Central University of Gujarat, India
  • Mattia Mantellato
    Mattia Mantellato
    University of Udine, Italy
  • Donald E. Hall
    Donald E. Hall
    Binghamton University, USA
  • John McLeod
    John McLeod
    University of Leeds, United Kingdom
  • Gloria Montero
    Gloria Montero
    Novelist, Playwright & Poet
  • Silvia Cuevas-Morales
    Silvia Cuevas-Morales
    Writer, Australia
  • Dolors Ortega
    Dolors Ortega
    University of Barcelona, Spain
  • Shirley Steinberg
    Shirley Steinberg
    University of Calgary, Canada
  • Adrien K. Wing
    Adrien K. Wing
    University of Iowa College of Law, United States

Back to Top


Programme

  • 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

Back to Top


Organising Committee

The Organising Committee of The 4th Barcelona Conference on Arts, Media & Culture (BAMC) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Isabel Alonso-Breto
    Isabel Alonso-Breto
    University of Barcelona, Spain
  • Sue Ballyn
    Sue Ballyn
    University of Barcelona, Spain
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Montserrat Camps-Gaset
    Montserrat Camps-Gaset
    University of Barcelona, Spain
  • Donald E. Hall
    Donald E. Hall
    Binghamton University, USA
  • Baden Offord
    Baden Offord
    Curtin University, Australia
  • Maria Grau Perejoan
    Maria Grau Perejoan
    University of the Balearic Islands, Spain
  • Cornelis Martin Renes
    Cornelis Martin Renes
    University of Barcelona, Spain
  • Caty Ribas-Segura
    Caty Ribas-Segura
    University College Alberta Giménez, Spain

Back to Top


Review Committee

  • Dr Supriya Banerjee, Amity University, Uzbekistan
  • Professor José Carneiro, University of Porto, Portugal
  • Dr Shravasti Chakravarty, XLRI Delhi-NCR, India
  • Professor Selina Gao, Murray State University, United States
  • Dr Leslie Haas, Xavier University of Louisiana, United States
  • Dr Eiman Mohamed Eltom Hagou, Islamic University of Minnesota, United States
  • Dr Giraldo De La Caridad León Rodríguez, ECOTEC University, Ecuador
  • Dr Hong Li, Emory University, United States
  • Professor Mario Pace, University of Malta, Malta
  • Dr Hongzhuan Song, Nazareth College of Rochester, United States

Back to Top


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

16:30-16:40: Break

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: 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: 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

Back to Top

Sue Ballyn
University of Barcelona, Spain

Biography

Dr Sue Ballyn is the Founder and Honorary Director of the Centre for Australian and Transnational Studies Centre at the University of Barcelona from where she graduated with a BA in 1982. Her MA thesis on the writings of Sylvia Plath and Ted Hughes won the Faculty prize in 1983. In 1986 she won the Faculty prize again, this time for her PhD thesis on Australian Poetry, the first PhD on Australian Literature in Spain.

She joined the English and German Philology Department on graduation 1982 and has remained at the university ever since. In 1990 she founded the Australian Studies Program which was recognised as an official University of Barcelona Observatory - Studies Centre in 2000, known as CEA, Observatorio Centre d’Estudis Australians. It is the only Australian Studies Centre in Spain and one of the most active in Europe.

Over the last twenty-five years, Sue Ballyn’s research has been focused on foreign convicts transported to Australia, in particular Spanish, Portuguese, Hispanics and Sephardim, and she works closely with the Female Convicts Research Centre, Tasmania. She has published and lectured widely in the area, very often in collaboration with Professor Lucy Frost. May 25th 2018 will see the publication of a book on Adelaide de la Thoreza, a Spanish convict, written by herself and Lucy Frost.

More recently she has become involved in a project on ageing in literature DEDAL-LIT at Lleida University which in turn formed part of a European project on ageing: SIforAge. As part of this project she is working on Human Rights and the Elderly, an area she started to research in 1992. In 2020 a book of interviews with elderly women, with the working title Stories of Experience, will be published as a result of this project. These oral stories are drawn from field work she has carried out in Barcelona.

She was recently involved in a ministry funded Project, run out of the Australian Studies Centre and headed by Dr Bill Phillips, on Postcolonial Crime Fiction (POCRIF). This last project has inevitably intertwined itself with her work on convicts and Australia. Her present work focuses on Sephardi Jews in Asian diaspora, and the construction of ageing.

Featured Interview (2022): “A Conversation with Poet Silvia Cuevas-Morales”
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education (USA), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Featured Interview (2022): Gloria Montero Asks Joseph Haldane to Tell His Story

Previous Presentations

Keynote Presentation (2021): “In Conversation with Gloria Montero”
Ishmeet Kaur
Central University of Gujarat, India

Biography

Dr Ishmeet Kaur Chaudhry (educationist, author and poet) teaches at the Centre for English Studies at Central University of Gujarat, India. She was recognised as an Inspired Teacher for the President of India’s in-residence program at Rashtrapati Bhawan, New Delhi in June 2015. She has been largely interested in areas of literature of margins, studies of violence, trauma, and women studies. She has also been actively engaged in Comparative Studies and Translations from Punjabi into English. She is a member of the Global Guru Granth Sahib Translation project at Sikh Research Institute, United States. Her recent work has been on violence studies engaging with discourses on the 1984 anti-Sikh carnage in Delhi. She is an editor of Black November: Writings on Anti-Sikh Massacres of 1984 and the Aftermath (2019); Patrick White: Critical Issues (2014); co-editor of Violence, Subversion and Recovery: Women Writers from the Sub-continent and Around (2019, with Rachel Bari) and the author of Texting the Scripture: Sri Guru Granth Sahib and the Visionary Poetics of Patrick White (2016). Her collection of poems is Forbidden Button and Other Poems (Signorina Publications, 2020)

Dr Ishmeet Kaur Chaudhry also engages in conducting talks on women's concerns, well-being and mindfulness. She firmly believes that in a world that is full of pressures, there is an innate energy within people. She engages in discourses on various aspects of spirituality, learnings from Guru Granth Sahib, and real-life memoirs. She has delivered lectures in various institutions and different countries like Taiwan, Singapore, Australia, America, Pakistan, the United Kingdom and Spain.

Keynote Presentation (2022): “Stories of Resilience and Strength”
Mattia Mantellato
University of Udine, Italy

Biography

Mattia Mantellato holds a cum laude PhD (Doctor Europaeus) in English language and literatures from the University of Udine, Italy, Department of Languages and Literatures, Communication, Education and Society, and he is now a Post-Doctoral Fellow working on the project “English Caribbean Literatures of the Ocean: Eco-Feminist and Transdisciplinary Perspectives for a New Blue Aesthetic”. He researches and publishes on: Derek Walcott’s work, World Literatures, English Literature, Performance and Dance Studies and Multimodal Studies. He is also a professional ballet dancer, choreographer and artist. He graduated from La Scala Ballet Academy in Milan. For seven seasons, he was part of the ensemble of the National Ballet Theatre of Prague (Czech Republic). He has performed in more than 10 countries in Europe, in China (EXPO 2010), at the Biennale of Venice and at Mittelfest.

Keynote Presentation (2022): “The Arts, Literature and Dance: Multimodal and Embodied Approaches for a Resilient and Partnership World”
Donald E. Hall
Binghamton University, USA

Biography

Donald E. Hall is Provost and Executive Vice President for Academic Affairs at Binghamton University (SUNY), USA. He was formerly Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA, and held a previous position as Dean of Arts and Sciences at Lehigh University, USA. Provost Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of IAFOR. He is Chair of the Arts, Humanities, Media & Culture division of the International Academic Advisory Board.

John McLeod
University of Leeds, United Kingdom

Biography

John McLeod is Professor of Postcolonial and Diaspora Literatures at the University of Leeds, United Kingdom. He is the author of Postcolonial London: Rewriting the Metropolis (Routledge, 2004), Beginning Postcolonialism (Manchester UP, 2nd ed. 2010), and Life Lines: Writing Transcultural Adoption (Bloomsbury, 2015). He has edited special issues of the journals Kunapipi, Moving Worlds, and Études Anglaises, and is the co-editor of The Revision of Englishness (Manchester UP, 2004) and The 1970s: A Decade of Contemporary British Fiction (Bloomsbury, 2014). His essays have appeared in journals such as Wasafiri, Journal of Postcolonial Writing, and ARIEL. He is an Executive Board Member of the Alliance for the Study of Adoption and Culture (ASAC) and co-editor of the Ohio State University Press series Formations: Adoption, Kinship, and Culture. In April 2022 he was Visiting Professor at the University of Paris Sorbonne, France. His new book, Global Trespassers, is forthcoming with Liverpool University Press.

Keynote Presentation (2022): “Writing Resistance and the Figure of the Trespasser”
Gloria Montero
Novelist, Playwright & Poet

Biography

Novelist, playwright and poet Gloria Montero grew up in a family of Spanish immigrants in Australia’s North Queensland. After studies in theatre and music, she began to work in radio and theatre, and then moved to Canada where she continued her career as an actress, singer, writer, broadcaster, scriptwriter and TV interviewer.

Co-founder of the Centre for Spanish-Speaking Peoples in Toronto (1972), she served as its Director until 1976. Following the success of her oral history The Immigrants (1973) she was invited to act as Consultant on Immigrant Women to the Multicultural Department of the Secretary of State, Government of Canada.

She organised the international conferences "Amnistia" (1970) and "Solidaridad" (1974) in Toronto to support and make known the democratic Spain that was developing in the last years of the Franco dictatorship, and in 1976 at Bethune College, York University, "Spain 1936-76: The Social and Cultural Aftermath of the Spanish Civil War".

With her husband, filmmaker David Fulton, she set up Montero-Fulton Productions to produce documentary films on social, cultural and ecological themes. Their film, Crisis in the Rain, on the effects of acid rain, won the Gold Camera Award American Film Festival 1982. Montero was consultant-interviewer on Dreams and Nightmares (A-O Productions, California) about Spain under Franco, a film that won international awards in Florence, Moscow, Leipzig and at the American Film Festival 1975.

Among her many radio documentaries for the Canadian Broadcasting Corporation are: The Music of Spain – a series of 18 hours which presented Spanish music within a social and historical framework; Segovia: the man and his music — a 2-hour special (Signature); Women and the Law (Ideas); Foreign Aid: Hand-out or Rip-Off (Ideas).

Since 1978 Montero has been living in Barcelona, where she has continued to write and publish novels such as The Villa Marini, All Those Wars and Punto de Fuga. Her poem Les Cambres was printed with a portfolio of prints by artist Kouji Ochiai (Contratalla 1983). A cycle of prose poems, Letters to Janez Somewhere in Ex-Yugoslavia, provided the basis for collaboration with painter Pere Salinas in a highly successful exhibition at Barcelona's Galería Eude (1995).

She won the 2003 NH Premio de Relato for Ménage à Trois, the first time the Prize was awarded for a short story in English.

Well known among her theatre work is the award-winning Frida K., which has toured Canada, played New York and Mexico and has been mounted in productions in Spain, Cuba, the Czech Republic, Poland, Sweden and Latvia.

Photo by Pilar Aymerich.

Featured Interview (2022): Gloria Montero Asks Joseph Haldane to Tell His Story

Previous Presentations

Keynote Presentation (2021): “In Conversation with Gloria Montero”
Keynote Presentation (2020): KNOCK KNOCK... WHO'S THERE?
Discussion Panel (2020): “In Conversation with Gloria Montero”
Silvia Cuevas-Morales
Writer, Australia

Biography

Silvia Cuevas-Morales is a bilingual Australian writer of Chilean descent whose work includes fiction, non-fiction and poetry. After the 1973 military Coup d’état in Chile, her family was forced to flee the country and settled in Australia, where she completed her secondary and university studies, while teaching Latin American literature and Spanish language at La Trobe and Monash Universities. In 1999, she moved to Spain, where she has worked in the publishing world as an editor and literary translator, as well as collaborating with different newspapers and magazines as a freelance journalist.

Some of her published work includes: Purple Temptations (1994); Respiro de arena (1996); Sur/South Poem(a)s (1998); Al filo de la memoria/At memory's edge (2001); Canto a Némesis (2003); De la "A" a la "Z": Diccionario universal de autoras que escriben en castellano (2003); Vínculos Teatrales (2003); Rodaré maldiciendo (2008); Poliamora (2010); Diccionario de centenarias ilustres: 100 mujeres que cambiaron la historia (2011); Desarrelament y altres poemes / Desarraigo y otros poemas (2012); Nanas lésbicas: para conciliar el sueño (2013) Pienso, luego estorbo... / Je pense, donc je gȇne... (2014); El tren del miedo y otros relatos (2015) and Apátrida: Diario de un destierro/ Stateless: Diary of an Exile (2017).

Featured Interview (2022): “A Conversation with Poet Silvia Cuevas-Morales”
Dolors Ortega
University of Barcelona, Spain

Biography

Dr Dolors Ortega Arévalo has been a lecturer of Literature in English at the University of Barcelona, Spain since the year 2010, teaching courses focused on Contemporary Fiction in English, Modernist and Postmodernist Literature in English, Medieval Literature, North American Contemporary Fiction, Shakespeare and Postcolonial Literatures, both at undergraduate and postgraduate levels. She received her PhD from the University of Barcelona and she was awarded the European Doctorate Mention for her thesis "Deterritorialising Patriarchal Binary Oppositions: Deleuze, Woolf, Masculinities and Film Adaptation", after a year as a Visiting Doctoral Researcher under the supervision of Dr Humm at the University of East London, United Kingdom. Her research has focused mainly on Modernist writers, Gender Studies, Contemporary British Fiction, Film Adaptations, Postcolonial Literatures and the Philosophy of Gilles Deleuze and Félix Guattari. She has most recently been working on transnationalisms and hybridity and has published the prologue and only authorised annotated Spanish translation of F.S. Fitzgerald's The Last Tycoon (2014) as well as the prologue of F.S. Fitzgerald’s Cuentos Rebeldes (2018). She is a member of the consolidated research group Ratnakara with its current project “Rhizomatic Communities: Myths of Belonging in the Indian Ocean World,” funded by the Spanish Ministry of Economy and Competitiveness (PGC2018-095648-B-I00). She has been a member of the academic committee of the MA “Construcció i Representació d’Estudis Anglesos” of “Facultat Filologia i Comunicació de la Universitat de Barcelona”, and is currently a member of the executive committee of “Centre d’Estudis Australians i Transnacionals (CEAT)” and the Head of Studies of CFA Rius i Taulet School for Adults in Barcelona.

Keynote Presentation (2022): “Adult Education and the ‘Pedagogy of the Oppressed’: Vulnerability, Resilience, and Lifelong Learning”
Shirley Steinberg
University of Calgary, Canada

Biography

An innovative teacher educator and critical pedagogy scholar committed to diversity, inclusion, interdisciplinarity, and shared vision, Steinberg’s scholarship has contributed to the notions of Critical Multiculturalism and Diversity, Critical Bricolage, Critical Youth Studies, and Kinderculture. Her commitment to equity and social justice is internationally disseminated. She currently holds the Werklund Research Chair of Critical Youth Studies at the University of Calgary. Steinberg is the author or editor of over 50 books and is the Whitworth Award Winner for Career Education Research Excellence 2019-2022. She is the director/writer of films relating to education and critical ways of knowing and is the winner of 17 festival awards for a collaborative film: Elders' Room, made with Kainai First Nation.

Keynote Presentation (2022): “Do We Look Back to Move Forward?”
Adrien K. Wing
University of Iowa College of Law, United States

Biography

Dean Adrien K. Wing is the Bessie Dutton Murray Distinguished Professor at the University of Iowa College of Law, United States, where she has taught for 34 years. She is the Associate Dean for International and Comparative Law Programs, and the Director of the University of Iowa Center for Human Rights. Author of over 150 publications, she teaches Critical Race Theory, Sex Discrimination Law, and Law in the Muslim World. She is editor of Critical Race Feminism (NYU Press, 2003) and Global Critical Race Feminism (NYU Press, 2000). Recipient of many honours, she currently serves on the American Journal of International Law Board of Editors. Wing holds her Bachelor’s degree from Princeton with high honours, MA degree from UCLA in African Studies, and her Doctorate of Jurisprudence from Stanford Law School.

Keynote Presentation (2022): “Attacks on Critical Race Theory”
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 biographies
Isabel Alonso-Breto
University of Barcelona, Spain

Biography

Dr Isabel Alonso-Breto obtained her PhD from the University of Barcelona in 2003, where she is currently a Senior Lecturer. A scholar in the area of Postcolonial Studies, she has worked on authors of Caribbean, Canadian, Indian and South-African origin, while her present research focusses on literature and life writing by Sri Lankan authors, mostly of the diaspora. A visiting scholar in recent years at the Universities of Toronto (Canada) and Marburg (Germany), Dr Alonso-Breto has been the guest editor of several issues of academic journals such as Coolabah and Indialogs, and is the general editor of the miscellaneous journal Blue Gum. Also interested in the social role of creative writing and translation, she has several pieces to her credit in this regard. Lately she has translated into Spanish the anthology Siembra solo Palabras, by Sri Lankan Tamil poet Cheran, published in 2019. Dr Alonso-Breto is a member of Ratnakara, a research group devoted to the study of the literatures and cultures of the Indian Ocean, and the Vice-Director of the Centre for Australian and Transnational Studies at the University of Barcelona.

Interview Session (2021) | Brexit, Borders and the Gibraltarian Voice: a Conversation With M.G.Sanchez

Previous BAMC Presentations

Discussion Panel (2020): “In Conversation with Gloria Montero”
Sue Ballyn
University of Barcelona, Spain

Biography

Dr Sue Ballyn is the Founder and Honorary Director of the Centre for Australian and Transnational Studies Centre at the University of Barcelona from where she graduated with a BA in 1982. Her MA thesis on the writings of Sylvia Plath and Ted Hughes won the Faculty prize in 1983. In 1986 she won the Faculty prize again, this time for her PhD thesis on Australian Poetry, the first PhD on Australian Literature in Spain.

She joined the English and German Philology Department on graduation 1982 and has remained at the university ever since. In 1990 she founded the Australian Studies Program which was recognised as an official University of Barcelona Observatory - Studies Centre in 2000, known as CEA, Observatorio Centre d’Estudis Australians. It is the only Australian Studies Centre in Spain and one of the most active in Europe.

Over the last twenty-five years, Sue Ballyn’s research has been focused on foreign convicts transported to Australia, in particular Spanish, Portuguese, Hispanics and Sephardim, and she works closely with the Female Convicts Research Centre, Tasmania. She has published and lectured widely in the area, very often in collaboration with Professor Lucy Frost. May 25th 2018 will see the publication of a book on Adelaide de la Thoreza, a Spanish convict, written by herself and Lucy Frost.

More recently she has become involved in a project on ageing in literature DEDAL-LIT at Lleida University which in turn formed part of a European project on ageing: SIforAge. As part of this project she is working on Human Rights and the Elderly, an area she started to research in 1992. In 2020 a book of interviews with elderly women, with the working title Stories of Experience, will be published as a result of this project. These oral stories are drawn from field work she has carried out in Barcelona.

She was recently involved in a ministry funded Project, run out of the Australian Studies Centre and headed by Dr Bill Phillips, on Postcolonial Crime Fiction (POCRIF). This last project has inevitably intertwined itself with her work on convicts and Australia. Her present work focuses on Sephardi Jews in Asian diaspora, and the construction of ageing.

Featured Interview (2022): “A Conversation with Poet Silvia Cuevas-Morales”
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education (USA), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Featured Interview (2022): Gloria Montero Asks Joseph Haldane to Tell His Story

Previous Presentations

Keynote Presentation (2021): “In Conversation with Gloria Montero”
Montserrat Camps-Gaset
University of Barcelona, Spain

Biography

Montserrat Camps-Gaset (Barcelona 1958) graduated in Classical Philology at the University of Barcelona in 1980. Her MA thesis on Maleficent Women in Archaic and Classical Greece won the Faculty prize. In 1985, she read her PhD thesis on Ancient Greek Festivals. In 1982, she also graduated in Theology in Barcelona. In 1989, she became Senior Lecturer at the Barcelona University. In 1992 and 1993, she went to the University of Leipzig thanks to a special development program of the DAAD for East Germany universities.

Apart from Catalan and Spanish, her native tongues, she speaks English, French and German fluently, has a good knowledge of Italian and Modern Greek and a basic level of Russian. Her main interests are Mythology, First Christianism, Early Byzantine authors, and Classical Tradition. Her interests include folklore, women studies and national identity.

She has translated many works from Greek, German and Modern Greek into Catalan. She is currently working on the Catalan edition of Plato’s Laws in four volumes, and on a Catalan version of the Corpus Hermeticum. She has also translated books for children and youngsters from English and German into Catalan and Spanish. In 2013, she taught a Seminar on Literary Translation at the University of Leipzig.

She has published a book in French on Ancient Greek Festivals, and papers on Ancient Greek Religion, Women Studies, Mythology and EarlyChristianism, as well as Classical Tradition in modern writers. In 1998, she published a book of poetry.

At Barcelona University, she has been Head of the Greek Department (2001-2004) and Dean of the Philological Faculty (2004-2008), and has participated on the University Board for many years. She is a member of several societies for Classical Studies and for Literature, such as the Catalan Pen Club.

Since 2008, she is a member of the CEAT’s Executive Committee. Thinking that academic activity must also include an engagement in communicating with a broader audience, she has undertaken the honour of codirecting the Centre as a new academic challenge for developing its capacity of producing and sharing knowledge.

Donald E. Hall
Binghamton University, USA

Biography

Donald E. Hall is Provost and Executive Vice President for Academic Affairs at Binghamton University (SUNY), USA. He was formerly Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA, and held a previous position as Dean of Arts and Sciences at Lehigh University, USA. Provost Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of IAFOR. He is Chair of the Arts, Humanities, Media & Culture division of the International Academic Advisory Board.

Baden Offord
Curtin University, Australia

Biography

Baden Offord is Emeritus Professor of Cultural Studies and Human Rights at Curtin University, Australia. Born in Aotearoa/New Zealand of Māori and Pākehā heritage, he has lived most of his life in Australia, as well as several years in Spain, South India, and Japan. An internationally respected scholar in human rights, education, sexuality and culture, his latest book (co-edited with Fleay, Hartley, Woldeyes and Chan) is Activating Cultural and Social Change: The Pedagogies of Human Rights (London, Routledge: 2022).

Professor Offord has held academic appointments as the Dr Haruhisa Handa Chair of Human Rights in the Centre for Human Rights Education at Curtin University (2015-2020); as Chair (Visiting Professor) of Australian Studies, Centre for Pacific and American Studies at The University of Tokyo (2010-2011); as Visiting Professor at the University of Barcelona; and as Professor of Cultural Studies and Human Rights at Southern Cross University (1999-2014). He has also had visiting positions at Indiana University, the University of Auckland, and La Trobe University. In 2021 he was appointed an Officer in the Order of Australia (AO) ‘for distinguished service in tertiary education in the field of human rights, social justice and cultural diversity.'

Professor Offord is a member of IAFOR’s Academic Governing Board. He is Chair of the Cultural & Area Studies section of the International Academic Advisory Board.

Keynote Presentation (2021): Engaging with Culture: A Conversation on Decolonising the Future

Previous BCE Presentations

Keynote Presentation (2020): The Relevance of the Humanities and Arts in Uncertain Times
Maria Grau Perejoan
University of the Balearic Islands, Spain

Biography

Maria Grau Perejoan is a Lecturer in the Department of Spanish, Modern and Classical Languages at the University of the Balearic Islands, Spain. She holds a doctoral degree in Cultural Studies with an emphasis on Caribbean Literature and Literary Translation from the University of Barcelona, and an MPhil in Cultural Studies from the University of the West Indies, Jamaica. Her primary research is in Caribbean Literature and Literary Translation and she has published book chapters and articles in national and international journals on both areas. In 2020 she co-edited and co-translated the award-winning bilingual anthology of contemporary Caribbean women poets, The Sea Needs No Ornament / El mar no necesita ornamento (Peepal Tree Press, 2020).

Cornelis Martin Renes
University of Barcelona, Spain

Biography

Dr Cornelis Martin Renes graduated from the University of Barcelona with a BA in 2001, an MA in 2006 and PhD in 2010. He joined the English and German Philology staff in 2001. His main teaching areas have been English poetry from the Renaissance to contemporary times, and postcolonial studies with a special emphasis on the Asia-Pacific area and Australia in particular. He wrote his thesis on indigenous Australian literature and identity formation. He co-directs the Australian Studies Centre at the university, which was recognised as an official University of Barcelona Centre in 2000. Since the 2000s his main area of research has been indigenous Australian literature, and more recently he has become a member of a research project, POCRIF, which looks at postcolonial crime fiction and is funded by the Spanish Ministry of Education. He currently holds the positions of Adjunct Lecturer, Co-Director of the Australian Studies Centre at the University of Barcelona, and Member of the EASA (European Association for Studies of Australia) Board. He maintains steady contact with Australian academia through visiting fellowships.

Panel Presentation (2020): Embracing Difference: The Work of Art
Caty Ribas-Segura
University College Alberta Giménez, Spain

Biography

Dr Caty Ribas-Segura graduated from the University of Barcelona with a BA in English Philology in 2003, an MA in English Studies in 2005 and a PhD in Australian Literature in 2013. She joined the Languages Department at University College Alberta Giménez (CESAG) (Palma de Mallorca) in 2006, a college which is now part of Comillas Pontifical University (UP Comillas). Currently, she is the university’s Research Coordinator, teaches English at the faculties of Education, Communication and Sports Science and, since 2013, has also managed the English Language School. Her research focuses on Greek and Chinese migrant literature in Australia and historical and contemporary crime fiction in Australia. She is a member of the Centre for Australian and Transnational Studies at the University of Barcelona and of the research group TransLit at the University of Oviedo. She is the coordinator of the Postcolonial Studies panel at AEDEAN (Spanish Association of Anglo-American Studies) conferences, the main Spanish association for English Studies. She was a member of the ministry-funded research project POCRIF: Postcolonial Crime Fiction (2014-2017). She has published more than twenty texts, participated in more than thirty national and international congresses and been a guest speaker in undergraduate and postgraduate courses in Spain and Thailand.

X