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Collaborating online in the face of forced immobility
- 1. Giovanna Fassetta - University of Glasgow, School of Education Glasgow, 26 September Collaborating online in the face of forced immobility
- 2. Context • The Gaza Strip: • A ‘statistical impossibility’ • De-development • Forced immobility • Arabic as a unrestricted resource • Internet and ‘virtual mobility’ 2
- 3. The Online Palestinian Arabic Course (OPAC) project • Building on previous collaborations • Aims • Increase employment for Gaza’s language teachers • Virtual academic hospitality and collaboration • Establishing connections from Gaza to the world • Objectives • Use online tools to collaboratively design, develop and deliver a language course • Provide unique, innovative, attractive Palestinian Arabic language course for beginners • Funder: AHRC-GCRF 3
- 4. The Online Arabic from Palestine course • Capabilities approach • Emotions • Affiliation • Senses, imagination and thought • Holistic language learning 4
- 9. To learn more (or even take the course!) Palestinian Arabic Online blog: https://palestinian-arabic.blog Arabic Center (Islamic University of Gaza) http://arabic.iugaza.edu.ps 9
Hinweis der Redaktion
- Collaboration between University of Glasgow school of education (UNESCO RIchair) and the Islamic University of Gaza (Arabic Center), to design, develop and promote an Online Arabic Language course for total beginners
- The Gaza Strip is part of the Palestinian Territories. It’s a strip of land of about 360 km2. The coastline is 40 km long. The width of Gaza is at its minimum 6 km and at its maximum 14 km. 2 million people live here. Tawil-Souri and Matar (2016) describe it as a ‘statistical impossibility’ since: “More than two-thirds of the population is made up of refugees; 70% live in poverty;. 60% of the population suffers from food insecurity; where 95% of piped water is below international quality standards; Gaza today is hermetically-sealed: the flow of people, goods, as well as medicines, fuel, and electricity is tightly controlled by Israel, all the while subjected to various forms of military and political violence. “ (pp 3 and 4) UN Conference on Trade and Development 2017 Gaza is experiencing de-development. UN Country Team 2017 If current situation does not change, Gaza 2020 it will be unliveable Blockade and Israel’s control over what and who enters/exits the Gaza Strip (a situation of siege). This includes foodstuff, medicines, construction material, but also people. Entering/exiting the Gaza Strip is very difficult and expensive and most people are trapped there Arabic is a resource that cannot be controlled Internet allows for remote working So designing an Arabic language course to be taught by teachers based in Gaza is a way to bypass restrictions
- Capabilities approach Nussbaum (2011) ten central capabilities. We chose 3 to be our guidelines for the course Emotions. 2. Being able to have attachments to things and people outside ourselves; in general, to love, to grieve, to experience longing, gratitude, and justified anger. (Supporting this capability means supporting forms of human association that can be shown to be crucial in their development.) Affiliation. Being able to live with and toward others, to recognize and show concern for other humans, to engage in various forms of social interaction; to be able to imagine the situation of another. (Protecting this capability means protecting institutions that constitute and nourish such forms of affiliation, and also protecting the freedom of assembly and political speech.) Senses, Imagination, and Thought. 1.Being able to use the senses, to imagine, think, and reason. Being able to use imagination and thought in connection with experiencing and producing works and events of one's own choice, religious, literary, musical, and so forth. Language teaching/learning and affect. Kramsch (2006) notes “[…] the somatic and affective resonances of the foreign language learned and used in social and cultural contexts. It focuses not on how learners master the intricacies of the grammar and the lexicon but on how they experience learning and using someone else’s language.” (99)
- Tools for everyday communication between the team and from the team to the rest of the world (email old technology, but takes on an unusual shape when navigating between two scripts)
- Being in each other’s academic space
- Our Gaza colleague with us on ‘this’ side of the screen!
- Physical danger for our partners; concern and anxiety for their well being Being cut off – fragility of a community that depends on internet connection Risk of normalising the siege by implying that ‘online work and collaboration’ is sufficient – making sure we always say it is not a substitute for freedom of movement nor sufficient