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A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

  • Authors: Joseph, Dawn , Roy, Reshmi , Bunn, Jemima
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Qualitative research journal Vol. 22, no. 2 (2022), p. 157-172
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  • Description: PurposeThis research is situated at a metropolitan university in Melbourne (Australia) where the authors work in initial teacher education programs within the same faculty. The purpose of this study is to raise awareness that collegial, collaborative and “co-caring” environments can foster an improved sense of belonging, acceptance and inclusion in the academy. They also argue that communities of practice may foster an improved sense of belonging that enhances empowerment and harmony among all staff in academia in pandemic times and beyond.Design/methodology/approachThe authors draw on case study methodology as a qualitative approach to understand and illuminate the phenomena under study. Case study methodology provides an in-depth understanding of their trifocal voices, as it allows them to voice their stories through collaborative autoethnography. The authors use self-narratives to unpack their sense of belonging in academic spaces. Collaborative autoethnography (CAE) enabled them to work together as a team of women and as a community of researchers.FindingsThe findings foreground the responsibilities of casual staff while concomitantly articulating the challenges faced by both permanent and casual staff to create a “sense of belonging” in the academy. The authors found that social connection engenders a sense of belonging and inclusion within a space that is often beset by neoliberal ideologies of competitiveness and individual achievement. They articulate their stress, pressure and uncertainty as permanent and as casual academics working supportively to develop and maintain identity in very difficult circumstances. They share how they developed professional relationships which bring unforeseen benefits and personal friendship at a time of especially restrictive practices.Research limitations/implicationsThe paper includes three voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. Employing CAE offers the possibility of delving more deeply into the emotional complexities inherent within this method for further research. They recommend a sense of “co-caring” as a form of pastoral care in the “induction program” for all academics including casual staff. While this may not “strategically” fit in with many because of power imbalances, the journey of co-caring and sharing and building friendships within the academy has a limited presence in the literature and calls for further investigation.Practical implicationsThe authors draw attention to the need for higher education institutes to recognise the role permanent staff play when working with casual academics.Social implicationsThe authors draw attention to the need to be inclusive and collaborative as a way to improve the divide and strengthen connections between permanent and casual academics at university worksites. This is imperative given the shifting demographics within Australia and its workforce. They also highlight issues of race in the academy.Originality/valueThis is an original work carried out by the authors. It raises concerns about a sense of belonging in the academy, job certainty and the place of people of colour as these issues may also be experienced by other full-time and casual academics.

Transnational daughters in Australia: Caring remotely for ageing parents during COVID 19

  • Authors: Joseph, Dawn , Belford, Nish , Roy, Reshmi
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Emotion, space and society Vol. 42, no. (2022), p. 100864
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  • Description: Migration does not diminish the concern migrants have for their kin. Consequently, remote caring is becoming a growing social phenomenon amongst migrants. This paper combines and contextualises three voices of transnational women of Indian heritage from diverse postcolonial nations. In 2020, long-distance care for aging parents during the global pandemic was extremely challenging. As ‘daughters away from home’ residing in Melbourne (Australia), we share our story of managing care, emotional stresses, and honouring family values during the pandemic. Our triadic collage of autoethnographical recounts focuses on worry, grief, and loss, interwoven with an emotionally reflexive lens. Drawing on our discipline areas of music, visual art, and literature we hope our microhistories like innumerable other voices globally are heard, and not subsumed in the mega narrative of the pandemic's impact. Our paper contributes to an under-researched area of remote caring for aging parents during this time. •Migration and cultural identity when living in a new socio-cultural context.•Maintaining regular and constant contact with parents confirms the gender division of caregiving.•Exercising emotional reflexivity and care through music, visual art and literature.•Emotional and symbolic dimension of responsibilities for aging parents.

Skilled migrants and negotiations: New identities, belonging, home and settlement

  • Authors: Webb, Susan , Roy, Reshmi
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Journal of intercultural studies Vol. 40, no. 2 (2019), p. 190-205
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  • Description: Issues of identity, home and belonging underline most transnational and transmigrational experiences. Globally, there is increasing interest in issues related to the settlement of migrants yet there is growing evidence on a quotidian basis that migrant settlement into a host country is not a smooth experience. Drawing on qualitative empirical work, involving a large cross section of ethnically diverse skilled migrants located in a regional Australian centre, this article explores the issue of settlement through considering how the concepts of identity, belonging, settlement and home are presented in narrative accounts from skilled migrants to Australia. Intersectional theoretical frameworks are used to explore migrants' perceptions of identity, belonging and home in negotiating and realising their new settlement. This also helps highlight the differences in skilled and non-skilled experiences using visa status, gender, education, ethnicity and socio-economic status/class to conduct an intersectional analysis.

(Re)negotiating transnational identities: Notions of ‘home’ and ‘distanced intimacies’

  • Authors: Belford, Nish , Roy, Reshmi
  • Date: 2019
  • Type: Journal article
  • Relation: Emotion, space and society Vol. 31, no. (2019), p. 63-70
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  • Description: Transnational migrants negotiate the multiplicity of ‘here’ and ‘there’ and contested notions of ‘home’ between home and host countries. As transnational migrant women in Australia, we explore these notions and our intimacies with ‘home’ as a complicated, ambivalent set of imaginings, biographies and emotions in relation to place, people and socio-cultural expectations. Using evocative autoethnographic accounts through ‘intimate landscapes of self-confessions’ based on personal experiences our narratives articulate ‘intimacies’ as something other than a direct relationship between self and other. Intimacies become a space within which self and home can be sought and experienced through emotional reflexivity (Holmes, 2010) generated by memories, practices of relationality and place-making through sociocultural encrustations. Skrbiš’s (2008) emphasis on migrant narratives rooted in emotions, Bradatan, Popan and Melton’s (2010) concept of fluid social identities and Ahmed's (2000) challenge to the notion of home as a ‘fixity’ underpin our discussion on identities and positionalities. Reflecting on a ‘notional home,’ we touch upon our ‘practise of emotions and intimacies’ (MacLaren 2014, Everts and Wagner, 2012) in relation to home and host cultures, with reference to gender, race and class in renegotiating our transnational identities. •Exploring notions of ‘home’ and ‘intimacies’ with ‘home’.•Evocative autoethnographic accounts of ‘intimate landscapes of self-confessions’ based on personal experiences.•The relational with others and self - explored through emotional reflexivity.•Transnational women re-negotiating ‘identities’ as wrought by gender and sociocultural encrustations.

The role of VET in the (dis)placing of migrants' skills in Australia

  • Authors: Webb, Sue , Faine, Miriam , Pardy, John , Roy, Reshmi
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Journal of vocational education & training Vol. 69, no. 3 (2017), p. 351-370
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  • Description: Vocational Education and Training (VET) in a policy and institutional sense plays an important role in the migration experiences of people who settle in Australia. This article draws on qualitative empirical work using narrative accounts from VET practitioners along with a cross section of ethnically diverse migrants to reveal how race and ethnicity are central to and constitutive of the experiences of both humanitarian and skilled migrants in Australian VET. The article employs critical race theory (CRT) building on research developed by others in the Journal of VET to analyse these experiences and the role of VET and labour markets in this process of (dis)placing migrants' skills. The article argues firstly, that skilled migrants are not absent in VET, but are rather rendered invisible in a policy sense. Secondly, CRT provides a theoretical resource for coming to grips with how, in a marketised Australian VET context where institutional responses to skilled migration can either be beneficial or exploitative, practices privilege advantaged groups and are always at once culturally loaded.

Geographical dimensions of imagined futures : Post school participation in education and work in peri-urban and regional Australia

  • Authors: Webb, Susan , Black, Rosalyn , Plowright, Susan , Morton, Ruth , Roy, Reshmi
  • Date: 2014
  • Type: Text , Conference paper
  • Relation: Annual meeting of the Australian Vocational Education and Training Research Association 2014
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  • Description: This paper discusses preliminary findings from a sub-set of empirical data collected for a recent NCVER study that explored the geographic dimensions of social exclusion in four locations in Victoria and South Australia with lower than average post school education participation. Set against the policy context of the Bradley Review (2008) and the drive to increase the post-school participation of young people from low socio-economic status neighbourhoods, this qualitative research study, responding to identified gaps in the literature, sought a nuanced understanding of how young people make decisions about their post-school pathways. Drawing on Appadurai’s (2004) concept ‘horizons of aspiration’ the paper explores the aspirations of two young people formed from, and within, their particular rural ‘neighborhoods’. The paper reveals how their post-school education and work choices, imagined futures and conceptions of a ‘good life’, have topographic and gendered influences that are important considerations for policy makers.

Negotiated voices: Reflections on educational experiences and identity by two transnational migrant women

  • Authors: Belford, Nish , Roy, Reshmi
  • Date: 2018
  • Type: Text , Journal article
  • Relation: Women's studies international forum Vol. 70, no. (2018), p. 24-31
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  • Description: In this paper, as two transnational migrant women of colour we explore both privilege and disempowerment as afforded us by our education, laden with postcolonial influences and reinscribed patriarchal limits. We also examine our sense of vulnerability and ‘voicelessness’ as migrants in defining our positionalities and gendered identities within a transnational space. Within the conjunctures in our stories we analyse the impacts of postcolonialism, education, gender, patriarchy, identity discourses and transnationality. Using evocative autoethnography through ‘intimate landscapes’ of self-confession we focus on intergenerational female relationships, in particular with our mothers. Through socio-cultural, postcolonial and transnational feminist lenses we substantiate our arguments on the denial of ‘voice,’ irrespective of educational achievements. Our stories contribute to discourses surrounding the ambiguities around contested and intersecting notions of education, gender, social and cultural differences and identities within the spaces of postcolonial histories and transnationalism. •Transnational women of colour exploring privilege and disempowerment within education and migration experiences•Evocative autoethnographic accounts of ‘intimate landscapes of self-confessions’ based on personal ethnographic accounts•Negotiating ‘voices’ and ‘identities’ as wrought by gender and intergenerational female conflicts

The Armenian diaspora’s Calcutta connection

  • Authors: Roy, Achinto , Roy, Reshmi
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Diaspora Studies Vol. 10, no. 2 (2017), p. 137-151
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  • Description: The existing literature on Armenian diaspora’s association of over three centuries with India, and more particularly Calcutta has overlooked the importance of the diaspora’s connection with Calcutta (present-day Kolkata) and how the diaspora’s presence in Calcutta shaped their destiny. This paper explains the significance of Armenian diaspora’s historical connection with Calcutta based on a review of existing literature supported by field work.

Exploring students' feelings of place

  • Authors: Webb, Susan Christine , Knight, Elizabeth , Black, Rosalyn , Roy, Reshmi
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Australian and International Journal of Rural Education Vol. 31, no. 3 (2021), p. 43-60
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  • Description: Geographically unequal distribution of opportunities for participation in post-school education particularly affects young people in rural and regional areas of Australia. This study contends that the perception of opportunities by young people from low socio-economic status backgrounds should be considered alongside the distribution of opportunities, in order to understand how place and social mobility are intertwined in the reproduction of inequality. Drawing on data about post-school transitions in peri-urban and rural areas of Australia, our study shows that understandings of a sense of belonging to a rural place of origin and the attraction of nature and the outdoors are intrinsic to understanding young people's educational mobilities. Despite a growing interest in the more emotional aspects of mobility, including the concept of 'emotional topographies' and issues of dislocation and belonging, the spatial contingency of student identities and their effects on participation are only just beginning to be manifested in an ontological shift in scholarship. Educational mobilities and the sense of place have been tested by the impact of the 2020 global pandemic. By deepening understanding of how students from rural areas frame their educational choices, this study offers a progression in thinking about dislocation and belonging in the interactions of post-school transitions. Arguably, a broader emotional geographical sense of belonging is needed to understand the experiences of rural students and their mobility or immobility. This broader conceptualisation may indicate new research directions for urban research.

'A Neo-colonial education': Querying its role in immigrant identity, inclusion and empowerment

  • Authors: Roy, Reshmi , Belford, Nish
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Journal of intercultural studies Vol. 42, no. 2 (2021), p. 235-252
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  • Description: This article problematises the neo-colonial legacies of Westernised education in the experiences of empowerment, disempowerment and identity negotiations of two immigrant academic women often positioned as 'elite' transnationals in Australia. Through positioning theory and postcolonial theory as frameworks, critical autoethnography as a research method shapes our personal accounts within two postcolonial contexts (India and Mauritius). We explore the tensions and dualities of race, class, ethnicity and gender engendered through an anglicised education. Our empowerment manifests as privilege and access to knowledge and opportunities for transnational mobility. We unpack the gradual erosion of our cultural rootedness and a renegotiation of our migrant identities entailing both submissiveness and resistance. Situating education as a force in our lives, we query whether it is an 'empowerment tool' concomitantly creating and deleting elements of our cultural history OR reclaiming the paradoxes of privilege and 'disempowerment' shaped by a neo-colonial education?

An Infinity of traces: Suneeta Peres da Costa in conversation with Reshmi Lahiri-Roy

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