Monthly Archives: July 2018

Recent Global Feminist Actions

What would you add to recent examples of women’s activism?

  • Millions of Polish women go to the streets to protest attempts to roll back reproductive choice,
  • French women who oppose sexual harassment,
  • Chilean women students protesting campus sexism,
  • Palestinian women fight the occupation[i]
  • Armenian women demonstrated for their rights as well as changing prime ministers.
  • Saudi women launched a campaign in 2016 for an end to the guardianship laws, which are explained in a report and short videos titled “Boxed In: Women and Saudi Arabia’s Male Guardianship System.”[ii] *Egyptian women protest online, as the President el-Sisi government punishes feminist heads of NGOs.
  • A Swedish student named Elin Ersson blocked a plane from taking off from Gothenburg until an Afghan refugee was taken off the plane to prevent his deportation to what she felt was certain death.
  • Journalist Ksenia Sobchak, 35, ran for president of Russia against Putin, drawing from her five million Twitter followers.
  • Japanese girls tired of being assaulted while traveling on crowded trains to school wear metal pins/buttons stating, “I’m not going to take it! Groping is a crime!” A Japanese friend’s tactic is to pinch the harasser as hard as she can.
  • Women in Mexico City are fighting street harassment with apps and posting stickers showing a girl walking confidently.[iii] The #niunamemos (not one woman less lost to gender violence) campaign spread throughout Latin America.

*Kenyan women protest the lack of female cabinet members that violates their constitution, which states that women should be one-third of legislators and appointed political positions.

*Women riding bicycle campaigns occur in Muslim countries like Pakistan, Turkey, Iran, and Egypt.

 

Iranian women take off their veils and post their videos on websites like My Stealthy Freedom organized by Masih Alinejad. She also organized a #whitewednesdays campaign to wear white to protest compulsory hijab. Alinejad posted, “Civil disobedience is the first step to gain our victory.” In exile in the US, she described her activism in her book The Wind in My Hair: My Fight for Freedom in Modern Iran (2018). #Walking Unveiled was organized in 2018 after a viral video showed three Iranian police officers hitting a woman who they judged not to be properly covered. Alinejad also led a campaign of women posting photos riding bikes in defiance of a 2016 fatwa by Supreme Leader Khameini against cycling because it threatens their chastity.[iv]

In the US, women are rising up in response to President Donald Trump’s sexism, women are prominent leaders in Black Lives Matter, the Dreamers fight for immigrant rights, Fight for $15 (to raise the minimum wage), the #MeToo movement against sexual harassment and assault, and teacher wildcat strikes that began in West Virginia and spread to Oklahoma, Kentucky, North Carolina, Colorado, Arizona and other right-to-work states that don’t favor unions.

[i] Fadi Abu Shammalah and Jen Marlowe, “Palestinian Feminists are Fighting on Two Fronts,” TruthDig, June 17, 2018.

https://www.truthdig.com/articles/why-palestines-feminists-are-fighting-on-two-fronts/

[ii] Zuhour Mahmoud, “Hundreds of Thousands Join Saudi Women-Led Campaign to End Male Guardianship in the Kingdom,” Global Voices, September 4, 2016.

https://globalvoices.org/2016/09/04/hundreds-of-thousands-join-saudi-women-led-campaign-to-end-male-guardianship-in-the-kingdom/

[iii] https://www.girlsglobe.org/2018/05/08/women-are-claiming-back-the-streets-of-mexico/

[iv] “Women in Iran Post Photos and Videos,” Women in the World, September 21, 2016.

https://womenintheworld.com/2016/09/21/women-in-iran-post-photos-and-videos-defying-new-fatwa-against-cycling/

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listen to global youth

The Global Citizen Festival Experience, which brought together 17 young leaders from around the world to attend the star-studded Global Citizen Festival, and collaborate with peers who have also dedicated their lives to achieving Global Goals success. From mental health to HIV to essential surgery and every issue in between, each of these young leaders were unanimously steadfast in their desire to promote and secure the health, well-being and rights of the world’s youth population.

With 1.8 billion people between the ages of 10-24, the global health and development community recognizes that youth are our greatest resource in achieving the 2030 agenda, and must be appropriately positioned to spearhead the charge as the leaders of both today and tomorrow.

https://crowd360.org/united-one-youth-voice/

Advice for students

‘d just like to add the “one-minute paper” to the mix as a tool for encouraging students’ metacognition, promoting student writing, and enhancing the overall teaching-learning process. The one-minute paper may be defined as a type of “quick write”–a short (one minute or less) writing activity/assignment that students engage in after completion of a learning experience (e.g., “What was the most memorable or useful thing you learned today?”). The nature of the question can vary, depending on the nature and objective of the learning experience, but the one constant among all types of one-minute papers is that it they prompt students to reflect on their learning experience and provide educators with feedback on the impact that learning experience had on students—cognitively, affectively (attitudinally), or behaviorally. It’s well documented that writing is an effective way to promote deeper thinking because it slows down the thought process, making it more deliberate and reflective, and results in a concrete “product” of thought, providing writer/thinker with a concrete source of feedback that can be reviewed, rethought and improved. (For further info on the practical benefits of writing, see that attached file, titled “WritingPower-&-Purposes”)

 

The second file, titled “One-Minute-Paper-question-prompts” provides a typology of questions that may be used as prompts for one-minute papers. Toward the end

of this document is a typology of questions that may be used specifically to prompt higher-order thinking skills (“HOTS”). To foster metacognition, this typology could

be initially used as a scaffold to increase student awareness of what constitutes higher-order thinking; once students become familiar these cognitive skills, the

prompts could be gradually faded and students asked to step back and reflect on their thinking and identify the particular type of higher-order thinking they engaged

in (e.g., analysis, synthesis, evaluation).

 

Students could also be asked to keep a “thinking log” or “thinking journal” to increase self-awareness of the thinking skills they are developing over time, or how their

thinking strategies may vary across different courses and academic fields. This practice would not only help students acquire higher-level thinking skills; it would

also help them insight into the type of thinking skills they acquired during their college experience and equip them with language they can use to articulate these

skills in job interviews and letters of application for career positions or graduate schools.

 

Historically, the one-minute paper was designed for use after a lecture or presentation–to encourage closure (reflective review) and consolidation (transfer to long-term memory), but it could also be used before a presentation–to activate students’ prior knowledge, feelings, and/or misconceptions about the concepts to be presented

(a cognitive process called elaboration), as well as during a presentation–to “break up” (punctuate) the presentation and attenuate “attention drift” that normally take place when students sit and process information for an extended period of time.

 

In fact, an effective learning sequence with a meaningful beginning, middle, and end  could be intentionally created by having students complete one-minute papers at three key junctures:

(1) prior to a presentation—as a “warm up” to activate students’ pre-existing ideas about the topic;

(2) during a presentation—to “break up” long periods of information processing and intercept attention drift; and

(3) after a presentation—as a “wrap up” to facilitate consolidation and closure.

 

Lastly, one-minute papers may be used to deepen thinking about co-curricular learning experiences. Collecting students’ papers at the end of a co-curricular event would be one way to assess what students took away from the event (co-curricular outcome); it would also provide the event planner with an immediate and accurate headcount of how many students participated in the experience (co-curricular usage).

 

Bottom  Line: In addition to promoting student reflection and metacognition, I’ve found the one-minute paper to be a very versatile tool that can be used in multiple contexts for multiple purposes. A synthesis of the multiple purposes and benefits of one-minute papers is supplied in the attached file, titled “one-minute-paper-one-dozen-advantages-benefits.”

 

 

Joseph B. Cuseo, Ph.D.
Professor Emeritus, Psychology
Educational Advisor, AVID for Higher Educatio

countries with no college tuition

https://theconversation.com/free-college-explained-in-a-global-context-70900?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20January%2011%202017%20-%206471&utm_content=Latest%20from%20The%20Conversation%20for%20January%2011%202017%20-%206471+CID_f7b52d94f0746bfff3d09480da542c9f&utm_source=campaign_monitor_us&utm_term=Free%20college%20explained%20in%20a%20global%20context

College Text Costs Spiral: New Pilot Program

https://theconversation.com/new-federal-program-tackles-spiraling-costs-of-college-textbooks-93921?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20March%2026%202018%20-%2097848468&utm_content=Latest%20from%20The%20Conversation%20for%20March%2026%202018%20-%2097848468+CID_1236c3e42172414e91a66b7521009ca4&utm_source=campaign_monitor_us&utm_term=New%20federal%20program%20tackles%20spiraling%20costs%20of%20college%20textbooks