Transnational lived citizenship turns local: Covid-19 and Eritrean and Ethiopian diaspora in Nairobi

This paper analyses how migrant community practices of transnational lived citizenship were altered by both, COVID-19 and the policy response from the Kenyan government. It is based on interviews with members of the Eritrean and Ethiopian diaspora residing in Nairobi. The paper demonstrates how policies introduced because of the pandemic caused migrant communities to lose local and remittance income. More than the loss of material resources, however, they were impacted by the elimination of social spaces that enable diaspora lives. These two dynamics have intensified a trend that may have been present before the pandemic, a local turn of transnational lived citizenship. By focusing on lived experiences and how they have been re-assessed during the pandemic, the paper argues that transnational lived citizenship is always in flux and can easily become reconfigured as more localized practices. The concept of transnational lived citizenship is demonstrated to be a useful lens for analysing shifting migrant livelihoods and belonging. © 2022 The Authors. Global Networks published by Global Networks Partnership and John Wiley & Sons Ltd.

Organization citizenship behaviour among indian nurses during SARS-COV-2: A direct effect moderation model

The pandemic COVID has engulfed the entire world in general and India in particular. Almost the entire country is under lockdown now and then forcing the people to stay inside their homes for the safety of themselves and others. There is one section, i.e. Indian nurses, which is braving against all odds to ensure the proper functioning of the health care system and educate and persuade the patients and their relatives. This has necessitated the nurses to go an extra mile reflecting a sense of responsibility towards patients, colleagues, hospitals, society, and nation and discharge their duties performing activities beyond the formal job descriptions, formal reward system, or direct and explicit recognition. In the present study, the researchers have empirically investigated the nature, extent, and mechanism of the impact of variables transformational leadership, job satisfaction, and emotional intelligence that lead to nurses displaying the organizational citizenship behaviour at this unprecedented juncture of time in India. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

Virtual and In-Person Community-Engaged Learning: Is Student Learning Virtually the Same?

Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students' reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.

Teddy bears, citizenship and un/educational safety in Aotearoa New Zealand during Covid-19

In this article, we draw on qualitative data from the experiences of five schools during the Covid-19 crisis in Aotearoa, New Zealand, where the word 'safety' has become paramount in educational debates (Sullivan, 2014). The study explores the educational and political tensions created by concerns about safety at schools in these unprecedented times. Our methods for data collection included semi-structured interviews with nine teachers and principals, five focus groups with thirty senior students (16–18 years old), analysis of school public documents, and observational field notes of school settings. Our data shows that an ill-defined idea of safety entered into direct tension with the students' rights to schooling and citizenship. In the focus groups, participants pointed to the tensions between educators' good intentions —creating safer environments—and the imposed restrictions on students to express doubts, voice needs, and make their own decisions in the schools, resulting in fewer learning opportunities to understand a complex social world.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted immigrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy. • This study replicates a past experiment, this time using a control group. • Playing a game where characters apply for citizenship leads to trusting immigrants. • Playing as larger, more visible groups leads to trusting immigrants in general. • When playing as less visible groups, immediacy is important for trusting. • Realism, immersion, and engagement can be used to facilitate trust when gaming. [ FROM AUTHOR]

Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study.

In this paper, we discuss the theoretical background of mathematical modelling and its connection to citizenship education. Citizenship education in this context means that young people are equipped with competencies to respond as responsible citizens in situations relevant for society. To outline the connection between mathematical modelling and citizenship education in theory, we discuss the aims of mathematical modelling, modelling competences and the connection between numeracy and modelling. Based on these reflections we present an extended modelling cycle that specifically highlights modelling steps relevant to citizenship education. To show how the theoretical connection between mathematical modelling and citizenship education can be used in teaching practice, we describe three different examples of modelling tasks and analyse them with the help of the extended modelling cycle. We argue that the three tasks support different learning aims in relation to citizenship education and require modellers to carry out different steps of the extended modelling cycle. As an example of context, we used the pandemic caused by COVID-19, as it affected the quality of human life greatly, as all students in the Western world experienced.

Digital Citizenship: Beyond Big Data, Technical Skills, Industry 4.0, and COVID-19.

Big data and data deluge are topics that are well known in the field of systems science. Digital transformation of big data and omics fields is also underway at present. These changes are impacting life sciences broadly, and high-throughput omics inquiries specifically. On the other hand, digital transformation also calls for rethinking citizenship and moving toward critically informed digital citizenship. Past approaches to digital citizenship have tended to frame the digital health issues narrowly, around technocracy, digital literacy, and technical competence in deployment and use of digital technologies. However, digital citizenship also calls for questioning the means and ends of digital transformation, the frames in which knowledge is produced in the current era. In this context, Industry 4.0 has been one of the innovation frameworks for automation through big data, and embedded sensors connected by wireless communication. Industry 4.0 and the attendant "smart" technologies relate to various automation approaches deployed as part of the public health responses to the COVID-19 pandemic as well. This article argues that there is a growing need to steer digital transformation toward critically informed digital citizenship, so that the provenance of digital data and knowledge is held to account from scientific design to implementation science, whether they concern academic or Industry 4.0 paradigms of innovation. There are enormous potentials and expectations from digital transformation in an era of COVID-19 and digital health. For this potential to materialize in ways that are efficient, democratic, and socially just, critical digital citizenship offers new ways forward. Systems science scholarship stands to benefit from a broadening of the focus on high-throughput omics technologies to a realm of critical digital citizenship, so the digital health innovations are well situated in their societal and political contexts.

Pandemic Resurrection: Making Gendered Citizenship Visible in a "Postfeminist" Era

The pandemic resurrected gender as a central categorization of citizenship. COVID-19 reminds us that gender oppression continues in its traditional, materialist formulations to structure our economic, civic, and political lives. Postfeminism has diversified feminist discourses, and at times been used as a temporal claim -- the "post" signifying the diminishing need for feminist theory or activism in light of advancements in gender equality. We use postfeminism in a genealogical and critical sense which encompasses the changes in feminisms and enunciates various contradictions that apply to generations of people. The conditions of COVID-19 prompt us to analyze what Stéphanie Genz aptly names boom and bust postfeminism. This analysis generates two implications for philosophers of education working in areas of gender and political identity.

Digital Citizenship in Education and Its Implication

Nowadays, billions of people across the world communicate with one another using a variety of technological means. As a result of this connection, we now live in a digital world where people can learn, work, play, and socialize with ease. Likewise, educators of all skills levels may not understand how to use technology effectively. Hence, both students and teachers need to become a member of a digital citizenry. Findings revealed that in terms of the elements of digital citizenship, teachers are significantly higher than students. The results indicate that students are at risk in this digital environment along with the COVID-19 pandemic. This critical aspect addresses the schools to provide initiative and integrate digital citizenship in the curriculum in order to provide a responsible digital citizen.