First Advisor

Candyce Reynolds

Term of Graduation

Spring 2022

Date of Publication

6-6-2022

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Language

English

DOI

10.15760/etd.7932

Physical Description

1 online resource (vii, 153 pages)

Abstract

Our institutional approaches to problems in the changing global landscape of internationalized higher education are being challenged, and many scholars call for new approaches for understanding and addressing the complex problems we face (e.g., la paperson, 2017; Lee, 2021; Patel, 2016; Stein, 2019, 2020). The COVID-19 pandemic has sped up the need to make changes in how we approach our evolving problems and possibilities for human-centric transformation. This multi-paper dissertation is a call to action and proposes the use of new approaches to research and educational practice--specifically, critical futures studies (see Equity Futures (Brown, 2017; IFTF, 2019)) and arts-based research (see Barone & Eisner, 2012; Cahnmann-Taylor & Siegesmund, 2008). Design justice principles and participatory action approaches frame and motivate these possibilities. First, "A Public University Futures Collaboratory: A Case Study in Building Foresightfulness and Community" addresses a defining critical need of our communities and institutions, namely, developing social capacity for responsible foresights praxis on an institutional level. Next, "'Art and Documentaries in Climate Communication': A Review and Participant-Voiced Poetic Inquiry" considers how Arts-Based Research (ABR) approaches can impact perceptions of the need for social change.

Finally, "Transforming IHE in a post-COVID world: Using methodologies of Futures thinking and ABR to Amplify International Students' Voices" proposes utilizing the pluralistic perspectives and participatory methodologies of futures thinking and ABR to amplify students' voices and reimagine international higher education futures. This multi-paper dissertation outlines four futures-facing, arts-based, participatory methodologies that could be used in international higher education (IHE) and other educational settings to amplify student voices: design futures (Costanza-Chock, 2020; IFTF, 2021), scenario building (Dator, 1998), ethnographic experiential futures (Candy & Kornet, 2017), and poetic inquiry (Prendergast, 2009; Reilly, 2013). The IHE Design Futures Framework I propose is outlined in paper 3 and toolkits intended for use in IHE are included. These participatory, critical, and creative methodologies are a form of jargon-free, open-access, public scholarship. In a world struggling with the evolving global COVID-19 pandemic, they could help us re-envision and re-learn how we engage with IHE by amplifying transnational, multilingual voices through design justice principles in order to re-imagine globalized HE as otherwise.

Rights

© 2022 Sheila Christine Mullooly

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/38100

Available for download on Tuesday, June 06, 2023

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