A student journal – in parts (2)

Amazon smoke © A. Boyle

Days Three – Six 

The Amazon hangs over everything here, and today, literally so, with bleak, smoked air.  It smells quite different from Australian bushfires (all those eucalypts) and, at first this morning, I wondered if it was “merely” pollution in such an enormous city.  It truly is a “pall” of smoke.

Last week, one of the Brazilian delegates explained to me that Amazonia (its Portuguese name) has its own rainforest-generated climate typified by regular downpours.  Some call it “our river in the sky”.  So there are two rivers: on the ground is the Amazon itself and, in the sky, is the rain. It is said that, with all that has been happening over recent years, the river in the sky does not flow as much and, because it relies on the forest (which is so damaged), it may never flow again.

Although this School still has a couple of days to go, I am sending this today – it takes only a few minutes to arrive, but it actually isn’t delivered in Australia until thirteen hours from now.

Back to my homework.  Embarking on this journal was a purposeful exercise: I wanted to gain some insight into what students experience when they have to do a journal. In preparation, I have re-read Olivia’s articles, Tania’s guidelines, various references (including: P. Brown, H. Roediger, and M. McDaniel, Make It Stick: The Science of Successful Learning, [Belknap Press, Harvard University, USA, 2014],) and my own ‘Guide to Reflective Learning’ (2018-19).  This time I have read them from the viewpoint of a student rather than an assessor/marker. Needless to say, I have gained some insights that will inform my future teaching/instruction.  For example, it is a rigorous undertaking that requires constant concentration during the day, and the capacity for honest self-reflection in the evening.  It is far less for the faint-hearted than I had fully realised.  In terms of a contribution to ADRRN, I did hope that this task would contribute something to our collective knowledge, about what we teach, and how we teach it.  Though in the form of a much more self-conscious experiment than a controlled study.

This international “workshop” on Science and Innovation Diplomacy: there are three key ideas about journals that I have gained from my time here:

  • Having to write a journal forces me to concentrate much more throughout the day;
  • It also forces me to slow down and truly think about all that happened during the day; and
  • I have to sort between all that happened during the day, and what actually mattered to me.

I know that any amount of reading in the area tells me about the importance of journals as learning tools; however, now I have experienced how much keeping a journal has enhanced my own retention of information. 

Presidents of three universities © A. Boyle

What I understand from this whole Sao Paulo event is that Global South countries are seeking avenues to become equal players in the world despite their lack of competitive clout.  By concentrating on scientific and technology expertise, they aim to build transnational collaborations that are as strong as the Global North’s economic dominance.

There are three stand-out ideas for me:

  • The importance of a collaborative, respectful approach to building international relations;
  • Developing transnational relationships based on shared expertise rather than on the basis of politics; and
  • Recognising common purpose that needs no “ownership”.

As concepts, these are not entirely new to me, because they are similar to the concepts that underlie mediation.  As a member of this group here in Sap Paulo, I have witnessed and experienced the strength that comes from genuinely mutual recognition and acknowledgement.  This is not about the social desirability of doing the right thing in order to “look good”; “looking good” is out of place here.  Instead, it is about creating collaborative expertise.  For me, it echoes the sense of self-determination that is fundamental to (my own view of) mediation.

More importantly for me personally, I have discovered a sense of what it might be like for the majority of the world’s people most of the time: as a delegate here, I have experienced their frustration at not having a voice, not being heard, and not being understood by those (our) much richer countries.  People in my learning group have voiced their frustrations: “Can you explain to me why Africa gets so much more attention than Latin America?”  Though I do have to remember that Brazil has some racial problems, too (as a Nigerian delegate has explained to me).

Although any flow of funding is very important, I am now aware that of far greater value are the mutual recognition and respect inherent to the success of these collaborative relationships.  Although I have always been aware of these, I have not before seen it as starkly as here, perhaps because I have not before been in the situation of being so very out-of-place.  When I think of “culture”, I think of personal and social settings (and all that they entail).  Here, I am learning that global positioning is a key cultural identifier, regardless of personal or social setting (by global positioning, I am referring to the Global South and Global North).  

We have a major task to complete before Friday.  We have been allocated to small groups for devising the preliminary wording of guidelines for establishing the transnational collaborative relationships that are fundamental to the approach of science and innovation diplomacy (the focus of being here).  Typically, such relationships include at least government, universities, and private business.  The group I have been allocated to: “Private Sector of Developed Countries” (no stereotyping there …), and we will craft input for the document that reflects the views of private companies.  Other groups include: “Academia”, “Government”, “International Organisations” (e.g., UN agencies), and “Civil Society”.  On Thursday, all the groups will come together and, using their own ideas, jointly develop a document to be known as The Sao Paulo Framework for Science and Innovation Diplomacy.  A mass negotiation if you like, though perhaps not as well planned as it could be.

I have had a remarkable time here: formal learning, informal learning, meeting people I would never otherwise meet.  Today I tried to identify what, in particular, stands out for me from all that I have experienced; and what has been my personal learning?  What I found was not a surprise; I’ve been aware of it from the first day: it’s about being from the Global North, about not speaking Portuguese, about being the oldest delegate, about being white.  But I hadn’t realised what it means for me.

OMG.  It doesn’t matter what I do or say here, I have no choice but to STAND OUT.  My “discomfort zone” made so very unavoidable.Keeping a journal has been a valuable lesson for me, and it’s time I came home.

Futbol © A. Boyle
This entry was posted in Dispute resolution by AlysounBoyle. Bookmark the permalink.

About AlysounBoyle

Alysoun has a PhD from the University of Newcastle (2020) and her main area of interest is empirical research methods. Her major research project applied a metaresearch approach to empirical studies of mediation, in an effort to find out what is known about mediator effectiveness. In addition to ADR Research Network, she is a founding member of ADRAC, a member of the Law & Society Association (USA), and the American Association for the Advancement of Science (AAAS). She was a member of the American Bar Association (ABA) Section of Dispute Resolution Task Force on Research on Mediator Techniques until that Task Force's disbandment following publication of its Final Report in 2017. She is a Director of National Mediation Conferences Ltd. Alysoun is an experienced DR practitioner and educator/trainer. She is also the Call Out Officer for her local brigade in the NSW Rural Fire Service. Contact: alysounboyle@gmail.com

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