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Group 1:  Jingling (IG), Umme Kulsoom (NT), Jiayu Wu (RP), Christine (IG)

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Group 1:  Jingling (IG), Umme Kulsoom (NT), Jiayu Wu (RP), Christine (IG)

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Question 1: How do you perceive the idea that teaching a language can be identified as being a new model of citizenship? ( how you see the homogenization/unity of a nationhood)

Response 1:
Idea of nationhood is not monolithic.
Like education language is a tool that is used by policy makers/politicians either to oppress or privilege people
It is demonstrated as an example of power struggle between French and Arab culture

Question 2:
In this Covid-19 scenario how the cross cultural/international experience  virtual learning will be counted?

Response 2:
It depends on digital educational compliance. However, nothing can be an alternative for real life in class teaching learning and cross cultural experience.

Question 3: How assessment can be done one online in an authentic/trustworthy way specially with young and teen ?

Response 3:

Question 4:
Covid-19 has been an effective ‘change agent’ for the higher education sector at Sultan Qaboos University in Oman. Do you think that the emergency response plan that was adopted can shift to create a state of normalcy to what was assumed to be an emergency plan? Do you think the Emergency Response Teaching will change the landscape in schools and higher education institutions in Oman and/or other parts of the world?

Response 4:

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Group 2:  Alon (IG), Farrah (NT), Chengcheng (RP), Huma (RP), Qiongli (IG)

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Group 2:  Alon (IG), Farrah (NT), Chengcheng (RP), Huma (RP), Qiongli (IG)

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Question 1:
Should the researchers include Arab scholars in the research team?

Response 1:
Yes! They thought about the bias, recognizing their influence; contradicting what teachers said and their interpretation. Trying to control the narrative.
(Can you research others?)
More credits to the teachers to overcome their bias; they chose to the Holocaust.
If including Arab
scholars, the conclusion might be different.

Question 2:
Do you agree to teach the Holocaust and the Nakba together if you were the teachers?

Response 2:
Yes, history background gives essential background. Couldn't be separate. History first then why.
Two different events; taught together but different in the same time. Definition is extermination; mass exile. Not completely alienate each other.
The existence of Nakba is already in children's perception. School: give in-depth and add the holocaust and from different cultural perspectives. How can you teach the holocaust without excusing the Jews from the Nakba?!
Alon's personal perspective:

Question 3:
What other good lessons or failures do you learn from the case study of Sultan Qaboos University?

Response 3:
Partnership with telecom company;

Question 4:

Response 4:

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Group 3: Tracey (IG), Luyue (NT), Madisyn (RP), Anuli (RP), Umid (IG)

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Group 3: Tracey (IG), Luyue (NT), Madisyn (RP), Anuli (RP), Umid (IG)

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Question 1:  If the pandemic will continue for a long time and if online higher education becomes normal, what approaches or changes should teachers use to minimize the disadvantages of online classrooms?
Response 1:
1-Assign some offline assignments so not everything relies on digital connectivity.
2- If  online higher education becomes normal, teacher might be able to use technology as resources and research how to use technology to support students to learn and improve the quality of online environment

Question 2: In what ways does gender factor into the inequalities experienced through online learning?
Response 2:
1- In some contexts, one gender's education is more valued than the other's and therefore they might have more access to digital technologies for school. For instance, in some contexts boys' education is considered more important than girls' and so if access to internet or a computer is limited, boys will be given first priority.
2- In some contexts, one gender is less likely to speak up in class for fear of being wrong whereas the other may not worry about that so much. This is the case in many countries in East Africa where girls are more shy than boys and less likely to speak up. This could be exacerbated in an online environment.

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Group 4: Afshan Ali (IG), Daniela (NT), Qin (RP), Yessica  (IG)

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Group 4: Afshan Ali (IG), Daniela (NT), Qin (RP), Yessica  (IG)

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Question 1:
Can teachers have the power to make the decisions about what and how to teach?

Reading: Comparative perspective on teachers, teaching and professionalism:

Response 1:
- teachers should not have the right to do so, because they have different perceptions and potentially limited views or biases about education, even if they have good intentions
New question:
Who should have the right? The teachers, the administrators, the union, community members?

Who has the power? the school, the government, the ministry, etc.

China - national level final exam based on national curriculum, schools don't have autonomy
- power relations influence the context
- the socio-cultural background and experiences of the students, and how this connects to the learning of the students

Question 2:
Teachers were asked, what is your definition of professionalism?

What has more value: the label of "professional" or the work of an educator, and the instruction that is delivered?

Response 2:
- teachers care about the work that they do
- some factors are hard to measure

Question 3:
Policies reflect overarching values (i.e. inclusive of Syrian refugees and Lebanese nationals). How are values operationalized through policy?
If educational policies are a reflection of overarching values, who should get a say in the creation of those policies?
How do policies reflect values and who's values are they?

Response 3:
- Depends on the political context in each country, who has the most power

Question 4:
Should policy-making be top-down or from the bottom up?

Response 4:
Who are the citizens? Who will decide? Are decisions made on the biggest groups? Are the reflective of the dominant, privileged group?
How do we bridge the gap in the dissonance?

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Group 5: Jieyu Wu (RP), Marina (IG),  Catherine (NT), Alison(IG)

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Group 5: Jieyu Wu (RP), Marina (IG),  Catherine (NT), Alison(IG)

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Question 1:
Why do you think Lebanon has not yet signed on to the 1951 Refugee Convention AND as a result, how does this impact the Syrian and Palestine refugees studying and their future careers?

Response 1:
There is a fear that refugees recognized under international refugee law would pose a threat to social and sectarian cohesion in the country. Lebanon, home to 18 different sects, has long sought to preserve its delicate demographic balance, and numbers have become important in power struggles.
Therefore without the degree/education, they are unable to become active members of the community - encouraging them to not consider this as a permanent home.

By not signing on, they are allowing the decision of participation being placed on the local level - and the lack of acceptance/

Question 2:
Who gets to make the decision of what education a child gains? The parent? The government?

Response 2:

parents should: prom-raising the child, aware of child's experience; cons - may not select a school whole child approach place the child in extreme conditions (e.g. unschooling)

local communities: pros -  their movement and positions. cons - focus on their experience and their place and they are unable to consider the need globally the child needs and individual needs of children.

government:
Pro: Aware of whole country goals, long term economy, create community/culture connections.

Con: unaware of the needs at the local level. Unique needs of each family.

Question 3:
In Lebanon, the education is being connected to the Children's Rights lens rather than the Refugee Convention. Does this decision

What does the government/military oppose to political Islam and maintain the secular approach to education?

Response 3:

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Group 6: Diti (RP), Mitchel (NT), Mary (IG), Qiucheng Huang(RP)

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Group 6: Diti (RP), Mitchel (NT), Mary (IG), Qiucheng Huang(RP)

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Question 1:

Given the complex historical, cultural and political dimensions inherent in any refugee situation, what right do international organizations such as the UN have to intervene?

Response 1:
Because the UN is a  non-profit international organization based on humanist, it is the oldest and biggest international organization in the world. and if they don't help the situation is only going to be worse.  for example, Lebanon and Syrian are not friendly countries, I wonder if Lebanon will help to accept to refugee at beginning. however, the right they have is also hard to define, (because no one could confine them) it is blurry to be precisely. I do believe the person in charge should be domestic and who familiar with the complex situation, however, as far as the history had beed told, I found most solution was created by someone from western world had no clue or idealistic idea about situation.

Fundamentally, try to intervene the war in Syrian, the war is the sources of refugees, I think all refugees are actually willing to live in their own home rather than stay in a estrange country.
Secondly, Lebanon and Syrian are not friendly countries, in order to improve the Syrian children’s living environment, some measure need to put in to increase the relationship between these two countries.
Thirdly, increase the entrance rate of students, right now, still less than 50% student are in school, which means half population of Syrian children are going to be illiterate. Forth, try to reduce the religion effect in the education system. Wahhabism  in the second article has a negative impact on the adaption with other cultures.

Question 2:

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Question 3:

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Question 4:

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