The impact of the covid-19 pandemic on theworking conditions, employment, career development and well-being of refugee researchers

The ongoing ‘refugee crisis’ of the past years has led to the migration of refugee researchers (RRs) to European countries. Due to the COVID-19 pandemic, RRs often had to work from home and/or to continue their social, cultural and economic integration process under new conditions. An online survey carried out to explore the impact of the pandemic on the refugee researchers showed that RRs found it difficult to adapt their everyday working life to the ‘home’ setting. The majority have had neither a suitable work environment at home nor the appropriate technology. Although they stated that they are rather pleased with the measures taken by the public authorities, they expressed concern about their vulnerability due to their precarious contracts and the bureaucratic asylum procedures, as the pandemic has had a negative impact on these major issues. The majority of RRs working in academia seem not to have been affected at all as far as their income is concerned, while the majority of those employed in other sectors became unemployed during the pandemic (58%). Recommendations are provided to the public authorities and policy makers to assist RRs to mitigate the consequences of the pandemic on their life

A critical analysis of language policy in Scotland

Language offerings in Scottish universities are diverse and have their own acute sense of their situation. Some have a precarious hold, others are buoyant. In a research and teaching environment increasingly determined by league tables and “power rankings”, this paper considers a variety of insecurities which have manifested themselves in the context of the Gaelic Language Act (Scotland) 2005; in the changing landscape of modern languages, symbolically represented in the university sector; and through the new Curriculum for Excellence for Scottish Schools. In particular, it critically examines some of the less visible aspects and informal forms of language practices which thrive or survive in Scotland today. Drawing theoretically from Cameron (2012), Cronin (2003; 2006; 2012) and Forsdick (2005), and from postcolonial and indigenous scholars of languages, including Tuhiwai Smith (2012) and Muehlmann (2007), the paper considers the legislative environment with regard to language planning in Scotland and offers some theoretical ways forward

Exploring Participatory Design Methods to Engage with Arab Communities

ArabHCI is an initiative inaugurated in CHI17 SIG Meeting that brought together 45+ HCI Arab and non-Arab researchers/practitioners who are conducting/interested in HCI within Arab communities. The goal of this workshop is to start dialogs that leverage our "insider" understanding of HCI research in the Arab context and assert our culture identity in design in order to explore challenges and opportunities for future research. In this workshop, we focus on one of the themes that derived our community discussions in most of the held events. We explore the extent to which participatory approaches in the Arab context are culturally and methodologically challenged. Our goal is to bring researchers/practitioners with success and failure stories while designing with Arab communities to discuss methods, share experiences and learned lessons. We plan to share the results of our discussions and research agenda with the wider CHI community through different social and scholarly channels

Implementing Agile Continuous Education (ACE) at MIT and beyond: The MIT Refugee Action Hub (ReACT) case

The rapid pace of change in technology, business models, and work practices is causing ever-increasing strain on the global workforce. Companies in every industry need to train professionals with updated skill-sets in a rapid and continuous manner. However, traditional educational models — university classes and in-person degrees— are increasingly incompatible with the needs of professionals, the market, and society as a whole. New models of education require more flexible, granular and affordable alternatives. MIT is currently developing a new educational framework called Agile Continuous Education (ACE). ACE describes workforce level education offered in a flexible, cost-effective and time-efficient manner by combining individual, group, and real-life mentored learning through multiple traditional and emerging learning modalities. This paper introduces the ACE framework along with its different learning approaches and modalities (e.g. asynchronous and synchronous online courses, virtual synchronous bootcamps, and real-life mentored apprenticeships and internships) and presents the MIT Refugee Action Hub (ReACT) as an illustrative example. MIT ReACT is an institute-wide effort to develop global education programs for underserved communities, including refugees, displaced persons, migrants and economically disadvantaged populations, with the goal of promoting the learner’s social integration and formal inclusion into the job market. MIT ReACT’s core programs are the Certificate in Computer and Data Science (CDS) and the MicroMasters in Data, Economics and Development Policy, which consist of a combination of online courses, bootcamps, and global apprenticeships. Currently, MIT ReACT has regional presence in the Middle East and North Africa, East Africa, South America, Asia, Europe and North America