Hyleen Mariaye
3 Publications in AERD
Author Publications
Export PDFNarrative encounters of pedagogic partnership, and the development of collegial capital in higher education
By Hyleen Mariaye
Purpose: The study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions: one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning. Design/methodology/approach: The inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives. Findings: The narratives reveal three emergent themes: shared purpose, shared responsibility – through focus, routinised dialogue and concreteness; collective and individual risk-taking – through negotiated decision-making; and trust in self and in peers – through reciprocity, caring, duality and building on stable practices. Research limitations/implications: The data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection. Originality/value: The paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes. © 2022, Emerald Publishing Limited.
Learning to teach in higher education: Integrating informal conversations in a formal programme of academic development
By Hyleen Mariaye
This paper reflectively analyses how informal conversational spaces can be pedagogically integrated in a formal structured learning space. We document innovative practice in faculty development by introducing elements of informal conversations, understood as serendipitous, improvised, open-ended, permissive, and including an element of risk into an introductory academic development programme, namely the Post Graduate Diploma in Learning and Teaching in Higher Education (PGDLTHE). The outcome is one of enhanced opportunities for reflexivity and interdisciplinary dialogue. © 2023 The Author(s).
Gender regimes and gender relations in higher education: The case of a civil engineering course
By Noshmee D. Baguant
This study documents how hegemonic masculinity is experienced through the lens of five female students registered in an engineering course using a single instrumental case study research contextualised in a national university in Mauritius. It analyses how these relations and interactions are interpreted and integrated in the ways the participants are choosing to ‘do gender’ reflecting critically on what this reveals about acceptance of and resistance to these gendered cultural norms by aspiring women engineers. Interpreted from the lens of gender regimes (Connell 2002), the findings indicate how male students legitimised their power by foregrounding the physical inadequacy of their female classmates, the cultural barriers associated with the rough vocabulary of builders which are certain to cause discomfort to female engineers, and the physically strenuous working environments, all of which are designed to assert a male reading of what engineering work is about. What is, however, also evident is the acceptance of these views by some female participants who feel compelled, to accept ‘male help’ designed to enforce some form of control and superiority. ‘Beating the boys’ on their own preferred terrain of abstract thinking appears to be a way for some participants to level the field despite against attempts to represent engineering knowledge as ‘male’, and only allowing privileged female students to access such understandings is a common gatekeeping exercise endorsed by male classmates. Contribution: This study shows the deep transformations that need to be brought about in higher education settings, particularly in small island contexts where the dominant culture is often silently resistant to progressive equality agenda. © 2023. The Authors. Licensee: AOSIS.
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