Dina Zoe Belluigi
Datos Biográficos
| ID | 759361 |
|---|---|
| NOMBRE | Dina Zoe Belluigi |
| NOMBRES | Dina Zoe |
| APELLIDO | Belluigi |
| FIRMA | BELLUIGI D Z |
| AFILIACIONES | Queen's University Belfast |
| ORCID | 0000-0003-4005-0160 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 50 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Being in Shadow and Light
Academia and its citizens, during periods of political violence and social conflict, are often overlooked. When attention is given, the focus tends to be on student activism, access to higher education, or curriculum development. The experiences of academics affected by conflict remain under-researched, despite the crucial role they play as educators and in generating, documenting, preserving and challenging knowledges. This is particularly conce…
“Going beyond the call of duty”
Purpose In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically ex…
Visual university studies since the Cold War
Concerns have been raised about the dearth of methodological plurality and risk-taking in contemporary journal publications on higher education. This paper offers a counter-narrative by exploring the operationalisation of ‘the visual’ for the study of the university during significant transitions since the cessation of the Cold War. It is informed by a systematised critical review of 208 journal articles, which were published in Englishes from 19…
Signs of Dysconscious Racism and Xenophobiaism in Knowledge Production and the Formation of Academic Researchers
The relation of social ethics to knowledge production is explored through a study about academic research enquiry on minoritised and racialised populations. Despite social change related to migration and ethnicity being a feature of contemporary Northern Ireland, local dynamics and actors seemed under-studied by its research-intensive ‘anchor universities’. To explore this, a critical discourse analysis of published research outputs ( n = 200) an…
The routes to intellectual authority in a prior colonial empire
Two problematics are exposed and explored within this paper which currently undermine the United Kingdom’s international commitments to address racial inequality and injustice: (1) the routes to national, regional, and international intellectual authority via the academic profession, particularly the assigned leadership position of full professor or ‘chair’; and (2) the effects of dysconscious data literacy, which is out of step with internationa…
Data snapshots of the access and participation of ‘women’ academics in UK universities
Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education pa…
“There is a hell and heaven difference among faculties who are from quota and those who are non-quota”
The university is a highly politicized and fractious realm for students and academics. Amidst trade-offs between the processes of massification, democratization, commodification, and globalization, the question of transformation for sustainability has become crucial to the social good(s) of higher education. This paper considers academic citizenry within Indian public higher education — a context where the increase in the enrollment of first-gene…
Within the award funding gap
Patterns of research funding in the UK clearly evidence unequal awarding to the detriment of applicants of African descent. This paper presents a case from ‘within’ this larger machine of knowledge production: a failed funding application made by two applicants to establish a social science network connecting African/ist scholars in Northern Ireland (UK) to those of its neighbouring Republic of Ireland (ROI). Rated highly with positive reviews by…
Co-creating an arts-based eye health education strategy in Zanzibar
Introduction Published examples of health programme co-creation are scarce and we found none in the field of eye care. We described the outcomes and lessons learnt from the ZANZIbar Arts for Children’s Eyesight (ZANZI-ACE) eye health programme co-creation process. Methods We used a 2.5-day stakeholder workshop (number of participants=34) to develop the ZANZI-ACE intervention, which aimed to use music performances in eye health education to improv…
‘Deeply and deliciously unsettled’? Mis-reading discourses of equity in the early stages of Covid19
In the early stages of the ‘pivot online’, various conceptions of inequalities and their relations to educational equity peppered the discourses of higher education practitioners and the promotional discourses of their institutions. Concerned with what conditions subjectification and action within micro- and meso-curricula, this paper explores the cultural and structural discursive positions in which such agents are entangled, and the discourse c…
On the Nature of Quality in the Contexts of Academic Publication and Sustainability
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how …
A Wake-Up Call
Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addres…
Your skin has to be elastic’
A presumed indicator of change, in terms of the South African higher education sector’s racialised past, are the quantitative measures of numerical ‘diversity’ within the academic staff composition at historically white institutions. To better inform policy, academic development curricula and institutional culture, this study focuses on macroaggressions related to the mis/recognition and un/belonging of black academics who were selected for prest…
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
Students’ reception of peer assessment of group-work contributions
Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer …
The importance of critical judgment in uncertain disciplines
Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by …
The significance of conflicting discourses in a professional degree
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(…
Establishing enabling conditions to develop critical thinking skills
This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student …
A proposed methodology for contextualised evaluation in higher education
This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data coll…
Exploring the discourses around 'creativity' and 'critical thinking' in a South African creative arts curriculum
Using critical discourse analysis to analyse the formative assessment method of a fine art studio practice curriculum, the author explores the espoused claim that both creativity and critical thinking are encouraged. Despite the prevalence of these often used terms, assessment practices and feedback were found to unwittingly encourage reproduction. A dominant negative dialectic at play in assessment practices was a modernist conception of the art…
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
Exploring the discourses around 'creativity' and 'critical thinking' in a South African creative arts curriculum
Using critical discourse analysis to analyse the formative assessment method of a fine art studio practice curriculum, the author explores the espoused claim that both creativity and critical thinking are encouraged. Despite the prevalence of these often used terms, assessment practices and feedback were found to unwittingly encourage reproduction. A dominant negative dialectic at play in assessment practices was a modernist conception of the art…
Your skin has to be elastic’
A presumed indicator of change, in terms of the South African higher education sector’s racialised past, are the quantitative measures of numerical ‘diversity’ within the academic staff composition at historically white institutions. To better inform policy, academic development curricula and institutional culture, this study focuses on macroaggressions related to the mis/recognition and un/belonging of black academics who were selected for prest…
The importance of critical judgment in uncertain disciplines
Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by …
The significance of conflicting discourses in a professional degree
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(…
Exploring the discourses around 'creativity' and 'critical thinking' in a South African creative arts curriculum
Using critical discourse analysis to analyse the formative assessment method of a fine art studio practice curriculum, the author explores the espoused claim that both creativity and critical thinking are encouraged. Despite the prevalence of these often used terms, assessment practices and feedback were found to unwittingly encourage reproduction. A dominant negative dialectic at play in assessment practices was a modernist conception of the art…
A proposed methodology for contextualised evaluation in higher education
This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data coll…
Establishing enabling conditions to develop critical thinking skills
This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student …
Students’ reception of peer assessment of group-work contributions
Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer …
The importance of critical judgment in uncertain disciplines
Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by …
The significance of conflicting discourses in a professional degree
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(…
A Wake-Up Call
Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addres…
Your skin has to be elastic’
A presumed indicator of change, in terms of the South African higher education sector’s racialised past, are the quantitative measures of numerical ‘diversity’ within the academic staff composition at historically white institutions. To better inform policy, academic development curricula and institutional culture, this study focuses on macroaggressions related to the mis/recognition and un/belonging of black academics who were selected for prest…
Attempting to break the chain
Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does co…
On the Nature of Quality in the Contexts of Academic Publication and Sustainability
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how …
Co-creating an arts-based eye health education strategy in Zanzibar
Introduction Published examples of health programme co-creation are scarce and we found none in the field of eye care. We described the outcomes and lessons learnt from the ZANZIbar Arts for Children’s Eyesight (ZANZI-ACE) eye health programme co-creation process. Methods We used a 2.5-day stakeholder workshop (number of participants=34) to develop the ZANZI-ACE intervention, which aimed to use music performances in eye health education to improv…
‘Deeply and deliciously unsettled’? Mis-reading discourses of equity in the early stages of Covid19
In the early stages of the ‘pivot online’, various conceptions of inequalities and their relations to educational equity peppered the discourses of higher education practitioners and the promotional discourses of their institutions. Concerned with what conditions subjectification and action within micro- and meso-curricula, this paper explores the cultural and structural discursive positions in which such agents are entangled, and the discourse c…
“There is a hell and heaven difference among faculties who are from quota and those who are non-quota”
The university is a highly politicized and fractious realm for students and academics. Amidst trade-offs between the processes of massification, democratization, commodification, and globalization, the question of transformation for sustainability has become crucial to the social good(s) of higher education. This paper considers academic citizenry within Indian public higher education — a context where the increase in the enrollment of first-gene…
Within the award funding gap
Patterns of research funding in the UK clearly evidence unequal awarding to the detriment of applicants of African descent. This paper presents a case from ‘within’ this larger machine of knowledge production: a failed funding application made by two applicants to establish a social science network connecting African/ist scholars in Northern Ireland (UK) to those of its neighbouring Republic of Ireland (ROI). Rated highly with positive reviews by…
Signs of Dysconscious Racism and Xenophobiaism in Knowledge Production and the Formation of Academic Researchers
The relation of social ethics to knowledge production is explored through a study about academic research enquiry on minoritised and racialised populations. Despite social change related to migration and ethnicity being a feature of contemporary Northern Ireland, local dynamics and actors seemed under-studied by its research-intensive ‘anchor universities’. To explore this, a critical discourse analysis of published research outputs ( n = 200) an…
The routes to intellectual authority in a prior colonial empire
Two problematics are exposed and explored within this paper which currently undermine the United Kingdom’s international commitments to address racial inequality and injustice: (1) the routes to national, regional, and international intellectual authority via the academic profession, particularly the assigned leadership position of full professor or ‘chair’; and (2) the effects of dysconscious data literacy, which is out of step with internationa…
Data snapshots of the access and participation of ‘women’ academics in UK universities
Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education pa…
Being in Shadow and Light
Academia and its citizens, during periods of political violence and social conflict, are often overlooked. When attention is given, the focus tends to be on student activism, access to higher education, or curriculum development. The experiences of academics affected by conflict remain under-researched, despite the crucial role they play as educators and in generating, documenting, preserving and challenging knowledges. This is particularly conce…
“Going beyond the call of duty”
Purpose In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically ex…
Visual university studies since the Cold War
Concerns have been raised about the dearth of methodological plurality and risk-taking in contemporary journal publications on higher education. This paper offers a counter-narrative by exploring the operationalisation of ‘the visual’ for the study of the university during significant transitions since the cessation of the Cold War. It is informed by a systematised critical review of 208 journal articles, which were published in Englishes from 19…
Political science (16 obras) · Sociology (16 obras) · Pedagogy (12 obras) · Higher education (10 obras) · Law (10 obras) · Psychology (9 obras) · Social science (9 obras) · Gender Studies (8 obras) · Curriculum (7 obras) · Engineering (6 obras)