The RAU & SDAU annual general meeting took place on Thursday 7th January 2021. It was a privilege to be invited to contribute to the meeting and share a summary of the research Marieke Guy, RAU’s former Digital Learning Manager (@digitalrau) and I carried out on the transnational online pivot in 2020. The presentation can be accessed here. The China blog series can be accessed here.
The RAU & SDAU annual general meeting was an opportunity to hear from a range of individuals from both institutions deliver their annual reports and reflections. SDAU staff attended the meeting in a face-to-face capacity on campus, RAU staff attended the meeting in a virtual capacity using Zoom, the popular videoconferencing tool.
A Road Less Translated
We heard from Prof. Ran Zhang Vice President of SDAU in the opening speech with translated version in English.
It was possible to relate to a great deal of what Prof. Ran Zhang was saying particularly the trope, concerning how the “…road ahead is long and striving is the only way forward” and how both staff and students have been “…striving hand in hand, together at heart to overcome challenges posed by the Covid-19 pandemic” (Zhang, 2020). This felt like an incredibly positive narrative, almost poetic, to both in order set the tone of the AGM itself and to share the transnational partnership narrative with SDAU. The translation intrigued me and led me down a path of exploring how we can make sense of translated text in a meaningful way.
Translation has been argued to be a “…a travelling concept” (Kaindl, 2014: p2). a “master metaphor epitomizing our present condition humaine in a globalised and centreless context, evoking the human search for a sense of self and belonging in a puzzling world full of change and difference” (Delabastita, 2009: p111 in Kaindl, 2014: p2). Having worked in a University Language Centre in a technical capacity working with translation and interpreting software called Sanako and having taught English for Academic Purposes (EAP), I was keen to explore translated texts of presentations and the verbal contributions of both institutions. A trope “…can refer to any type of figure of speech, theme, image, character, or plot element that is used many times. Any kind of literary device or any specific example can be a trope” (Literary Terms, n.d.). What tropes have we used and can we use to make sense of transnational learning realities? Transfiction can be defined as “…the introduction and (increased) use of translation-related phenomena in fiction” (Kaindl, 2014: p4). It felt like the stories were telling and the way that language was used in the meeting in a translated capacity and other contexts was compelling and opened up new ways of framing transnational projects. Drawing on fiction as a tool helps us to frame the transnational narrative as an opportunity to tell stories in a collaborative capacity. How can we use the translated realities to create new transnational imaginaries? Whilst it may seem odd to draw on translation as a lens through which to reflect on the AGM itself, it has been argued that translation can be applied in an interdisciplinary capacity in virtue of its “chameleonlike changeability” (D’hulst. 2010: p54 in Kaindl, 2014: p1).
A really positive message from Prof. Ran Zhang was that the “…epidemic did not stop the pace of cooperation. Our cooperation was more profound, more extensive and more fruitful” (Zhang, 2020). The use of the word “pace” invoked the idea of acceleration and speed.
The part of the speech exploring the idea of building “…a community with a shared future for mankind in higher education” reminded me of the question of the purpose of education. This question has a long genealogy. For example, in the Robbins Report in 1963, it is acknowledged that “The question is not a new one” and the goes on to ask “…what purposes, what general social ends should be served by higher education?” (London. The Robbins Report. 1963, p6).
I was required to submit my presentation a few days before the meeting itself for the purposes of translation. It would have been interesting to see the translated version.Whilst it is important to “…to acknowledge a plurality of aims”, it is identified that “There are controversial issues here concerning the balance between teaching and research in the various institutions of higher education…” (London. The Robbins Report. 1963, pp6-7). The tension between teaching and research is an issue I discussed in the presentation I delivered. It was argued that research-informed practice was an important professional value.
The final message about friendship and fruitful cooperation was also positive. Ultimately, learning is about relationships and I hope this transnational partnership will also continue to be “fruitful” in a cooperative capacity (Zhang, 2020).
Prof. Neil Ravenscroft, Pro Vice Chancellor at RAU then delivered a speech. I am very grateful to both Prof. Neil Ravenscroft and Dr Xianmin Chang, Associate Pro Vice Chancellor for the opportunity to be involved with the AGM. Steve Finch, Director of China Programmes, who taught on the cohorts during both summer and winter in 2020, Tiger Wang, Director of RAU China Office & Daniel Wang, Deputy Director of RAU China Office were also present.
Lola Huo, who supported the SDAU project, contributed to a blog post about the SDAU project previously with Bonnie Wang here, delivered a presentation. We are very grateful for the contribution of both Lula Huo and Bonnie Wang to the SDAU project.
It was helpful to see how staff and students from SDAU experienced what I had been curating from RAU in both synchronous (interactive sessions) and asynchronous (pre-recorded lecturers in Panopto) capacities.
Lola’s thoroughly presentation included key points from the digital learning evaluation which was positive.
Imaginaries have a rich genealogy and application and can be argued to be “…a jargon term that has been gaining currency in a number of social sciences” (Nerlich & Morris, 2015). A history of the term imaginaries and the different types including sociotechnical imaginaries can be found here (Nerlich & Morris, 2015). Castoriadis explored the imaginary and the “institution” in the book The Imaginary Institution of Society (Castoriadis, 1987: p115). Having studied Philosophy at Durham University, I discovered discussions about imagination in The Imaginary: A Phenomenological Psychology of the Imagination by Sartre. The critical question is how can we collectively re-imagine the transnational partnership?
It could be argued that the AGM itself was a multimodal experience in that visual, audio, and video modalities were present simultaneously. Multimodality can be defined as “…representations in many modes…” (Kress, 2010: p22). One of the core findings from the poster presentation delivered at the University of East London Learning & Teaching Symposium and the and the presentation delivered at the University of Manchester #ChinaHE2020 China and Higher Education: Navigating Uncertain Futures conference was that multimodal learning was identified as a significant type of learning that was taking place. I have explored multimodality in the context of technology enhanced language learning (TELL) in a blog post for the Association of Learning Technologists (ALT), in the Twitter conference, PressEd Conference in 2019 and at the MFL Twitterati conference in 2019 oragnised by the Association for Language Learning (ALL). Perhaps the presentations containing both text and image were more powerful than those containing text alone. Potentially, the case for the multimodal imaginary is compelling.
There is a sense that the transnational online pivot has enabled us to travel “…through sociocultural space” (Kaindl & Spitzl, 2014). I concluded the presentation I delivered with a tweet from Virna Rossi, an Education Developer (@VirnaRossi) which I also discussed in the presentation co-delivered with @MariekeGuy at the University of Manchester #ChinaHE2020 conference in December 2020. The slides are available here, blog post here, and recording is here. The idea of of the university operating in a “…translocal…[and] transtemporal form…” is compelling (Ross, 2020). This echoes the idea of translation as acting as a ‘deterritorialisator’, perhaps “virtual space” creates “non-places” (Rapport & Dawson, 1998: p6 in Kaindl, 2014: p3).
It felt like what was discussed in the SDAU AGM helped us reflect on what the university is and what it could be in the context of adaptive, resilient, and hopeful transnational partnership. Lost in Translation was a film in released 2003 exploring how strangers meet in Tokyo (IMDB, n.d.). The title of this blog draws on the notion of being ‘lost’ but then also stresses being ‘found’, a critical transformational process. This blog is entitled the ‘RAU Digital Trasformation’ blog. Supporting the SDAU project through the lens of learning technology has truly been a transformational opportunity.
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Rossi, V. [@VirnaRossi] (2021, 2nd December) THIS LOOKS GREAT! ‘…THE DIGITAL UNIVERSITY MIGHT BE CONSIDERED, IN ITS TRANSLOCAL AND TRANSTEMPORAL FORM, AS AN OPENING UP OF THE IDEA OF THE UNIVERSITY; EMBODIED AND IMAGINED THROUGH STRONG CONNECTIONS ACROSS MULTIPLE LOCATIONS, TIMES AND TEMPORALITIES’ #LTHEchat [Tweet]. Twitter. Available at: https://twitter.com/VirnaRossi/status/1334246842176040973
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Sartre, J, P (2010) The Imaginary: A Phenomenological Psychology of the Imagination (Oxon: Routledge)