What would it be like to go to work every day and feel like you don’t belong?
The above question, posed by a student in a recent discussion in a course on inclusive learning, hit me hard. It made me reflect on my journey as an educator in Japan and now as a visiting scholar at the Centre for Research in Education in a Digital Society (CREDS) at UTS. In short, it reminded me of the importance of empathy in education.
Reverse culture shock
After being back in Australia now for less than a month, one thing I can say for certain is this: ‘reverse culture shock’ is real! In my everyday life, I teach English at university in Japan. While I love both Australia and Japan, there is a distinct feeling of not belonging wherever I am.
In Australia, people talk on their phones in the Metro, physically connect with people they know and talk to strangers. In fact, there is a staff member who stands at the entrance of a local store who high-fives people as they come in. Coming from Japan, this feels like complete chaos! Of course, there is nothing wrong with this outward display of emotion. To be honest, I like it.
Reflecting on my experience returning to my home country and struggling with reverse culture shock has made me more aware of how difficult it must be for some students to adjust to life in higher education.
Silence in communication in Japan
During a recent discussion with a colleague at UTS, I shared how meetings in Japan typically involve little open discussion, since most decisions are made ahead of time. This is a well-known phenomenon in Japan known as nemawashi, meaning to ‘lay the groundwork.’ The meeting serves to formalise the decisions that have already been made beforehand.
Consequently, there is a lot of silence in meetings in Japan. It is not uncommon for me to sit through meetings which last 2-3 hours where most of the participants remain silent throughout the entire meeting.
What engagement looks like
In the area of online learning and learning design, which is the focus of my research this year, we are continually thinking about how to make learning engaging. But what does ‘engaging’ really mean? As we have seen in Japan, silence in meetings is the cultural norm. We cannot assume that because someone is quiet in a lesson or meeting that they are not engaged. This informs my own research and reminds me that I need to express empathy for my students and understand that they may feel like they do not belong, or that they are learning when they are listening rather than speaking. I cannot assume to know what my students are feeling or experiencing.
This poses the question: How do we support students who may be feeling like they do not belong? While it may seem clichéd, the best answer I have for this now is to not forget the human element of teaching and learning.
Empathy in education
This means showing empathy for colleagues and students and being aware that we all might go through stages where we question whether we belong, experience self-doubt and are unsure of ourselves.
In academia, both students and academics are often made to feel inadequate. Students may feel that their work has not been graded fairly, while academics may receive a scathing review of a paper they have poured their heart and soul into.
Finally, let me apologise in advance if I bow to you when on campus or remain silent in any meetings we may have together. Rest assured that I am engaged, thoroughly enjoying being part of the UTS community and I’m having lots of fun in Australia. Thank you for having me!
How do you make students feel like they belong? What strategies do you use to engage your students in online classes? Comment below or feel free to reach out – I would love to hear from you!