WEI Rome, Italy, November 13-15, 2018 2018 WEI INTERNATIONAL ACADEMIC CONFERENCE PROCEEDINGS Education & Humanities 1 by the WEI ISSN 2167-3179 (Online) USA Table of Contents Teaching Humanities Traditions in the 21st Century: Canons in the Last Last Best West 4 ALEX KIZUK 4 Mike Kenny’s “Boy with a suitcase” (kappa theater): the burden of memory and the luggage of hope 17 ALEXIA PAPAKOSTA 17 Innovate the tutoring services’ instructional design to counteract undergraduate students’ educational failure: the case of the Department of Education of Roma Tre University 19 GIOVANNI MORETTI 19 The Impact of Boko Haram Insurgency on Education in Northeastern Nigeria 36 Abdullahi Musa Ashafa, Shettima Kullima 36 Re-Constructing Home as a Traumatic Healing Phase for Migrants: The Art Work Named ‘Rendered Memories’ 57 DILŞA GÜNAYDIN TEMEL 57 Symbols of the Past: Constructing the Image of a Political Identity through Architecture and Ornamentation in Ankara 74 GIZEM SAZAN, BÜŞRA ÜNVER 74 The Impact of Social Media on Women’s Civic Engagement in Saudi Arabia An Empirical Study of Saudi Women Councillors 89 HANAN ALSURAIHI 89 An In-depth Analysis of the Experience of Disabled Academicians in Turkish Higher Education 91 HAVANUR AYTAS, SERAP EMIL 91 The Use of Idioms in the Saudi Society: A Field Study 92 HIJAB ALQAHTANI 92 A Study of Perceptions of Leadership and its Role in Educational Transformation in Girls’ Secondary Schools in Saudi Arabia 93 HIND ALOWIN 93 Effective Teaching: Student Perspectives from the Middle East 105 KHAWLAH AHMED 105 1 Quality Enhancement and Assurance in The South African Context: Opportunities and Challenges 106 MABOKANG MONNAPULA-MAPESELA 106 Social Advertising as a Socialization Factor of the Contemporary Youth? 107 MARCELA GÖTTLICHOVÁ 107 Critical Factors on Loyalty to Distance Education Courses 134 MARIA APARECIDA GOUVÊA, LUCAS DOS SANTOS COSTA 134 Lowering the Affective Filter in Task-Based Activities 149 MARÍA-ELVIRA LUNA-ESCUDERO-ALIE 149 LD Learners acquiring L2 & Social Justice 166 MATILDE (LUNA ESCUDERO) MARTIN 166 The Effectiveness of Water Conservation based on water demand in South Africa 187 MMAPHEFO DOREEN THWALA, EI. EDOUN 187 Rethinking Empowering Skills for Achievement in Gateway Fields: A Curriculum Paradigm 203 MUTENDWAHOTHE WALTER LUMADI 203 The Use of Technology in the Context of Multidisciplinary Creativity and Innovation in Art 204 NIHAN AKDEMIR 204 Enhancing the use of a teaching portfolio in higher education as a critically reflexive practice: An exploratory study 205 R SEBOLAO 205 Effects of the Presence of Memory on Individuals, Societies and Architectural Spaces: The Example of “The Giver” 207 MELIKE SELCAN CIHANGIROGLU 207 Enhancing Student Learning Outcomes using Academic Staff Development 220 SEVERINO MACHINGAMBI 220 Simulation Experience in Educational Conflict Situations: The Bridge Between Theory and Practice 222 SHIRA ILUZ, YAACOV B. YABLON 222 Collaborative Action Research in Academic Administration 223 BRADLEY C. THOMPSON 223 Self-efficacy Impact on SuccessTraining 260 TILLOU LALLOUNA, SADI KHADIJA 260 Analysis of Interaction of Criteria Affecting a Competitive Dance Couple’s Performance in DanceSport 267 2 Tuncay GÜRBÜZ 267 Corporate Social Responsibility and Its Effect on Customer Satisfaction: A Case Study of Banking Sector of Pakistan 275 MAJID KHAN 275 Research about Children's Painting Education Method Based on House Tree Person Test 288 YU LAN, YUKARI NAGAI 288 3 The 2018 WEI International Academic Conference Proceedings Rome, Italy TEACHING HUMANITIES TRADITIONS IN THE 21ST CENTURY: CANONS IN THE LAST LAST BEST WEST ALEX KIZUK The University of Lethbridge ABSTRACT ! This paper is a theorization of my teaching practice over several years at the University of Lethbridge, Alberta, Canada, in the School of Liberal Education. I refer to my courses on the Western Canon, from Homer to Bolaño, which I teach each Fall and Spring semesters. The "Last Last Best West" of my title refers to a phrase once used to market land on the Canadian prairies to prospective immigrants. In these courses, I describe an overall pedagogical strategy that has evolved over the tears. Interdisciplinary in nature yet containing a liberal sampling of ‘the best that has been thought and said,’ in Arnold’s phrase, and including the reading of whole books, these courses began quite modestly but have become popular among students of multiple ethnicity and across all areas of study at The University of Lethbridge. I will suggest that here, in the Canadian West, one of the reasons for this perhaps surprising popularity may be a theme that has developed in the courses: a theme of Westward Expansion over the Greek and Italian landmass, further across Europe, onto the New World, yet all the while carrying within itself that the seeds of an Eastern and reflexive wisdom that cautions and constrains the various analogous heroes of this Odyssey. Keywords: Literature, Western culture, Western expansion, higher education, curriculum, interdisciplinary studies ISSN 2167-3179 (Online) USA 4 The 2018 WEI International Academic Conference Proceedings Rome, Italy Introduction This paper is a theorization of my teaching practice over several years at the University of Lethbridge, Alberta, Canada. Trained during the heyday of critical theory, I studied under such celebrities as Linda Hutcheon, Michel Foucault, Jacques Derrida, Frederik Jameson and others. When I found a post at the University of Lethbridge (following the obligatory years of gypsy scholarship), I blithely waltzed my 1990’s postmodernism into the classroom. I experimented with many of the classroom structures and methods that had become trendy back then and remain trendy now. Those very practises that Daisy Christodoulou, in her paradigm-shifting book on British schools, Seven Myths About Education (2014), has argued are flat out wrong. Over the years, I have found that facts and sums do improve understanding, teacher-led instruction is not passive, the 21st century changes nothing, you can’t just Google everything, broad and penetrating knowledge will always trump skills, classroom activities only infantilize college students, and good teaching is never indoctrination (Christodoulou, p. 7.). I started out teaching Canada’s national literature. Over several years, however, I became a professor of the Literature of the Western Canon. The self-reflexivity I brought with me from grad school had become woven into the decisions I made in designing a pair of ‘Great Books’ courses. These courses were shaped by a simple chronological narrative from Homer to the present, which contained insights that I had learned from postmodern theory, particularly the testing of assumptions regarding authorship and narrative, on the one hand, and the employment of feminist scholarship and other politically motivated discourses on the other. As Alun Munslow (2001) has said in a study of the impact of postmodernism in the teaching of history, “the postmodern challenge forces us to face up to the highly complex question of how we know things about the past and what we, as moral beings, do as a result.” As teachers in the classroom, we have an obligation to present students with facts, events as recorded in history, ideas and books of perennial cultural importance, and to do so within a coherent framework—and do so in the face of those educational theorists that would dismiss this responsibly in terms of the often derided ‘banking model.’ To off-load this responsibility onto student chit-chat or ‘activities’ is to inevitably find oneself disenabled as an educator even as Paulo Freire—the much-celebrated Brazilian author of Pedagogy of the Oppressed (1970)—discovered vis a vis his own teaching practise in his early work in Recife and later in the fledgling West-African republic of Guinea- Bissau (Facundo, 1984, Section 8). ISSN 2167-3179 (Online) USA 5 The 2018 WEI International Academic Conference Proceedings Rome, Italy Teaching Humanities Traditions The courses to which I refer have gone through a number of incarnations, but initially they were offered as a holistic response to the learning needs of the students. These are sophomore undergraduate courses in the Humanities slotted in the Fall and Spring semesters: Great Books from Homer to Cervantes, in the Fall, and, in the Spring, Hobbes and Locke to the present day. Many of my students were frustrated by the way their mid- to exit level courses assumed background knowledge that they did not have. Their grades suffered on tests and essay- assignments because their professors tended to zero in on their own narrow research interests. Siloed professors had at least ten years of intense study behind him or her, and the students had all but none, which is to say, no context. No amount of Googling or buzz-group chatter was about to make up for that deficit. My undergraduate students are typical of our small Western Canadian university. The university is located in Lethbridge, a very small city centered in a very large (and very flat) agricultural area in Southern Alberta. The city is quite isolated from the urban culture of most of North America; it is three hours drive to the nearest international airport. Most of the students come from small local towns and farms. They are the children of earnest, hard-working, pioneers who immigrated to Western Canada from mostly European countries relatively recently. Southern Alberta is one of the youngest regions in 150 year-old Canada. The demographics and ethnic mixture of the student body has been changing over the last five years or so, however, as out-of-province and out-of-country enrolments have been increasing. In addition, we have carefully cultivated an indigenous or First Nations presence at our institution for many years. Nevertheless, the isolation and the parochial nature of the area—and the naivety of most students—must be properly responded to in courses and curricula across the board in all disciplines of Arts and Science, Education, Business, Nursing, and Liberal Education.