Exploring Complexities, In-Depth Analyses II

Abstract: At the heart of the alt-right stands a shared grievance about the supposed violation and victimisation of white, heterosexual masculinity. As a political movement, the alt-right operates through loosely connected networks that exist almost exclusively online. This dissertation interrogates the role of humour within these digital spaces, with specific emphasis on the visual culture of memes. Through the “logic of lulz” and the practice of trolling, alt-right digital spaces are established as enclaves governed by the lingua franca of racist and misogynist humour. Drawing on a range of literature that engages with the political theory of humour, I explore the ways in humour works politically, not only as a way of blurring the boundaries between laughter and harassment, but also as a constitutive element of specifically white masculine identities. I conceive of three central mechanisms of humour to understand its role within alt-right digital spaces and make sense of humour’s politicality: 1) humour does boundary work 2) humour is performative 3) humour is constructed as transgressive. From this, I argue that through the everyday practices of humour, social boundaries are drawn and redrawn, subjectivities are constituted, and specific political claims are made.

Abstract: The case study of Professional Learning Communities (PLCs) and School Leadership in Oman: Teachers and leaders' perspectives of two post-basic education schools was set to investigate how the educational reform approach of PLCs and school leadership in the Omani context could reflect the challenges facing secondary schools and responds to the current social and economic changes facing many countries. As in many countries, education in Oman emphasises learning as opposed to teaching, the need for strategies that focus on teaching to achieve learning outcomes, a shift from isolation into a culture of collaboration in schools and the increased effectiveness and continuous development of educational institutions by focusing on lifelong learning. Therefore, further insights into how Omani school members have responded to the changes required to transform schools into PLCs that support student achievement are urgently needed. A qualitative research design using a case study approach has been used to answer the RQs. The researcher conducted 24 semi-structured interviews with teachers and school leaders, and artefacts were collected from the study context. Five themes have been identified and will be shared at the conference to allow the audience the chance to provide feedback and further insights into the study.