Book Project & Related Works

Intercultural Digital Literacy in Divided Societies: Exploring the Approach and Emphasis of Educators in Polarized Areas Across the Globe

My book project, Intercultural Digital Literacy in Divided Societies: Exploring the Approach and Emphasis of Educators in Polarized Areas Across the Globe, examines pedagogical approaches to intercultural digital literacy in a cross-cultural analysis of post-conflict areas across the globe. This work explores how teachers are addressing intercultural digital literacy in polarized post-conflict societies by utilizing comparative case studies of secondary schools. The research focuses specifically on the approach to and emphasis on intercultural digital literacy curricula by comparing the experiences of educators through a mixed-methods analysis of survey responses.

This work helps us understand the agency of educators in shaping students into culturally competent citizens within difficult environs of polarization and post-conflict societies. Initial findings confirm the hypothesis that higher levels of cultural and social awareness equate to more focus on intercultural digital literacy skills in the classroom.

This work engages with the following questions: Why are states, districts, and schools prioritizing the standards that they do? What factors influence these decisions? How does this differ in various regions of the world? Why? How are educators approaches to and interpretations of standards in classrooms on these competencies impacting students?

This book contributes to the enhancement of the capacity of educators by offering a compendium of resources generated by survey respondents and feedback on professional development and resources, as well as approaches to incorporating curricula in classrooms.

Associated Publications

• Book Project In Progress: Redmond, Audrey Ruark, Intercultural Digital Literacy in Divided Societies: Exploring the Approach and Emphasis of Educators in Polarized Areas Across the Globe (2022).

• Redmond, Audrey Ruark, "Intercultural Digital Literacy – Approach and Emphasis of Educators as Agents in Polarized Areas" (2021). Doctor of International Conflict Management Dissertations. 41.
  https://digitalcommons.kennesaw.edu/incmdoc_etd/41

Research Arc

Education - Social Media - Violent Extremism

Perhaps one of the greatest challenges in social research is that of staying committed and focused to the research question without veering off course as other themes arise. After reviewing the analysis and findings from the data in my dissertation project, I found myself drawn to understanding more about decision-making regarding educational standards, and the role digital literacy competencies as well as cultural competence play in violent extremism.

Is there a relationship between levels of education and mastery of this content and radicalization?

How can teachers work to practically improve digital literacy of students in divided communities? Could teachers help address and analyze content that students are exposed to on social media and have an opportunity to help students process the information within their social context?

How do education and societal structures influence extremism?

I want to know more about how face-to-face interactions in integrated schools challenge the depth of extracurricular identities through exposure to groups deemed as “other” or raise awareness of how they interpret “other” groups. How does social media amplify differences or bring about cohesion in segregated schools? How can social media be leveraged as a tool to facilitate better relations among socially segregated groups in integrated schools?

Many areas in the world struggle with the bifurcation of identity and issues stemming from individuals engaging with those around them who view the world differently. This results of, and materials developed in this line of research could help to shed light on and hopefully mitigate this widespread problem. This line of inquiry will contribute to the field of political science, international affairs, and international conflict management by helping us understand more about the relationship of education, social media, and violent extremism.

Associated Experience

• 2016. “Social Media Influence on Conflict, Parades in Northern Ireland” VOX-Pol European Union Network of Excellence Conference, All Hallows College at Dublin City University, Dublin, Ireland. €1000 awarded by European Union Programme - VOX-Pol Network of Excellence (NoE) for travel expenses.

• 2015. “Social Media and the Impact of Conflict on Livelihoods; #indyref & DDoS” Livelihoods, Sustainability, and Conflict Conference, Kennesaw State University, Kennesaw, GA

• 2016. Peer Review, Sicherheit und Frieden Hamburg, Germany. Special issue of Security+Peace on digital technology and conflict

• 2015 Peer Review, Journal of Global Initiatives Kennesaw, GA. Special issue of “Sustainable Livelihoods and Conflict”

• 2016. VOX-Pol Summer School, Invited Participant Center for Media, Data and Society at Central European University, Budapest, Hungary. The VOX-Pol Network of Excellence (NoE) is a European Union Framework Programme 7 (FP7)-funded academic research network focused on researching the prevalence, contours, functions, and impacts of Violent Online Political Extremism. €433 awarded VOX-Pol Network of Excellence (NoE) for travel expenses to Budapest, Hungary.

SoTL Publications

Collaborative Research Projects, Community-Based Engaged Learning (C-bEL), Virtual Exchange and Teletandem Programs

An additional line of my research focuses on pedagogical approaches through the Scholarship of Teaching of Learning (SoTL).

Associated Publications

• Under Contract, Chapter in Edited Volume: Redmond, Audrey Ruark. “Community Based Engaged Learning Undergraduate Team Research – A Pedagogical Approach” Aligning Teaching and Research: Work Smarter, Not Harder.

• Manuscript in Progress: Redmond, Audrey Ruark. “Global Perspectives Teaching Strategies – Process Bringing the Global, Local” SoTL paper exploring how student involvement in collaborative research projects creatively engages intercultural knowledge and competence through community-based engaged learning (C-bEL) programs

Mentored Undergraduate Research Publications

Rebel Girls, A Cross-Cultural Perspective of Women, is a Global Perspectives course that examines extraordinary women’s lives and achievements from different regions of the world. This course explores a variety of global issues through an interdisciplinary lens and encourages students to think critically about how these factors impact women.

Under my direction, students in this course collaborate, research, write, and create a book highlighting extraordinary women currently making a difference around the world. Upon completion, the book is presented at a lively reception that includes local middle school students who have the opportunity to meet with the student authors and learn more about the project.

This project was made possible by funding through the GC Journeys initiative.

Associated Publications

• GC2Y Students, Rebel Girls: Global Perspectives Volume I, Edited by Audrey Ruark Redmond. Milledgeville, GA: GCSU. 2019.

• GC2Y Students, Rebel Girls: Global Perspectives Volume II. Edited by Audrey Ruark Redmond. Milledgeville, GA: GCSU. 2020.

Features

Center for Teaching and Learning Focus on Faculty Feature Article 

GC360 Video Feature of Rebel Girls CbEL Partnership (Starts at 6:57)

Masters Thesis & Related Works

The Ladies’ Land League played an important role in the Land War in the 1880s and was a historically important instance of Irish women’s political action. Anna Parnell and others galvanized women in both Ireland and the United States over land reform issues. This research examines the evidence of the Ladies’ Land League actions in the historic Georgia newspapers in an effort to better understand the roles of print capitalism and the development of Southern Irish-American identity.

Associated Publications & Presentations

• Ruark, Audrey, "The Ladies’ Land League and Irish-American Identity in the American South" (2014). Electronic Theses and Dissertations. 1068. https://digitalcommons.georgiasouthern.edu/etd/1068

• Ruark, Audrey. “The Ladies’ Land League and Irish-American Identity” (2014). ACIS – South, Fort Lauderdale, FL. - Runner-up for Conference Debut Paper Award.