Blog Post 7: Collaborative Exercises

Our classroom environment values collaboration of knowledge and ideas, so in a collaborative effort my team revisited the mind maps created a few weeks back and attempted to built upon the knowledge that we had acquired since. In these updated maps we tried to hone in on specific groups, individuals and organisations in order to create a more detailed picture of the participants within the issue.

Mapping Task One
In this map we revisited the stakeholders maps that we had produced in week 3, and developed them through them by adding information that we had learnt and honing in on specific participants and how they interconnected. In this exercise we focused on defining individual participants in the media and government in addition to various forms of technology, which were universal amongst major stakeholders.

 

This was one version of the mapping task which we completed. We decided to delve deeper and into more specific participants and thus made a secondary map.

This is my groups’ secondary map which additionally shows the overlapping and interconnected participants and steak holders.

Mapping Task Two
Our second map focused on different and divisive polemics that surrounded the issues. As the nature of refugees and asylum seeker issues are quite emotive, we found that the polemics and their emotional responses often overlapped one another. Consequentially, there were pairs that were more comprehensive and informative than other. Discussions around the polemic of government and refugees were personally the most engaging as it touched on one of the core problems of refugee issues- that the functions of powerful stakeholders rely and benefit from systematic oppression and institutionalized racism.

 

Mapping of main polemics and emotive responses

 

Mapping Task Three
The final mapping task that we completed was the controversy map that aimed to combine both the polemics map and stakeholder map to explore deeper discussions that surrounded our issue or that we had skimmed over previously.

Mapping exercise where we looked at different controversies within our issues and how they were interconnected.

 

Reflection
The environment of the classrooms and mapping exercises facilitates a broader understanding of the issue as a whole. Through collaborative engagement group members are able to fill in knowledge gaps and share knowledge around specific areas of focus. From developing a greater understanding of these complex issues, we are able to identity and focus on particular sub- issues in which to engage.

 

 

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