Veronica Mitchell

Conferences and Publication for Department of Health Sciences Education

Publications:

2016

• Mitchell, V. (2016). A case study. In Chapter 8 student mobility: a problem and an opportunity. In Routledge International Handbook of Medical Education. Eds. K. Bin Abdulrahman, S. Mennin, R. Harden, & C. Kennedy. London and New York: Routledge.

• Mitchell, V. (2016). A Diffractive Exploration of Affect: Learning, Research and Teaching in Obstetrics. Special edition of The South African Journal of Higher Education on critical posthumanism, new materialisms and the affective turn for socially just pedagogies in higher education. 30(3), 235-254. http://www.journals.ac.za/index.php/sajhe/article/view/654/258

• Bozalek, V., Mitchell, V., Dison, A. & Alperstein, M. (2016). A diffractive reading of dialogical feedback through the political in Higher Education, Teaching in Higher Education. ISSN: 1356-2517 (Print) 1470-1294 (Online) Journal homepage: http://www.tandfonline.com/loi/cthe20   doi: 10.1080/13562517.2016.1183612

• Bozalek, V.,  Bayat, A., Motala, S., Mitchell, V. Gachago, D. (2016). Diffracting socially just pedagogies through stained glass. Special edition of The South African Journal of Higher Education on critical posthumanism, new materialisms and the affective turn for socially just pedagogies in higher education. 29(1), 201-218.

2017

• Mitchell, V. (2017). A nomadic research journey: Blogging with an iPad and taking a critical posthuman perspective. Chapter 1. Proceedings of the 2nd International Conference on the Use of iPads in Higher Education. (Eds): B..F. Baab, J. Bansavich, N. Souleles & F. Loizides. Cambridge Scholars Publishing. Newcastle upon Tyne.iPads in Higher Education Proceedings of the 2nd International Conference  on the Use of iPads in Higher Education (ihe2016) ISBN(13): 978-1-4438-9973-4

• Mitchell, V. (2017). Diffracting Reflection: A Move beyond Reflective Practice. Education as Change. 21(2):165-186.   2017-10-01 https://upjournals.co.za/index.php/EAC/article/view/2023

• Bozalek, V., Dison, A., Alperstein, M. and Mitchell, V. (2017). Developing Scholarship of Teaching and Learning through a Community of Enquiry. CriSTaL 5(2):1-15.

2018

• Bozalek, V., Bayat, A., Gachago, D., Motala, S. & Mitchell, V. (2018). A pedagogy of response-ability. In V. Bozalek, R. Braidotti, M. Zembylas and T. Shefer (eds). Socially just pedagogies in higher education: Critical posthumanist and new feminist materialist perspectives. Bloomsbury. 

2019

• Gordon, C. and Mitchell, V. (2019). Risks and rewards in Sexual and Gender Minority teaching and learning in a South African Health Sciences medical curriculum. Education as Change. Vol 23 https://upjournals.co.za/index.php/EAC/article/view/3757   DOI: https://doi.org/10.25159/1947-9417/3757 
• Romano, N. Mitchell, V. & Bozalek, V. (2019). Why walking the Common is more than a walk in the Park. Journal of Public Pedagogies, doi: https://doi.org/10.15209/jpp.1194.
• Mitchell, V. (2019). Medical students’ response-ability to unjust practices in obstetrics: A relational perspective. PhD Dissertation. https://etd.uwc.ac.za/handle/11394/6946

2020

• Bayat, A. & Mitchell, V. (2020). Affective assemblages matter in socially just pedagogies, CriSTaL 8(1), 57-80.    doi: 10.14426/cristal.v8i1.219 http://www.cristal.ac.za/index.php/cristal/article/view/219/213

• Bozalek V, Newfield D, Romano N, Carette, L., Naidu, K. Mitchell, V., & Noble, A. (2020). Touching Matters: Affective Entanglements in Coronatime. Qualitative Inquiry. doi:https://doi.org/10.1177/1077800420960167

2021

• Van der Waal, R., Mitchell, V., van Nistelrooij, I., & Bozalek, V. (2021). Obstetric violence as students’ rite of passage: The reproduction of the obstetric subject and its racialized (m)other. Agenda 35(3), 36-53. https://doi.org/10.1080/10130950.2021.1958553

• Mitchell, V. (2021). Un/thinking with thread/s: Needling through boundaries related to COVID-19 and medical training. Imaginations:  Journal of Cross-Cultural Image Studies. 12(2), 267-296. doi: 10.17742/IMAGE.MM.12.2.14. https://journals.library.ualberta.ca/imaginations/index.php/imaginations/article/view/29612/21575

Conferences:

2017

• Doyle, G. & Mitchell, V. (2017). Edging our way into open online eye health education. Open Education Global, Cape Town.

• Mitchell, V. (2017). Roundtable presentation: A Diffractive Exploration of Affect: Learning, Research, and Teaching in Obstetrics. American Education and Research Association (AERA) San Antonio, United States.

• Mitchell, V. (2017). Symposium presentation: Diffracting students' reflective commentaries in Obstetrics. American Education and Research Association (AERA) San Antonio, United States.

2018

• Bozalek, V., Mitchell, V., Bayat, A., Gachago, D., & Romano, N. (2018)  Re/turning as Slow Onto-Methodology: Affective Reading and Writing Together/ Apart in the Turbulent South. Paper presented at Capacious: Affect, Inquiry/Making Space. Millersville University’s Ware Center, Lancaster, PA, United States.

• Bozalek, V., Mitchell, V., Romano, N., Bayat, A. & Gachago, D. (2018). Re/turning as slow methodology in affective writing encounters. HECU 9. Contemporary Higher Education Close Up Research in Times of Change. Cape Town, South Africa.

• Mitchell, V. (2018). Drawing affect: Researching socially just pedagogies in medical students’ obstetrics experiences in South Africa. Paper presented at Capacious: Affect, Inquiry/Making Space. Millersville University’s Ware Center, Lancaster, PA, United States.

• Mitchell, V. (2018). The future in the present: A transformative perspective for medical training. Presented at HECU 9, Contemporary Higher Education Close Up Research in Times of Change. Cape Town, South Africa.
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  Mitchell, V. (2018)  Drawing affect: Researching socially just pedagogies in medical students’ obstetrics experiences at UCT. UCT Teaching and Learning Conference, Cape Town, South Africa.

2019

• Mitchell, V. (2019). A curriculum becoming-with students in Obstetrics: Drawing with/on affective forces for change. Paper presented at the SAVAH Conference: Speaking with Ghosts: Hauntology, memory, nostalgia and other ways of engaging with past/present/futures. Cape Town, South Africa.

• Mitchell, V. (2019). Bringing Feminist New Materialism into obstetrics’ curricular matters: Shifting towards developing a socially just pedagogy. Paper presented at the 10^th Annual New Materialisms Conference. New Materialist Reconfigurations of Higher Education. University of the Western Cape, Cape Town, South Africa.

2020

• Mitchell, V. (2020). A curriculum becoming-with medical students: Drawing affective forces for change in obstetrics. Paper presented at the 4th European Congress of Qualitative Inquiry (ECQI), University of Malta, Malta.

• Doyle, G., Mitchell, V. & Fagan, J. (2020). Promoting and sustaining healthcare through Open Educational Resource. Paper presented at the 4th European Congress of Qualitative Inquiry (ECQI), University of Malta, Malta.

2021

• V.d. Waal, R., Mitchell, V. & v Niestelrooij, I. (2021). Exploring the integrity of an undergraduate medical curriculum: towards a response-able ethical response to injustice. In panel presentation: Resisting negation: Building solidarity with the maternal. Postponed Ottawa conference, Online - international Care Ethics Research Consortium.

• Gordon, C. & Mitchell, V. (2021). Workshop: “Hot Potatoes” in health sciences education: How do we approach teaching undergraduate students with emotionally charged and challenging topics?  South African Association of Health Educators (SAAHE). Online - Cape Town, South Africa.
• Daniels, N. & Mitchell, V. (2021). Opening up a risky conversation; What about the multiplicity of risk response-ability for students and clinicians in Obstetrics? South African Association of Health Educators (SAAHE). Online - Cape Town, South Africa.
• Mitchell, V. (2021). Bubbles of tension in medical students’ learning. 6th Critical autoethnographic virtual conference: This bubble movement. Online, Melbourne, Australia.