IT had been almost 2 decades since I worked in the busy newsroom of uganda’s leading daily, the new vision corporation. That was way back in 2000, before I went for further studies in norway and changed my professional life trajectory.Cognitive learning theory in the classroom so, when, this march, I was asked by my collegeue, also an academic, to join UNESCO organised world press freedom day celebrtions in addis ababa as an academic mentor, I was justifiably nervous and apprehensive.Cognitive learning theory in the classroom

It was a restless job, where one’s ears were always on the ground, where whatever you ate, drank, saw, felt or even dreamt had to have a journalistic interpretation.Cognitive learning theory in the classroom nosy, was our middle name. As a journalist working for the leading daily, the ever-present understanding was that: it was easier to get to the top but very hard to stay there – as all the others worked knuckle-hard towards beating (and embarassing) us with: news scoops, interesting angles and better sales.Cognitive learning theory in the classroom

But that was not the worst of my fears. Back in 2000 when I was a sub-editor on the new vision, sports desk, we were at the dawn of the technological disruptions – infact, on our desk lead by louis jadwong, were pioneers in the transition from analog to digital.Cognitive learning theory in the classroom several intermediary jobs such as typesetters, proofreaders, etc were on their way out. Media convergence and multimedia platforms were budding to what today is a well established conglomerate (new vision employs thousands in it’s roughly: 7 newspapers, 5 radio stations, 4 TV stations and several (e) magazines and other services).Cognitive learning theory in the classroom

Anyway, soon my apprehension to join the addis youth newsroom, was slowly replaced with a strange sense of excitement and adventure – and a promise of a fast-paced, adrenalin pumped existence swept over me.Cognitive learning theory in the classroom but mostly, I looked forward to working in a multicultural newsroom, with different collaborators such as academics, young practicing journalists, students etc.Cognitive learning theory in the classroom I also looked forward to learning from and mentoring the young people in this era of technologically infused journalism.

From the offset, I understood from the UNESCO coordinators especially soraide rosario, that it was desirable to foster inclusive, transparent and effective processes around the youth newsroom.Cognitive learning theory in the classroom the aim was to open spaces and opportunities for young journalism students and practitioners to experience a ‘global newsroom’. As well as gain access, insights and practice in covering mainstream issues around press freedom while highlighting minority, thematic and national level concerns, nuances and perspectives from around the world.Cognitive learning theory in the classroom

Participants included; govenrment representatives, journalists, academics, students, advocacy groups, legislators, judiciary members, religious organizations, civil soceity organisations and more.Cognitive learning theory in the classroom we were all here to celebrate and remind ourselves about the fundamental principles of freedom of the press; assess the status of freedom of the press around the world; defend press freedom and honour and pay tribute to journalists who have been killed, arrested and abused for doing their work.Cognitive learning theory in the classroom thanks to the ethiopian government, UNESCO and african union for the support, about 2000 particiants graced the conference whose theme was: media for democracy: journalism and elections in times of disinformation”.Cognitive learning theory in the classroom

So, allocating and editing the young journalists’ stories offered me a broad range of insights: thematicall from: the role of cartoonists play in promoting peace and democracy, to understanding the pros and consequences of critical journalism – also manifested by the story of the jailed winners of the UNESCO guilermo award.Cognitive learning theory in the classroom I also gained insights into some of the dangers of disinformation as well as the double victimhood that female journalists face as well as the worrisom problem of impunity of several actors and governments who continue to abuse journalists’ fundamental human rights – rights ascribed by article 19 of the universal declarations.Cognitive learning theory in the classroom just as an example, on the very day of the WPFD, ugandan regulator uganda communications commission orderd the suspension of editors of broadcasters for their critical coverage of a budding opposition leader.Cognitive learning theory in the classroom

Practically, i was humbled by the brave, pleasant, eager, driven and hard-working young journalists and the fact that I was honoured to work with them.Cognitive learning theory in the classroom culturally, i witnessed the importance of being flexible to contextual influences and practices especially pertaining to culture – when working in multicultural contexts.Cognitive learning theory in the classroom lucky for me, my colleages were some of the best people, one could work with: relaxed, friendly, professional and inclusive.

I felt a cold shiver run down my spine.Cognitive learning theory in the classroom the monster was back. My throat felt like a prison, my words wrapped and trapped in fear and inadequacy. You see, I know this feeling because it has happened many times before.Cognitive learning theory in the classroom each time, I feel debilitated. Alone. Succumbed. I feel like a fraud, an imposter, a gate-crusher. I warn myself; I am not supposed to be here, and any time now, I am going to be unraveled.Cognitive learning theory in the classroom also, I have noticed that such episodes proceed a success of some sort or a milestone; won a prize, a successful research grant, acclaimed publication, a conference presentation spot and the like.Cognitive learning theory in the classroom

This time round, I just recieved the good news about a hefty and prestigious research grant, actually, the 6th in a row, and four months into my new job as an academic.Cognitive learning theory in the classroom the project is ambitious and impactful and it brings together a team of highly skilled experts with me as it’s team leader. At our usual staff lunches, my boss announces the good news, and she asks me to say something.Cognitive learning theory in the classroom only, I can’t move, nor can I speak. Ladies and gentlemen, I am having an accute episode of the imposter syndrom (IS).

I first learnt of the phenomenon about one year ago during an academic women’s network meeting.Cognitive learning theory in the classroom in this meeting, a female professor shared her experiences of the leaking pipeline and the awkward and sometimes unpleasant reality of being a sole female professional in a male dominated field.Cognitive learning theory in the classroom IS was a common occurance in her worklife but she had devised a defence mechanism, which I shared in an earlier blog. Since then, I have learnt, to my astonishment, that over 70% of the population experience IS (including pretty known names such as emma watson, michelle obama, tom hanks, etc).Cognitive learning theory in the classroom it happens to men, women, young and old and in all professions. It does not matters, that one is high perfomance, highly skilled and accomplished.Cognitive learning theory in the classroom

Anxiety, self-doubt, depression, unachieved dreams/potential and ultimately ‘leaking through the pipeline’ are some of the cited effects of IS.Cognitive learning theory in the classroom high expectations of oneself and grave made-up repurcussions of not meeting these expectations is key to understanding this phenomenon. IS can strike seldom or frequently: in new settings or new environment, particlualry academia; at the workplace but also in social interactions – romantic or social relationships, etc.Cognitive learning theory in the classroom the diagnosis in key studies on IS suggests 3 interrelated culprits for this insidious phenomenon: upbringing, personality and culture:

Upbringing and family dynamics: IS studies in psychology lay heavy significance on the family dynamics particluarly what happened along the way that makes someone susceptible to IS.Cognitive learning theory in the classroom such studies and ‘treatment’ attempt to unveil the source and layers of self-doubt leading to the need to prove to others that they are bright.Cognitive learning theory in the classroom the advice here: is in self love and the ability to generate self-esteem from within oneself. Its really a shift to self rather than others as a responce to ones own learning needs.Cognitive learning theory in the classroom recognize IS and call the imposter out. You are enough – says lous solomon in her tedtalk on ‘the surprising solution to the imposter syndrom’.Cognitive learning theory in the classroom

Personality and perfectionism: it is also called the superwoman or superman mentality in which sufferers push themselves pretty hard in a bead to measure up to others’ approval and achnowledgement.Cognitive learning theory in the classroom often such people are workaholics to the detriment of their sidelined passions or hobbies. For these soloists, intelligence is viewed as a stable trait and mistakes are believed to indicate personal failure and inadequacy.Cognitive learning theory in the classroom the advice here: lower performance goals as the locus of self evaluation and reprogram the mind to the believe that it is okey to fail. Infact it is from failure that success sometimes emerges.Cognitive learning theory in the classroom

Socio-cultural baggage: sexism, racism and classism have been implicated in IS cases. In fact, intersecting identities especially in academia and STEM fields are particularly incriminated especially if the identity is visible. ( some examples on race and gender in tech).Cognitive learning theory in the classroom the keywords here are marginality, minority, isolation. It often is in untrodden paths with a shortage of role models to pave the way and shin a torch.Cognitive learning theory in the classroom so then the combination of isolation, persistent (hegemonic feminist) stereotypes, culture of silence and shame, lack of role models coupled with IS’ insidious nature makes women more susceptible than men.Cognitive learning theory in the classroom the comparative studies behind these asssertions suggest that men suffering from IS cope better because they are backed by hegemonic patriarchal cultures and the subsequent comfort in numbers.Cognitive learning theory in the classroom the advise here would be the slogan ‘I am enough’. It will be okey. Speak up! This, in addition to (in the longer term anyway) finding peers, associations, mentors to help navigate the less or uncharted path.Cognitive learning theory in the classroom