It is our pleasure to introduce Rania’s blog, ‘A Dose of Intensive Courage at BELMAS 2024’. In this blog, Rania reflects on both her experience at BELMAS Conference in Glasgow and the value of attending as an early career researcher. In these reflections we begin to understand the complexity of the experiences we gain attending academic conferences. We may attend as presenters, but are also there as attendees, peers and critical friends. Here the author helps us understand the conference as a place of personal growth and interaction. It is a community that is called by the author to create a ripple effect across our education system where the spirit of enquiry and engagement is embedded in practice.
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This year’s BELMAS 2024 conference was pivotal for me, marking my fourth attendance since joining the association in 2019 after graduating from the University of Warwick. Held in the enchanting city of Glasgow, the conference was a feast of ideas, with a poetic welcome from the BELMAS team setting the stage for thought-provoking discussions. The theme, “Who or What is Educational Leadership for?” prompted a re-evaluation of our core objectives and a focus on the impactful contributions of educational leaders.
Dr Richard Niesche’s keynote, “Critical Perspectives in Educational Leadership: Still Relevant or Needed Now More Than Ever?”, called for a re-examination of the historical context and true north of educational leadership. This discussion moved beyond surface-level “best practices” to explore deeper dimensions of education. Dr Niesche’s response to my question about maintaining courage in the face of academic rejection was particularly inspiring, emphasizing the need for robust research and unwavering persistence.
The conference was a symphony of diverse voices, with each session offering unique perspectives. Professor Gunter’s exploration of genetics in learning raised critical questions about how we should challenge new claims and trends.
A recurring question was how educational leaders can advocate for courageous implementation and inspire educators to embody this courage daily. My presentation on the Arab-Islamic educational model by Dr Majid Irsan Al-Kaylani sparked lively discussions, highlighting the power of conferences in fostering open exchange and constructive critique
Reflecting on these experiences, I am struck by the transformative power of gatherings that allow us to express our views freely. These exchanges, whether through supportive dialogue or evidence-based debate, fortify our positions and encourage deeper exploration of our research and practices.
The conversations at BELMAS 2024 extended beyond formal sessions; they spilled over into cultural discussions on research, teaching, and community service, as well as the more relaxed setting of dinner conversations. These exchanges revealed our community’s rich tapestry of thought and experience, highlighting the transformative power of gatherings that allow us to express our views and exchange ideas freely.
The challenge is clear as we look to the future: How do we translate the spirit of open dialogue, critical reflection, and courageous action into our daily educational practices? How can we ensure that the spirit of inquiry and engagement continues to inspire and influence our work, even for those not present at the conference?
The answer lies in our ability to transform these powerful conversations into concrete actions that instil our educational environments with bold, values-driven leadership. We must aim to create a ripple effect, spreading this courageous spirit like a positive contagion—an “educational virus” that sparks meaningful change and innovation, reaching far beyond the walls of the conference venue.
I eagerly anticipate the unfolding of these insights at BELMAS 2025 and future events, and I extend heartfelt thanks to all the organizers, participants, and speakers for creating such a dynamic and thought-provoking space.
