Afleveringen
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In this insightful episode of Conversations4Citizenship, we dive into the world of AI governance with Parishrut Jassal, a PhD candidate from Panjab University, India. Parishrut's research focuses on how AI can be a force for peace and sustainability.
We kick off by discussing the current state of AI governance, with Parishrut highlighting the EU AI Act (AIA) as a groundbreaking example. He explains how regulating AI based on risk levels can help prevent misuse and protect human rights. But he also emphasizes the challenges of applying these rules globally, given different cultural and societal contexts.
The conversation takes an interesting turn when we explore the link between AI and peace education. Parishrut shares his vision of AI as a tool to foster empathy and understanding through interactive learning experiences. He makes a strong case for including ethics in AI governance to support peace education initiatives.
Looking ahead, Parishrut paints a hopeful picture of AI as a partner in human-led peacebuilding efforts. He stresses the importance of responsible AI development and international cooperation to create a future where AI benefits everyone.
Overall, this episode offers valuable insights into the potential of AI to be a force for good.
This episode is hosted by Dr. Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Some resources we talked about:UN Adoption of AI Governance ResolutionUN Global Pulse Lab's Work (AI & Peace)The Global Partnership on AI (GPAI)African Union's Efforts for AI PolicyContact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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The episode of the Conversations4Citizenship podcast features an in-depth discussion with Jayden Carmona and Subham Barua, two students from UC Riverside in the US, about the pro-Palestinian protests sweeping US college campuses.
Jayden and Subham provide their perspectives on the resurgence of campus activism, attributing it to recent social justice movements and the immediate impact of the October 7 attack and subsequent war on Gaza. The students also discussed the differences in protest dynamics between East and West Coast campuses and the potential impact of these movements on voter turnout in the upcoming election. They emphasized the importance of civic engagement and voting, regardless of political affiliation.
Both guests emphasized the role of social media in shaping narratives and organizing protests. Subham highlighted how social media, combined with generative AI, can affect perceptions of the conflict, especially among less tech-savvy populations. The discussion also touches on the role of social media in spreading both accurate and misleading information, with Subham noting how algorithms can amplify certain narratives, whether true or false. Jayden adds that while social media can bring attention to important issues, it also has the potential to spread extremist views.
The discussion touched on concerns about antisemitism arising from these protests. While acknowledging some instances of antisemitic rhetoric, both students believed this was not representative of the majority of protesters and doubted it would significantly impact the upcoming US elections.Subham expresses concern that Republicans might weaponize the unrest to paint Democrats as radical, while Jayden is skeptical about the overall influence of foreign policy issues on American voters. Both agree that increased political engagement among students is a positive outcome, regardless of the immediate electoral impact.
The episode concludes with reflections on the importance of voting and civic engagement. Jayden shares his journey into politics, motivated by the election of Donald Trump and his Cuban heritage. Subham underscores the need for students to use their academic work to give voice to those affected by conflicts, urging them to write about meaningful issues.
Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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Zijn er afleveringen die ontbreken?
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In this episode of Conversations4Citizenship, Dr. Nicole Brown discusses her innovative approaches to qualitative research, focusing on her book "Photovoice Reimagined." Dr. Brown, a former secondary school teacher turned researcher, emphasizes the importance of empowering marginalized voices through creative methodologies like photovoice, which uses photography to capture participants' experiences.
Dr. Brown explains the philosophical and theoretical foundations of photovoice, rooted in feminist theory and critical consciousness, and its role in enabling participants to express their experiences visually. She addresses the challenges of using creative methods in a conservative academic environment, stressing the need for rigor and theoretical grounding to validate these approaches.
Ethical considerations in visual research, such as participant safety and consent, are also discussed. Dr. Brown advises early career researchers to be reflexive and transparent about their positionality and power dynamics in their research.
The episode highlights Dr. Brown's integration of teaching, research, and activism, aiming to create tangible outcomes for marginalized communities. She encourages researchers to embrace creative methods and find supportive networks, noting the growing acceptance of these approaches in academic circles.
This episode is hosted by Dr. Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Further Reading ListBrown, N. (2024). Photovoice Reimagined. Policy Press. ISBN: 9781447369387.Leigh, J., & Brown, N. (2021). Embodied Inquiry: Research Methods. Bloomsbury Publishing. ISBN: 9781350118799.Brown, N. (2022). Scope and continuum of participatory research. International Journal of Research & Method in Education, 45(2), 200-211. DOI: 10.1080/1743727X.2021.1902980.Brown, N., & Collins, J. (2021). Systematic visuo-textual analysis-A framework for analysing visual and textual data. The Qualitative Report, 26(4), 1275-1290. DOI: 10.46743/2160-3715/2021.4838.Wang, Caroline; Burris, Mary (1997). "Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment." Health Education & Behavior 24(3): 369-387.Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women's health. Journal of women's health, 8(2), 185-192.For more of Nicole's work, visit her website: www.nicole-brown.co.uk ; https://practiceasresearch.nicole-brown.co.uk/Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode of Conversations4Citizenship, Dr. Arzhia Habibi, a Junior Research Fellow at Somerville College, University of Oxford, delves into her research on global citizenship education (GCE) within Chinese higher education. She conducted during the COVID-19 pandemic, employed remote ethnography to investigate the classroom practices and understandings of GCE among teachers and students in China. Dr. Habibi's work challenges dominant Western narratives by uncovering the sophisticated and culturally rooted expressions of GCE in China, influenced by Confucian philosophies and local discourses.
Dr. Habibi's methodological approach is particularly noteworthy. Due to pandemic restrictions, she conducted her ethnographic research remotely, participating in online classes and engaging with teachers and students via digital platforms like WeChat. This remote participant observation required careful navigation of ethical considerations, including issues of censorship and surveillance. Dr. Habibi also employed arts-based research methods, using watercolour paintings and sketches to document and analyze her findings. These creative approaches allowed her to capture the implicit and explicit expressions of GCE, providing a more holistic understanding of the educational practices in China.
Throughout the episode, Dr. Habibi emphasizes the importance of culturally sensitive and contextually relevant approaches to GCE. She advocates for recognizing the diverse perspectives within Chinese education and the potential for GCE to foster critical consciousness and global belonging. Her work highlights the transformative possibilities of higher education and the value of integrating arts into educational research to enrich and deepen the analysis.
This episode is hosted by Dr. Adam Peter Lang. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Further Reading List (Global Citizenship Education Papers)Song, Q. (2018). Shijie Gongmin Jiaoyu Sichao Yanjiu [The Research on World Citizenship Education’s Ideological Trend]. Beijing: Zhongguo Shehui Kexue Chuban She [China Social Sciences Press].Wang, L. (2023). Possibility of educating ‘global citizens’ through a Chinese national school curriculum. Asia Pacific Journal ofEducation, 00(00), 1–16. https://doi.org/10.1080/02188791.2023.2186224Yan, H. P. (2017). Other Cosmopolitanisms. In P. L. Robbins, B. Horta (Ed.), Cosmopolitanisms (pp. 254–270). New York: New York University Press.Yiu, L., & Yu, M. (2022). Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China. Comparative Education, 58(4), 526–541. https://doi.org/10.1080/03050068.2022.2088691Fu, J. (2021). Online citizenship learning of Chinese young adults. Education, Citizenship and Social Justice, 17(2), 1–14. https://doi.org/10.1177/1746197921999758Habibi, A. (2022). Global and World Citizenship in Chinese Education. In Changing Higher Education in East Asia (pp. 69–84). Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350216273.ch-004Habibi, A. (2024). Expressions of global citizenship education in Chinese higher education (Doctoral dissertation, University of Oxford).2. Further Reading List (Methodology papers)
Balmer, A. (2021). Painting with data: Alternative aesthetics of qualitative research. The Sociological Review, 69(6), 1143-1161. https://doi.org/10.1177/0038026121991787Bhattacharya, K. (2013). Voices, Silences, and Telling Secrets: The Role of Qualitative Methods in Arts-Based Research. International Review of Qualitative Research, 6(4), 604-627. https://doi.org/10.1525/irqr.2013.6.4.604Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806Galman, Sally Campbell. Shane, the Lone Ethnographer. Second edition. Lanham, Maryland: Rowman & Littlefield, 2019. Print.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In the third episode of season 3, Dr. Patricia Leavy discusses the transformative power of arts-based research. She shares her journey from traditional sociology to pioneering arts-based methods, emphasizing the importance of making research accessible beyond academia. Patricia advocates for the use of art in research to create emotional connections and foster public engagement. She addresses the challenges of subjective interpretation and the need for a balance between artistic expression and scholarly intent. Leavy also highlights the potential of digital platforms for disseminating arts-based research, particularly in response to the COVID-19 pandemic. She underscores the value of community-based participatory research, integrating arts to communicate complex issues effectively. The episode concludes with Leavy's insights on the role of art in addressing societal issues and her latest works, including a novel inspired by the pandemic and a guide on writing and publishing qualitative research.
This episode is hosted by Dr. Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Further Reading ListConrad, D. & Sinner, A. (Eds.) (2015). Creating together: Participatory, community-based and collaborative arts practices and scholarship across Canada. Waterloo, ON: Wilfred Laurier University Press.Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/Historische sozialforschung, 273-290.Leavy, P. (2024). Writing and Publishing Qualitative Research. Guilford Publications.Leavy, P. (2023). The Location Shoot: A Novel (A Red Carpet Romance). She Writes PressLeavy, P. (2022). Re/invention: Methods of social fiction. Guilford Publications.Leavy, P. (2021). Low-Fat Love: 10th Anniversary Edition. Kennebunk, ME: Paper Stars Press.Leavy, P. (2020). Method meets art: Arts-based research practice. Guilford publications.Watson, A. (2021). Writing sociological fiction. Qualitative Research. pp. 1-16.For more of Patricia's work, visit her website: https://patricialeavy.com/ , The AutoEthnographerContact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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**Note. This episode featuring Dr. Henry Giroux was co-produced with the Global Transformative Education Network.
In this insightful episode of Conversations4Citizenship, we had the honor of engaging with Dr. Henry Giroux, a distinguished scholar in critical pedagogy. Dr. Giroux, who holds the prestigious position of Chair for Scholarship in the Public Interest at McMaster University, shared his profound thoughts on a range of topics concerning education, democracy, and resistance.
Dr. Giroux began by discussing the politicization of the pandemic and its impact on education, emphasizing the need to recognize and name the problems that have intensified, such as the instrumental rationality and politics of disposability. He highlighted the importance of understanding education's democratic imperatives and the challenges posed by the pandemic, including the casualization of faculty and the alignment of education with corporate values over civic virtues.
The conversation then shifted to the concept of space in education, where Dr. Giroux elaborated on the need for classrooms to be places of courage, safety, and shared values. He stressed the importance of translating knowledge into action that connects private troubles with larger social issues.
Dr. Giroux also addressed the role of hope versus despair in education, arguing that despair is a form of depoliticization that educators must challenge by fostering a sense of agency and possibility in students.
The discussion touched upon resistance education, the impact of political and economic conditions on the ability to resist, and the importance of collective action and social movements in empowering individuals to become politically engaged.
Dr. Giroux critiqued the ideology of Trumpism, describing it as a form of upgraded fascism that threatens democracy through its promotion of whiteness, Christian nationalism, and educational terror.
The episode concluded with Dr. Giroux's thoughts on the privatization of education, the importance of public education for democracy, and the need to invest in children and the future. He also shared insights into his current work on the burden of conscience and the dangers of reducing all activities to commercial interests.
This episode is hosted by Dr. Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Further Reading ListGiroux, H. A., & DiMaggio, A. R. (2024). Fascism on Trial: Education and the Possibility of Democracy. Bloomsbury PublishingGiroux, H. (2023). Educators as Public Intellectuals in an Age of Tyranny. CounterPunch.Giroux, H. (2023). Youth and Memories of Hope in the Age of Disposability. CounterPunch.Giroux, H. A., & PAUL, W. (2023). Educators and critical pedagogy: An antidote to authoritarianism. A Development Education Review.Giroux, H. A. (2022). Pedagogy of resistance: against manufactured ignorance. London: Bloomsbury Academic.For more of Henry's work, visit his website: https://www.henryagiroux.com/workContact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode of the #conversations4citizenship podcast, host Dr. Stella Micheong Cheong interviews Professors Keith Barton and Li-Ching Ho about their new book "Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education". Keith and Li-Ching explain that they treat social and civic education as a single concept to be inclusive of the various related subjects taught in different countries. A key focus of their book is on the intersection of justice and harmony in citizenship education.
Keith explains that they draw on Amartya Sen and Martha Nussbaum's capabilities approach to justice, which focuses on providing people the opportunities they need to lead the lives they choose. Li-Ching adds that harmony is an important but often overlooked educational aim that is about building relationships. They propose the concept of "critical harmony" which values diversity, embraces conflict as a means for progress, and seeks balance by amplifying marginalized voices.
Keith and Li-Ching emphasize that social and civic education should help students deliberate social policies to enhance justice and harmony, not just focus on interpersonal relations. They provide case studies in their book, such as how Singapore's public housing policies deliberately foster everyday interactions between diverse groups.
When asked about challenges as an Asian researcher, Li-Ching advises framing one's work in terms of larger problems that are relevant across contexts, rather than just focusing on a specific country. Keith adds that non-Western perspectives should be seen as valuable contributions to global educational discourse.
Regarding the role of social justice and citizenship education amidst current global challenges, Keith and Li-Ching argue that the pandemic has highlighted the centrality of social relationships. They are also exploring how to cultivate pragmatic and transformative hope in students by studying examples of people successfully bringing about positive change. In their own teacher education work, they aim to empower pre-service teachers to be curriculum gatekeepers who enact their professional beliefs despite constraints. Ultimately, Keith and Li-Ching believe educators worldwide can unite around the goal of improving the wellbeing of people and the planet.
This episode is hosted by Stella Micheong Cheong, Adam Peter Lang and Kamille Beye. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C, do not hesitate to reach out through the online participation form or email us at [email protected]
Further Reading List
Barton, K. C., & Ho, L. C. (2022). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge.Li, C. (2006). The Confucian ideal of harmony. Philosophy East and West, 583-603.Nussbaum, M. (2000). Women and Human Development: The Capabilities Approach. Cambridge, MA: Cambridge University Press.Osler, A., & Starkey, H. (2017). Teacher education and human rights. Routledge.Parker, W. C. (2023). Education for liberal democracy: Using classroom discussion to build knowledge and voice. Teachers College Press.Sen, A. K. (2009). The Idea of Justice (1st ed.). Harvard University Press.Thornton, S. J. (1989). Aspiration and Practice: Teacher as Curricular-Instructional Gatekeeper in Social Studies.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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Hello Listeners, we are happy to announce the return of #Conversations4Citizenship for Season 3! This season, we will be diving deeper into the world of citizenship and human rights education, exploring a range of exciting topics alongside you.
We will be examining various research methods that can be applied to this field, including innovative art-based approaches. As we are seeing, the world is changing rapidly thanks to technological advancements like Large Language Models. We will be exploring how these advancements, including AI technology, are impacting citizenship and human rights education, along with the importance of ethical use of Artificial Intelligence (AI) and AI governance.
We will also be delving into social justice education, conflict resolution strategies, and the effects of accelerating climate change within the global geopolitical landscape. And of course, we will continue our efforts to bridge the perspectives of the Global North and South. We are always open to your suggestions for future topics!
Starting this season, we will be offering regular newsletters to subscribers, keeping you informed on the latest developments. We will also be launching a blog featuring subscriber-submitted manuscripts related to peace education, citizenship and human rights education – we would love to publish your research and thoughts on our blog. Submit your work and join the #conversations4citizenship via our website! Share your expertise and help us spread knowledge!
You can find us on all your favorite podcast platforms, including Apple, Google, Spotify, Amazon Music, and more. No matter how you listen, we are here for you. We love hearing from our listeners! Follow us on Twitter at @c4c_ed or share your thoughts directly via email at [email protected].
We are excited for a fantastic Season 3 and would love for you to join us on this journey! Once again, if you are interested in being a guest on the podcast, visit our website at conversations4citizenship.com or send us an email.
Let's explore, learn, and grow together! Thank you so much, Gamsahapnida!
Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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Hello, listeners. I am Stella. As we come to the end of season two of the conversations for citizenship podcast, we want to express our heartfelt gratitude for all our remarkable speakers and listeners and supporters. It's been an incredible journey exploring the diverse topics of citizenship, human rights, and social justice, with thought provoking discussions and inspiring stories. Throughout this season, we have had the privilege of engaging with researchers and scholars and practitioners who are making a positive difference in their communities. Their insight and experiences have deepened our understanding of the challenges and opportunities we face in fostering inclusive societies and empowering citizens. We hope that each episode has puckered meaningful conversations and inspire you to reflect on your own role as a global citizen. Our aim has always been to provide a platform for dialogue, exchange of ideas, and the exploitation of ways to create positive change. As you take a break before embarking or season three, we encourage you to continue exploring the themes we have discussed. Let's keep learning, advocating and working together to build a more just and inclusive society. We would like to extend our sincerest appreciation to our dedicated team, guests and listeners who have made this decision as success. Additionally, we would like to thank University College London, and Ateneo de Manila University for their invaluable support in making this project a meaningful reality. You will support the engagement mean the word to us and we look forward to bringing you more inspiring conversation in the future. In season three, get ready to join us as we bring together a diverse group of experts and activist for an engaging and enlightening discussion on the fascinating topic of research methodology, dynamic geopolitical issues on citizenship education, and education for sustainability. We can't wait to delve deep into this important subject and explore the ways in which citizenship and sustainability intersect. Stay tuned. Stay engaged and remember that every conversation count together we can make a difference. Thank you , Salamat and Gamsahabnida! Wishing you all a wonderful break and see you in Session Three!
Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In the eleventh episode, SangA Angela Back, a Korean primary school teacher currently teaching in Buenos Aires, Argentina, shares her experiences and insights on global citizenship education (GCE). SangA has been actively involved in various projects related to GCE and has been developing GCE materials for Korean and Argentine students since 2022.
She started her teaching career in South Korea and has since taught in various locations, including Peru and Argentina. She believes that the slogan 'think globally, act locally' is taken seriously in Korea in terms of GCE. However, she also acknowledges that many teachers in Korea are not well-versed in GCE, which she sees as a significant challenge.
Her teaching approach involves integrating real-world contexts into her lessons. She believes that no matter how great the educational content is, it's useless if it's not delivered properly considering the learners' level. This realization led her to study GCE at an academic level. In Peru, she worked as a voluntary assistant teacher, helping students understand international geography and environmental issues. She also guided students in their International Baccalaureate research papers. In Argentina, she is currently developing GCE materials with the support of the Korean government. These materials are designed to expand the students' identities and enhance their innate capability to be global citizens.
SangA believes that the COVID-19 pandemic has highlighted how interconnected the world is in many aspects such as health, education, and environment. At the end of the episode, she emphasises the importance of not just delivering knowledge but also provoking actions to change the world.
Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode, we discuss with Dr. Tony Breslin how the COVID-19 pandemic has impacted on schools, education, young people, teachers, school leaders, and education systems. Tony’s recent work and research reflect on English schools yet can illuminate all education systems. Tony has written extensively on schools and education most recently in the critically acclaimed book ‘Lessons from Lockdown’ and in its sequel ‘Bubble Schools and the Long Road from Lockdown’. Dr. Tony Breslin talks about what motivated him to do his research and how he undertook it, the myths of ‘teacher bias’ and ‘grade inflation’ when the formal assessment/examination system was suspended in schools, and what needs to be done to enable students to catch up on ‘lost learning’ plus how the disparities in education have grown and how educational inequalities have played out.
This episode is hosted by Stella Micheong Cheong, Adam Peter Lang, Kamille Beye and Rowena Azada-Palacios. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
Further Reading List
Breslin, T. (2023). SCHOOLING DURING LOCKDOWN. Pandemic Pedagogies: Teaching and Learning during the COVID-19 Pandemic.Breslin, T. (2022). Bubble Schools and the Long Road from Lockdown: The Educational Legacy of COVID-19. Taylor & Francis.Breslin, T. (2021). Lessons from lockdown: The educational legacy of COVID-19. Routledge.Breslin, T. (2017). Who governs our schools? Trends, tensions and opportunities. Headteacher Update 2017 (2).Breslin, T. (2016). A place for learning: putting learning at the heart of citizenship, civic identity and community life.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In today's episode with Dr. Nozomi Sakata, Assistant Professor of the Center for the Study of International Cooperation in Education at Hiroshima University in Japan. We had a conversation with her on the intricacies of learner-centered pedagogy (LCP) within the Tanzanian context. Dr. Sakata explores the cultural nuances that influence the implementation of LCP, particularly in Global South contexts where traditional norms may conflict with the pedagogy's participatory ethos. Throughout the episode, she also discusses the qualifications educators need to effectively incorporate LCP into their teaching methods. The conversation extends to the legacy of educational systems in Tanzania, influenced by both colonial history and the vision of Julius Nyerere, the first president of the United Republic of Tanzania. In particular, Dr. Sakata sheds light on the impact of disinformation campaigns on education during the COVID-19 pandemic in Tanzania, offering a critical lens through which to examine the resilience and adaptability of educational frameworks.
This episode is hosted by Kamille Beye, Rowena Azada-Palacios, Adam Peter Lang, and Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
Further Reading List
Sakata, N. (2023). Embracing the messiness in mixed methods research: The craft attitude. Journal of Mixed Methods Research, 17(3), 288-307.Sakata, N., Winston-Proctor, C. E., & Harris, L. T. (2023). Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university. Cambridge Journal of Education, 53(3), 397-411.Sakata, N. (2022). Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania. Compare: A Journal of Comparative and International Education, 1-19.Sakata, N. (2022). Learner-Centred Pedagogy in the Global South: Pupils and Teachers’ Experiences. Taylor & Francis.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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Today's guest is Professor Carol Vincent, co-director of the Centre for Sociology of Education and Equity at UCL's Faculty of Education and Society in the UK. Carol highlighted that the concept of fundamental British values is closely tied to the English context, stemming from particular concerns, stereotypes, and assumptions made by politicians at the time. However, the discussion expanded to the broader topic of national values and their varying forms in different countries. She emphasized the significance of considering each country's unique political, economic, and social context to understand the development of such policies.
By sharing her experience working on a range of research projects, she described in-depth case studies and interviews with a selection of schools, exploring the enactment of British values policy. One prevalent approach she observed was the representation of Britain, often found in primary schools, where symbols and stereotypes of Britishness were used to concretize abstract values. However, this approach raised questions about inclusivity and diversity, as it primarily reflected a white, monocultural heritage. Carol also discussed a less common approach, termed "engagement," where teachers critically engaged students with the concept of British values. This approach was seen in only a small number of schools but allowed for more nuanced discussions and analysis. Regarding the pandemic, Carol highlighted its relevance to discussions on British values and citizenship education. She suggested that teachers could encourage students to reflect on the global collective experience of the pandemic, the reassertion of national boundaries, the role of governments, and the impact on local communities.
Throughout the episode, Carol provided valuable insights into the diverse ways schools approached the implementation of British values policy, highlighting the need for critical reflection and contextual understanding. Stay tuned for an insightful conversation with Prof. Carol Vincent!
This episode is hosted by Adam Peter Lang, Kamille Beye, Rowena Azada-Palacios and Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback and your stories.
If you would like to explore participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
Further Reading List
Vincent, C. (2022). Belonging in England today: Schools, race, class and policy. Journal of Sociology, 58 (3), 324-341. doi:10.1177/14407833211050695Vincent, C. (2022). The illiberalism of liberalism: schools and fundamental controversial values. Journal of Ethnic and Migration Studies. doi:10.1080/1369183X.2020.1844002Vincent, C. (2019). Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. doi:10.1080/01425692.2018.1496011Vincent, C. (2019). Tea And The Queen? Fundamental British Values, Schools and Citizenship. Policy Press.Vincent, C. (2018). Civic virtue and values teaching in a ‘post-secular’ world. Theory and Research in Education, 226-243. doi:10.1177/1477878518774128Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode, we converse with Dr. Jordi Collet-Sabé, who is an associate professor in education at the University of Vic in Spain and a visiting professor at IOE, UCL’s Faculty of Education and Social Sciences. Dr Collet-Sabé speaks to us in this episode of some of his latest publications, including papers co-authored with Stephen Ball, which offer thought-provoking critiques of schools as social institutions, and raises questions as to how we can transform education. Specifically, his work proposes that, following Foucault, we think of education as an ethical and political activity, and that we take a “commoning approach” to education, seeing it as self-formation.
Some of Collet-Sabé's work is available at https://www.researchgate.net/profile/Jordi-Collet-Sabe
List of further readings
Ball, S., & Collet-Sabe, J. (2022a). Against school: an epistemological critique,Discourse: Studies in the Cultural Politics of Education,43:6,985-999, https://www.tandfonline.com/eprint/AKAVZ4GAFP6HKSTF3KZ9/full?target=10.1080/01596306.2021.1947780Collet-Sabe, J., & Ball, S. (2022b). Beyond School. The challenge of co-producing and commoning a different episteme for education,Journal of Education Policy,DOI:10.1080/02680939.2022.2157890Collet-Sabe, J. (2023). Pre-modern epistemes inspiring a new Global Sociology of Education Imagination, British Journal of Sociology of Education,DOI:10.1080/01425692.2023.2195089
Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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Today's guest is Dr. Richard Race, visiting professor in education at Sapienza University in Italy. Richard has two decades worth of expertise in multicultural education, anti-racism education, and citizenship education, and has published extensively on this topic. He's the author of "Multiculturalism and Education" and "Integration and Education Policy Making", both published by Palgrave Macmillan. He has also co-edited "Advancing Multicultural Dialogues in Education" and "Advancing Race and Ethnicity in Education" with Professor Vini Lander.
In this episode, we'll be discussing Richard's thoughts on decolonising the curriculum. We'll explore the challenges facing educators today in promoting a truly inclusive and diverse curriculum and discuss strategies for advancing multiculturalism in education. Stay tuned for an insightful conversation with Dr. Richard Race.
This episode is hosted by Adam Peter Lang, Kamille Beye, Rowena Azada-Palacios and Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback and your stories.
If you would like to explore participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
List of further readings
DiAngelo, R. (2021). Nice racism: How progressive White people perpetuate racial harm. Beacon Press.Joppke, C. (2017). Is multiculturalism dead?: Crisis and persistence in the constitutional state. John Wiley & Sons.Race, R., Gill, D., Kaitell, E., Mahmud, A., Thorpe, A., & Wolfe, K. (2022a). Proclamations and provocations: Decolonising curriculum in education research and professional practice. Equity in Education & Society, 1(1), 82-96.Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S., Boath, L., ... & Salehjee, S. (2022b). Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20(1).Race, R. (Ed.) (2018) Advancing Multicultural Dialogues in Education, Palgrave Macmillan.Race, R, Lander, V. (Eds.) (2016) Advancing Race and Ethnicity within Education, Houndsmills, Palgrave Macmillan.Race, R. (2015). Multiculturalism and Education. Bloomsbury Publishing.List of additional information
Branagh, K. (Director). (2021). Belfast [Film]. Northern Ireland Screen.MacDonald, P. (Director). (1988). Rambo III [Film]. Carolco Pictures.Baroness Floella BenjaminDominic RaabKemi BadenochKwasi KwartengRishi SunakSuella BravermanContact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode, we speak to Hans Svennevig about citizenship education, particularly, the PGCE citizenship programme at the IOE, UCL's Faculty of Education and Society in the UK. Hans is a veteran educator who has dedicated his career to promoting citizenship education in schools throughout England. As the subject leader for PGCE citizenship at the IOE, Mr. Svennevig has been playing a pivotal role in shaping the next generation of citizenship teachers and equipping them with the requisite skills and knowledge to promote democracy and civic engagement in their communities. Over the course of nearly two decades, Hans has taught citizenship education at various educational institutions, including GCSE and citizenship A-level, and firmly believes that challenges present opportunities to develop research-informed practice-based citizenship teachers who can inspire and encourage informed participants within their communities to improve democracy worldwide. He says that this belief is the driving force behind Svennevig's leadership in developing citizenship education and producing high-quality citizenship educators. He credits his own teaching and leadership roles to the wealth of experience and expertise in the field of citizenship and human rights education taught by Professor Hugh Starkey. In this episode, Hans offers practical examples and reflections on the role of citizenship education in fostering a positive impact on future generations of citizenship educators.
Notes. Citizenship education has been in the English national curriculum since 2002, inspected by Ofsted (Office for Standards in Education, Children's Services and Skills in the UK). Although Citizenship education is said to be part of the curriculum in the UK, it is included in the Welsh ‘Curriculum for Life’, the Northern Irish curriculum as ‘Local and Global Citizenship’ and Scotland as ‘Modern Studies’.
We hope all listeners enjoy this episode, which is hosted by Adam Peter Lang, Kamille Beye., Rowena Azada-Palacios and Stella Micheong Cheong, Please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
Further information regarding PGCE Citizenship Programme at UCL-IOE by visiting the website: Citizenship PGCE
List of further readings
Svennevig, H., Moorse, L., Baker, Z., Liddle, A., Barry, T., Jerome, L., . . . Azam, A. (2022). Conflict and Peace: Theory and Practice [Whole issue]. Teaching Citizenship (56).Svennevig, H., Jerome, L., Starkey, H., White, K., & Elwick, A. (2022). Powerful Knowledge: Revealing the Citizenship teacher's professional knowledge base. Teaching Citizenship (55).Svennevig, H., Starkey, H., Jerome, L., Gronland, G., Hayward, J., & Elwick, A. (2022). Project Report for the Teachers and Citizenship Knowledge Project – Seed Funded by Centre for Teachers and Teaching Research. London, UK: IOE, UCL's Faculty of Education and Society.Svennevig, H. (2022). The Metaverse and Citizenship Education. Teaching Citizenship Journal (55).Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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The 4th episode of this season features Dr. Diana Rodríguez-Gómez (University of Wisconsin-Madison). Diana’s research has brought her to diverse educational settings across the world: from schools on the Ecuador-Colombia border, for example, to public high schools in New York City. Across these different settings, she has been interested in the effects that violence has on learners, on educational content, and on educational systems more broadly, and she has also sought to explore different ways that violence can be responded to in schools, such as through human rights education. In this wide-ranging conversation with Dr. Rodríguez-Gómez, she shares some of the insights that she has learned in these specific locations: both as an educational researcher as well as someone involved in educational practice and concrete educational interventions. She also shares moving reflections on how apparently diverse locations across the world are connected to each other in global dynamics of economics, politics, empire, and resistance.
We hope all listeners enjoy this episode, which is hosted by Rowena Azada-Palacios, Adam Peter Lang, Stella Cheong, and Kamille Beye. Please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
Further information regarding Diana can be obtained by visiting her personal website: https://www.dianarodriguezgomez.com/
List of further readings
Rodríguez-Gómez, D. (2022). Disputed futures: rural entrepreneurship and migration in postsecondary trajectories on the Ecuador–Colombia Border. Ethnography and Education, DOI: 10.1080/17457823.2022.2049333Rodríguez-Gómez, D. & Russell, S.G. (2021). Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City. American Educational Research Journal (AERJ), DOI: https://doi.org/10.3102/00028312211057307Rodríguez-Gómez, D. & Bermeo, M. (2020). Assembling the Educational Nexus to the War on Drugs: A Systematic Review. Journal on Education in Emergencies, 6(1), pp. 18-56Rodríguez-Gómez, D. (2019). Bureaucratic Barriers to Universal Access to Education in Ecuador. Journal on Education in Emergencies, 5(1), pp. 62-93Rodríguez-Gómez, D. (2018). Social Advocacy in Neoliberal Times: Non-Governmental Organizations in Ecuador’s Refugee Landscape. In New Advocates for Education: Civil Society Organizations in Latin America, Cortina, R. & De la Fuente, C. (eds). New York City: Routledge, pp. 108-128Rodríguez-Gómez, D. (2017). When War Enters the Classroom: A case study on the experiences of youth on the Ecuador–Colombia border. In (Re)Constructing Memory: Education, Identity and Conflict. Williams, J. & Bellino, M. (eds.) The Netherlands: Sense Publishers, pp. 269-289Sayed, Y., Badroodien, A., Hanaya, A. & Rodríguez-Gómez, D. (2017). Social Cohesion, Violence, and Education in South Africa. In Enlarging the Scope of Peace: African and World Regional Contributions, Seedat, M., Suffla, S., & Christie, D. (eds). Switzerland: SpringerInternational Publishing, pp. 239-254Rodríguez-Gómez, D., Foulds, K. & Sayed, Y. (2016). Textbooks and Peacebuilding in Colombia and South Africa. Education as Change, 20(3), pp. 76-97Bartlett, L., Rodríguez-Gómez, D. & Oliveira, G. (2015). South-South Migration and Education: Sociocultural Perspectives. Educação e Pesquisa, 41, Special Issue, pp. 1153- 1170Kanjee, A., Sayed, Y., & Rodríguez-Gómez, D. (2010). Curriculum planning and reform in sub-Saharan Africa. Southern African Review of Education, 16(1), pp. 83-96.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode, we talk with Dr. Jonathan Ong about the spreading of disinformation and who some of the actors are in this space. He describes how he began his research on social media as a result of three key elections in 2016 that were occurring in the Philippines, the United Kingdom, and the United States. The purpose of his research is to understand how trolling works, who trollers are, where they come from and what are the moral justifications for the work they do. He examines the human aspects of the people behind fake news.
As an ethnographer by training, Jonathan examines the mistruths that people working on political campaigns use intentionally misleading speech in digital spaces to provoke fear or enrage. He acknowledges the power of social media in shaping the conversation, but he does not believe that digital campaigns can ‘ruin democracy’ through brainwashing effects. Dr. Ong takes a critical look at social media as an important battleground for organizing and disinformation campaigns. By discussing his research and podcast “Catch Me if You Can,” in the Philippines, Dr. Ong breaks down stereotypes about who trollers are through interviews. He discovers that many of those who work as trollers in the Philippines are educated and do this as an additional source of income, sometimes without prior knowledge of their assignments. The lack of clarity around some assignments causes Jonathan to question the ethics behind companies not informing. One interesting point made during this podcast that arises from Jonathan’s research is that some trolls were not politically affiliated. This episode is hosted by Rowena Azada-Palacios, Stella Cheong, and Kamille Beye. We hope that all listeners enjoy this episode!
If you enjoyed this episode, please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected].
List of further readings
Ong, J.C. (2022). Trolls for Sale. Manila, Philippines: Everything’s Fine Books.Ong, J.C. & Donovan, J. (eds.). (2023, forthcoming) Special Issue: "True Costs of Misinformation: Counting the Casualties of 'Fake News'". International Journal of Communication.Grohmann, R. & Ong, J.C. (eds). (2023, forthcoming). Special Issue: "Disinformation-for-Hire and Clickfarming around the World". Social Media + Society.Ong, J.C. & Negra, D (eds). (2020). Special Issue: "Intellectual and Institutional Turbulence in Media Studies: 20th Anniversary Issue of Television & New Media". Television & New Media 21: 6.Ong, J.C. (2022). “Philippine Elections 2022: The Dictator’s Son and the Discourse Around Disinformation”. Journal of Contemporary Southeast Asia.December 2022 issue, pp. 396-403.Ong, J.C. & Tapsell, R. (2022). "Demystifying disinformation shadow economies: Fake News Work Models in Indonesia and the Philippines". Asian Journal of Communication 32(3): 251-267.Ong, J.C. (2021). "The Secondary Contagion of Stigmatization: Racism and Discrimination in the Pandemic Moment". Social Science Research Council Media Well. https://mediawell.ssrc.org/literature-reviews/the-contagion-of-stigmatization-racism-and-discrimination-in-the-infodemic-moment/versions/1-0/Ong, J.C. & Lanuza, J.M. (2023, forthcoming). “The Perils of Platform Determinism: Reimagining Global South Disinformation Interventions”. In Tworek, H., Nyabola, N. & Owen, T. (eds.). Platform Governance in Global Context. Cambridge, MA: MIT Press.Ong, J.C. (2022). "Political Trolls and the Global Digital Precariat". In Briers, A., Carah, N., & Arden, H. (eds.). Conflict in My Outlook. Queensland, Australia: Perimeter Books.Ong, J.C. (2021). “Ethnography in Humanitarian Communication.” In Chouliaraki, L. & Vestergaard, A. (eds.). Routledge Handbook of Humanitarian Communication. London & New York: Routledge.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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In this episode, we speak to Dr. Piers von Berg about the citizenship education that enables students to nurture civic identities and civic agency in the UK. He starts his conversation about why he became interested in citizenship education at the university level. He regards university as a perfect place to explore how student identities were being changed as they interacted and encountered a range of differences. Other than that, he talks about the concept of global citizens and the role of citizenship education in times of pandemic.
Piers through her doctoral research describes how he uses an action research approach, drawing on the critical theories that include Friere’s ideas of authentic reflection, Mezirow’s theory of transformational learning and Boal’s forms of Forum and Image Theatre. This episode is hosted by Stella Cheong, together with Rowena Palacios. We hope all listeners enjoy this episode.
If you enjoyed this episode, please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected]
List of further readings
Von Berg, P. (2021). Cultivating the civic identities and agency of undergraduates at a university in the UK (Doctoral dissertation, UCL (University College London)).Von Berg, P. (2019). 'Exploring the development of a hybrid and synthetic meaning of citizenship at a British university law school'. Critical Studies in Teaching and Learning, 7(2), 52-74. https://www.ajol.info/index.php/cristal/article/view/191947Gooch, K and von Berg, P. (2019). 'What Happens in the Beginning Matters in the End: Achieving Best Evidence with Child Suspects in the Police Station'. Youth Justice, 19(2), 85-101. https://journals.sagepub.com/doi/abs/10.1177/1473225419868840?journalCode=yjjaVon Berg, P (2018). ‘Civic Education at Higher Education: Lessons from Azerbaijan’ in Hazeldine, G, Morgan, D and Salem, A (eds.), Higher Education in Post-Communist States: Sociological Perspectives. Stuttgart: Ibidem.Von Berg, P and Rich, B. (2017). ‘One strike and you are out? Judicial review of criminal matters and interpretation of the procedural rule on ‘totally without merit’ applications’, Criminal Law Review, 6. https://pearl.plymouth.ac.uk/handle/10026.1/13284Von Berg, P (ed) (2014). Criminal Judicial Review. London: Hart Publishing. https://www.bloomsbury.com/au/criminal-judicial-review-9781849468305/Von Berg, P. (2014). ‘Children, Young Persons and Juveniles’, ‘Remedies’ (with Ball, D), ‘The Police’ (with Taylor, R), ‘Magistrates’ Courts’ (with Parkes, S) in von Berg, P (ed) Criminal Judicial Review. London: Hart Publishing.Von Berg, P (2013). ‘Children’s evidence and new EU Directives’, Archbold Review, Issue 3, April 12, 2013. https://www.archbolde-update.co.uk/PDF/2013/Archbold%203-2013%20v%203.pdfVon Berg, P (2004). ‘Civic Education and Young People in Azerbaijan: results and implications, in Papoutsaki, V and Zurabishvili, T (eds), Caucasus Higher Education in Transition. Tbilisi: Civic Education Project, Caucasus.Von Berg, P (2002). ‘A Question of Method: Challenges of Teaching in Azerbaijan and Kyrgyzstan’, in Salem, A (ed), A Question of Method: teaching social sciences at post-soviet universities. Budapest and Washington DC: Civic Education Project.Contact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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This episode's guest, Dr Victoria Showunmi, is the author (together with Carol Tomlin) of the book Understanding and Managing Sophisticated and Everyday Racism: Implications for Education and Work. She is an associate professor at IOE, UCL's Faculty of Education and Society, where she has led modules about minorities, migrants and refugees in education; and sociology and race. Her research has explored questions relating to race, gender, educational leadership, and mentoring.
Kamille Beye leads our conversation with Dr Showunmi in this episode, in a wide-ranging exploration of sophisticated racism, the experiences of Black girls and women, the differences between the battles against racism in the US and the UK, and some of the impacts of COVID-19 pandemic on racism and on education. Dr Showunmi also shares concrete, practical strategies for dealing with everyday racism.
If you enjoyed this episode, please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at [email protected]
Showunmi, V. (2022). Black women experiences in the workplace. Elgar Research Handbook on Inequalities. Edward Elgar.Showunmi, V. and Tomlin, C. (2022). Understanding and Managing Sophisticated and Everyday Racism: Implications for Education and Work. Rowman & Littlefield.Showunmi, V. (2021). A Journey of difference: the voices of women leaders. Frontiers in Education - Leadership in Education. doi:10.3389/feduc.2021.548870.Showunmi, V., & Gooden, M. (2020). Race and Educational Leadership. In S. Courtney, H. Gunter, T. Trujillo (Eds.), Understanding Educational Leadership; Critical perspectives and approaches. UK: Routledge.Showunmi, V., & Reilly, E. (2020). Women's Blackness in educational leadership across the continents. Special Edition, Curriculum Inquiry.Showunmi, V., Vassilopoulou, J., Kyriakidou, O., & Brabet, J. (Eds.). (2019). Race Discrimination and the Management of Ethnic Diversity at Work European Countries Perspectives. London: Emerald.Showunmi, V. (2018). An Auto-Ethnography of a Black Female Leader in Higher Education. In R. McNae, E. Reilly (Eds.), Women Leading Education Across the Continents: Finding and Harnessing the Joy in Leadership. Rowman & Littlefield.
List of further readingsContact Conversations4citizenship
Tweet us @c4c_ed and @stellarcheongEmail us at [email protected] us on WhatsApp : +44 7783 680128Submit your work us at http://www.conversations4citizenship.comThanks for listening and keeping Conversations4Citizenship podcasting!
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