ICE-Breaking, the Podcast

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Congratulations to (MSc) Nicola Garroutte who graduated from the programme of Education with an International and Comparative Specialisation at Stockholm University in June 2022 with her thesis. In this Quick Burst podcast episode, she reads her abstract. Congratulations to Nicola!

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Congratulations to (MSc) Yuto Sunakawa who graduated from the programme of Education with an International and Comparative Specialisation at Stockholm University in June 2022 with his thesis: A Narrative Inquiry into International Students' Learning Experiences in Sweden! In this Quick Burst podcast episode, we read his abstract. Click here to find Yuto's LinkedIn and reach out to him!

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Congratulations to (MSc) Ekaterine Gogoberishvili who graduated from the programme of Education with an International and Comparative Specialisation at Stockholm University in June 2022 with her thesis. In this Quick Burst podcast episode, she read her abstract. Click here to find Ekaterine's LinkedIn and reach out to her!

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Congratulations to (MSc) Sidney P. da Silva who graduated from the programme of Education with an International and Comparative Specialisation at Stockholm University in June 2022 with his thesis: Technology Integration and Higher Education! In this Quick Burst podcast episode we read his abstract. Click here to find Sidney's LinkedIn and reach out to him!

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On today's episode I talk with Elmedina, who is studying the master's programme of Development, Education and International Cooperation at Jyväskylä University and shared her ideas about development of the world and more specifically about how history repeats itself. Going from this point of view: how come we don't learn from human mistakes and past fallacies? how come they will be repeated again? and which kind of events are we talking about? By discussing this we argue for the need of critical education and an awareness for people. There is something to take, learn or reflect on from Elmedina's story for everyone that is listening!

Do you want to know more about Elmedina? Click here to be directed to her LinkedIn profile.

The book Elmedina was talking about during the quick-fire questions, is called ''The Fourth Turning: What the Cycles of History Tell Us about America's Next Rendezvous with Destiny'' by William Strauss and Neil Howe.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

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What does it mean for you to speak your heritage language? To learn about your heritage culture? For some, this might be self-evident, but for an increasing amount of people this has become an important factor to maintain their identity abroad. Our contemporary world is characterised by human mobility globally. With migration, people bring along their own language while going abroad and the educational need to learn and develop a language or connect to native cultural, traditional and linguistic backgrounds increases. Our guest of today has been researching sociolinguistics, the study of sociological aspects of language, and Heritage Language Education. Quite coincidentally, we find out that we are both working as HLE teachers in a Greek and a Dutch school, and we share our experiences.

Do you want to know more about Irene? Click here to be directed to her LinkedIn profile

The book Irene was talking about during the quick-fire questions, is called Educated by Tara Westover

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some references to books and articles that might be interesting for you:

Brinton, D. M., Kagan, O., & Bauckus, S. (Eds.). (2017). Heritage language education: A new field emerging. Routledge.

Carreira, M., & Kagan, O. (2018). Heritage language education: A proposal for the next 50 years. Foreign Language Annals, 51(1), 152-168.

King, K. A. (2000). Language ideologies and heritage language education. International Journal of bilingual education and bilingualism, 3(3), 167-184.

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Do you look back at your secondary school memories with pleasure? Reminiscing the breaks with friends, fooling around in the classroom, strolling through the hallways in which everything and everyone was so familiar? Or was your experience less pleasant and did you not feel like you belonged? Belonged to the place, time, or community? Turns out that this sense of belonging is of importance to student's self-efficacy, academic motivation, engagement and performance. Isabel has been studying a sense of belonging within schools during the COVID-19 pandemic. Today, we will be talking about this, and more.

Do you want to know more about Isabel? Click here to be directed to her LinkedIn profile.

You can find Isabel's thesis here, or via the website of Stockholm University's Department of Education: Isabel Maria Machado Da Silva. School belonging during challenging times: A qualitative interview study of students transitioning to high school in the context of a global pandemic. September 2021.

The books Isabel was talking about during the quick-fire questions, are called ''The Power of Now'' by Eckhart Tolle and "A court of thorns and roses'' by Sarah Maas .

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information on Weak Theory? This is a reference to the article Isabel mentioned: Wright, S. (2015). More-than-human, emergent belongings: A weak theory approach. Progress in Human Geography, 39(4), 391-411.

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Welcome to yet another episode of the podcast! Today we are discussing a prominent factor within the field of ICE, namely the influence of cultural factors on education. We are all accustomed to our own educational system, which includes cultural influences shaping the ways of teaching, the daily schedule, and instruction material among other things. What if all of these things would change all of the sudden? We will be discussing a 360 degree change in the educational system from one day to another. From a western system (UK, Sweden) to the Chinese system. There are enormous differences between these educational traditions. China is scoring very high in international rankings, how is this achieved? What is so different than in Western countries? What does this do to the students? Yolanda will be talking about her personal experiences with the Chinese system and the phenomena we see in the documentary ''Are Our Kids Tough Enough'' (see below).

Do you want to know more about Yolanda? Click here to be directed to her LinkedIn profile.

Our conversation was inspired by the BBC documentary, called ''Are Our Kids Tough Enough?'', which aired in 2015.

The book Yolanda was talking about during the quick-fire questions, is called ''The Almost Nearly Perfect People: Behind the Myth of the Scandinavian Utopia'' by Michael Booth.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

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In today’s episode we welcome Taras! He has experience working with curriculum reforms in Ukraine, as well as in other jobs and studying there. We discuss the complex process of curriculum reforms and his role in this, which also brings us to the topic of corruption and plagiarism. Taras has a moral and philosophical answer to this, but also a more instrumental one. If we trust students, explain plagiarism and motivate them intrinsically, is control still necessary? How are plagiarism controls executed? And although we can’t compare curriculum systems one to one, we can compare programs. In which way do the programs Taras followed differ from each other? What are the different educational approaches? Taras concludes the episode by showing the importance of education and learning for yourself and throughout your entire life.

These are the books Taras is currently reading: The Protestant Ethic and the Spirit of Capitalism by Max Weber, and Churchill and Orwell by Thomas E. Ricks.

Do you want to know more about Taras? Click here to be redirected to his LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

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Despite it not being written in the curriculum, Ekuna explains how our master’s programme of ICE does include human rights values and citizenship education lessons. Citizenship education and human rights education is of importance to individuals, but also the collective. It is context-dependent, but also interconnected globally. How can a programme teach similar content, but support plurality and learn to respect differences? How does the process of meaning-making go hand in hand with critical thinking? This is where cosmopolitan values intertwine with citizenship education and human rights education.

In Ekuna's words: The podcast is inspired by people’s stories, up until now specifically the voices of people within the programme of ICE. It’s a presentation of the process and values which this process of meaning-making is based upon. We talk about valuing different voices, words and concepts, our diversity that connects individuals with the concepts. This podcast and each episode represents what the programme represents and how we make meaning of our master's programme in ICE.

This is the title of the book Ekuna was mentioning: In the House of Silence, by Arab Women Writers

Do you want to know more about Ekuna? Click here to be redirected to her LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some of Ekuna's suggestions:

Al-Daraweesh, F., & Snauwaert, D. T. (2013). Toward a Hermeneutical Theory of International Human Rights Education. Educational Theory, 63(4), 389–412. https://doi.org/10.1111/edth.12030
Starkey, H. (2012). Human rights, cosmopolitanism and utopias: implications for citizenship education. Cambridge Journal of Education, 42(1), 21–35. https://doi.org/10.1080/0305764x.2011.651205
Zembylas, M., Charalambous, P., Charalambous, C., & Lesta, S. (2016). Toward a critical hermeneutical approach of human rights education: universal ideals, contextual realities and teachers’ difficulties. Journal of Curriculum Studies, 49(4), 497–517. https://doi.org/10.1080/00220272.2016.1188156

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Today we're talking about sex(uality) education! It's not only about the Netflix show, it's not only about sex either. What does sexuality education entail? How can we educate kids but also older generations about consent, boundaries and sexual identity? Nicola advocates consent should be a human right and explains why. We talk about education towards healthy sexual standards and against unhealthy sexual behaviour. In this era of informal education through social media we get information about ourselves, others, and our relations with each other according to the societal narrative. Especially now it’s important to offer information and learn to critically consider decisions and information. The concepts are worked out in documents and policies, but there is a gap between the academic world and the (educational) reality. We’re talking about informed consent in the non-academical way, normalizing this subject and supporting education for it.

Do you want to know more about Nicola? Click here to be directed to her LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some articles to read:

Adami, R. (2014). Toward cosmopolitan ethics in teacher education: an ontological dimension of learning human rights. Ethics and Education, 9(1), 29-38.
Adami, R. (2014). Re‐thinking relations in human rights education: The politics of narratives. Journal of Philosophy of Education, 48(2), 293-307.
Allen, L. (2005). ‘Say everything’: Exploring young people's suggestions for improving sexuality education. Sex Education, 5(4), 389-404.
Keogh, S. C., Leong, E., Motta, A., Sidze, E., Monzón, A. S., & Amo-Adjei, J. (2021). Classroom implementation of national sexuality education curricula in four low-and middle-income countries. Sex Education, 21(4), 432-449
Rollston, R., Wilkinson, E., Abouelazm, R., Mladenov, P., Horanieh, N., & Jabbarpour, Y. (2020). Comprehensive sexuality education to address gender-based violence. The lancet, 396(10245), 148-150.

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In last week's episode, we heard Summer about intercultural exchange in higher education. Today, Yuto will share his perspective on the importance of intercultural competencies, motivated by a personal experience, with us. In education, we teach (factual) knowledge, skills, and attitudes. But how can we teach these attitudes, or values? Yuto found out how difficult it is to teach intercultural literacy (as defined by UNESCO) and decided to search for ways to teach intercultural competencies. For example, through experiential and vicarious learning or high impact practices. Will teaching intercultural literacy become as normal as teaching literacy, as reading and writing? How can we use education to work towards an accepting society, a critical society, and towards a collective?

Our conversation was inspired by another podcast episode by FreshEd, called ''What are intercultural competencies?'' with researcher Darla Deardorff.

The book Yuto was talking about during the quick-fire questions, is called ''The Almost Nearly Perfect People: Behind the Myth of the Scandinavian Utopia'' by Michael Booth.

ps. Pro tip from Yuto: listen to the episodes before going to bed. Yuto has never finished an episode because he falls asleep before they end.

Do you want to know more about Yuto? Click here to be directed to his LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some things to read:

By Deardorff: Deardorff, D. K. (2011). Assessing intercultural competence. New directions for institutional research, 2011(149), 65.
By Deardorff: Deardorff, D. K. (2009). The SAGE Handbook of Intercultural Competence (1st ed.). SAGE Publications, Inc.
Simpson, A., & Dervin, F. (2019). Global and intercultural competences for whom? By whom? For what purpose?: An example from the Asia Society and the OECD. Compare: A Journal of Comparative and International Education.
Tomé, M., Herrera, L., & Lozano, S. (2019). Teachers’ opinions on the use of personal learning environments for intercultural competence. Sustainability, 11(16), 4475.

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Our 35 classmates of the master's programme in ICE come from almost an equal amount of different countries. There are numerous opportunities to pursue a part of your programme or your entire bachelor's or master's programme at university abroad. Higher education institutions are interationalizing. What exactly does this mean, for students, teachers and the institutions? How can we make sure that we maximize learning outcomes? Is English as language of instruction enough? Today, we are discussing the internationalization of higher education. Summer has been writing about this topic in combination to academic staff training, curricula and learning visions.

Do you want to know more about Summer? Click here to be directed to her LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some things to read:

The SAGE Handbook of International Higher Education
Uzhegova, D., & Baik, C. (2020). Internationalisation of higher education in an uneven world: an integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education, 1-13.
Fragouli, E. (2021). Internationalisation of the curriculum: Challenges & opportunities. International Journal of Higher Education Management, 7(2), 24-30.
Zheng, H., Pirbhai‐Illich, F., Martin, F., & Wu, L. (2020). Internationalisation of higher education: A critical analysis of the intercultural dimension of a visiting scholar programme. British Educational Research Journal, 46(6), 1371-1390.
Rawal, R., & Deardorff, D. K. (2021). Intercultural competences for all. In Reshaping International Teaching and Learning in Higher Education (pp. 46-59). Routledge.

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Today we discuss one of the contextual factors influencing education: politics! Our guest of today is active in local politics and we learn why and how he feels he can contribute to education in this way. We talk about the power of politics and decisions on freedom of school choice, stimulation of equity, but also allocation of funds and the increasing amount of private profits in education in Sweden.

Do you want to know more about Daniel? Click here to be directed to his LinkedIn profile.

The book Daniel was talking about in his answer to the quick-fire questions, is titled Det fria ordet by Johannes Klenell (in Swedish)

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some things to read:

Specifically about Sweden: Löfstedt, P. (2019). Socioeconomic Inequality and Student Outcomes in Swedish Schools. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (Eds.), Socioeconomic Inequality and Student Outcomes - Cross-national Trends, Policies and Practices (pp. 133-152). Singapore: Springer Singapore.
Or try the entire book: Volante, L., Schnepf, S. V., Jerrim, J., & Klinger, D. A. (2019). Socioeconomic Inequality and Student Outcomes - Cross-national Trends, Policies and Practices. Singapore: Springer Singapore.
International: Strietholt, R., Gustafsson, J.-E., Hogrebe, N., Rolfe, V., Rosén, M., Steinmann, I., & Yang Hansen, K. (2019). The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (Eds.), Socioeconomic Inequality and Student Outcomes: Cross-national Trends, Policies and Practices (pp. 17-38). Singapore: Springer Singapore.
International: Lundahl, L. (2017). Marketization of the urban educational space. Inkluderande Och Konkurrerande. Gymnasieskolan i Skärningspunkten Mellan Social Inkludering Och Marknadisering Second International Handbook of Urban Education Springer International Handbooks of Education, 671–693. https://doi.org/10.1007/978-3-319-40317-5_36

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It's time to talk about elections! Do you vote? Do you know how to? Where did you get your information from? How do you make informed decisions? In this episode Hanna and I talk about the role of education in electoral processes locally, nationally and internationally. The right to vote is fundamental in a democratic society and therefore it is very important that we teach people how to. When this right is compromised, it is important we know who is wrong and why. Within these processes of knowledge attainment, there is a big role for non-formal learning for adults and the concept of life-long learning.

Do you want to know more about Hanna? Click here to be directed to her LinkedIn profile.

Curious about the book she mentioned during the quick-fire questions? It's called Factfulness.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to go to my LinkedIn profile.

Looking for more information? Here are some articles to read:

Boudreau, C., Elmendorf, C. S., & MacKenzie, S. A. (2019). Roadmaps to representation: An experimental study of how voter education tools affect citizen decision making. Political Behavior, 41(4), 1001-1024.

On mock elections:

Borge, J. A. O. (2017). Tuning in to formal politics: Mock elections at school and the intention of electoral participation among first time voters in Norway. Politics, 37(2), 201-214.
De Groot, I. (2017). Mock elections in civic education: A space for critical democratic citizenship development. JSSE-Journal of Social Science Education.

Or check out the website the ACE Electoral Knowledge Network, with information on voter education

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In this episode I welcome my very first guest, a fellow student, colleague and friend. He is the perfect person to break the ice by telling us what he values in education. Education can be a way to create your identity, develop critical thinking and feel empowered. How can we stimulate this process, both at a young age and later on? How can arts in schools help us in this process? And which role do teachers play in this?

Do you want to know more about Sidney? Click here to be directed to his LinkedIn profile.

I'm currently working on a transcript for this episode. Come back here to access it.

Thank you so much for listening! Do you have ideas, suggestions or feedback? Reach out to me through ice.thepodcast@gmail.com, or click here to be directed to my LinkedIn profile.

Looking for more information? Here are some articles to read:

Pöllänen, S. H. (2011). Beyond craft and art: A pedagogical model for craft as self-expression. International Journal of Education Through Art, 7(2), 111–125. doi:10.1386/eta.7.2.111_1

Hawkins, B. (2002). Children’s Drawing, Self Expression, Identity and the Imagination. International Journal of Art & Design Education, 21(3), 209–219. doi:10.1111/1468-5949.00318

Lampert, N. (2006). Critical Thinking Dispositions as an Outcome of Art Education. Studies in Art Education, 47(3), 215–228. doi:10.1080/00393541.2006.11650083

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Welcome to ICE-breaking, the podcast about International and Comparative Education! My name is Frederike and in this first episode I will tell you exactly why I am making this podcast and what you can expect of it - as well as some theoretical information about the educational values of podcasts.

I'm looking forward to continue this project and all episodes and guests to come!

Click here for a transcript of this episode.

ICE-Breaking, the Podcast: Recent Episodes

Frederike Jansen