Conversations 4 Citizenship: Recent Episodes

Dr. Stella Micheong Cheong, Adam Peter Lang, Kamille Beye, Dr. Rowena Azada-Palacios

Are you an educator or researcher seeking reliable resources about citizenship and human rights education? Are you interested in the burning issues of the day -- injustice, political polarization and human rights violations that have been exacerbated as a consequence of the COVID-19 pandemic, wars in Ukraine and in other places -- and would like the opportunity to converse with experts on these topics? #Conversations4Citizenship is an educational resource for you. Each month, the podcast explores new ideas, insights and knowledge about citizenship and human rights education through fascinating conversations with scholars, doctoral students and practitioners across the world who have been involved in these fields of work or study. Each episode is hosted by experienced researchers from the Institute of Education, UCL's Faculty of Education and Society: Adam Lang, Kamille Beye, Dr Rowena Azada-Palacios and Dr Stella Mi-cheong Cheong, together with our creatives and production team, Dain Jeong and Heejin Ban.

Season one of #Conversations4citizenship is produced through a project grant from the UCL Changemakers scheme. Thanks to this grant, participation is open to all UCL undergraduate and graduate students who are interested in helping produce these podcasts. In addition to this, we are inviting any interested citizenship and human rights education researchers and practitioners to also join our podcast as possible guests. For expressions of interest, please click on the Join Us! link at the top of this page, and we will contact you shortly. You may email us at conversations4citizenship@gmail.com. Let us know what you think! Thank you for your kind support.

©Copyright 2022 conversations4citizenship-All rights reserved

How should universities respond to a crisis they helped to create? In this episode of Conversations4Citizenship, Dr Kamille Beye and Dr Stella Cheong are joined by Professor Tristan McCowan of UCL, author of Universities and Climate Action, for a wide-ranging conversation on higher education and climate justice. Beginning with the historical complicity of universities in ecological breakdown, the discussion moves through their projective, expressive, and constructive roles, the nature of climate change as a wicked problem, and the uneven burdens borne by communities least responsible for the crisis. From there, the conversation turns to interdisciplinary collaboration, the tension between green workforce demands and higher education as a public good, and the challenge of engaging climate denial in everyday life. It closes with inspiring examples from Fiji, Tanzania, and Brazil, and a call to shape the post-2030 agenda together. Listen now wherever you get your podcasts, and join the global conversation.

This episode is hosted by Dr. Kamille Beye. Please subscribe to the podcast through Apple, Spotify, Amazon Music or Audible. You may also follow @c4cpodcast.bsky.social on Bluesky. 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 conversations4citizenship@gmail.com

If you are curious about Climate Crisis and the Role of University check out his new book, 'Universities and Climate Action' and read his works linked below.

McCowan. T. (2025).Universities and Climate Action. UCL Press.
Mccowan, T., & Buckner, E. (2025). Critical Perspectives on Universities and the Sustainable Development Goals. Comparative Education Review, 69(4), 697-702.
Buckner, E., McCowan, T., Faul, M. V., Welply, O., Jiménez, J., & Denton, F. (2025). Charting the path after 2030: what should higher education’s role be in the future of the sustainable development agenda?. Compare: A Journal of Comparative and International Education, 1-20.
Centre for Global Higher Education

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This episode of Conversations4Citizenship features Dr. Magdalena Fellner, an educational researcher exploring the systemic barriers to higher education within the German prison system and internationally. Interviewed by Kamille Beye, Stella Micheong Cheong and Adam Peter Lang, Dr. Fellner refutes the idea that the academic capability to study is an inherent trait, arguing instead that it is socially and institutionally constructed. She critique-analyzes how gatekeepers limit incarcerated individuals to basic skills and vocational training rather than transformational higher education, pointing out that female prisoners face even fewer academic opportunities. Dr. Fellner advocates for a relational, lifelong learning approach supported by robust university-prison partnerships, which dramatically lower recidivism rates. However, she stresses that education is a human right, not a cure-all, and must coexist with fundamental structural support. Finally, she previews her new research examining why highly educated individuals commit white-collar crimes.

If you are curious about the Higher Education Institution-Prison Partnerships, check out her works below.

Fellner, M. (2025). Universities as elite allies. Disclosing global patterns of inequality in tertiary education across time. In Wimmer, C. & Rieder, T. (Eds.), Global Inequalities. Leiden: Brill. https://doi.org/10.1163/9789004733626_011
Fellner, M. & Dreisinger, B. (forthcoming). Education Not Incarceration Across Borders: Prison, University and Education Behind Bars. Special Issue, Tertiary Education and Management. https://link.springer.com/collections/afjgeefhde
This meta-study of the United States shows that individuals who participated in educational programmes were 43% less likely to reoffend than those who did not, and that every dollar spent on correctional education saves taxpayers five dollars in reincarceration costs. See Davis, Lois M., Jennifer L. Steele, Robert Bozick, Malcolm V. Williams, Susan Turner, Jeremy N. V. Miles, Jessica Saunders, and Paul S. Steinberg. How Effective Is Correctional Education, and Where Do We Go From Here? The Results of a Comprehensive Evaluation. RAND Corporation. 2014.

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This episode brings together three Nepali changemakers, public speaker Aadarsha Bikram Singh, lawyer Tanuja Pandey, and peacebuilding researcher, Dr. Nar Bahadur Saud, to unpack the historic September 2025 Gen Z movement that toppled Nepal's government. They explain how decades of corruption, forced out-migration, and a sudden social media ban pushed young people into the streets, fueled by the viral #NepoBaby and #NepoKids hashtags borrowed from Indonesia's earlier uprising. The conversation honors the 76 lives lost on September 9, traces the remarkably swift transition to a peaceful 2026 election, and introduces a parliament now full of young faces including a 36-year-old Prime Minister. But the guests are refreshingly honest about the uncertainty ahead: creeping populism, weak institutional memory, and the temptation to dismantle without rebuilding. Their closing advice for global youth movements is unforgettable — unite before you ignite, collaborate across generations, read history, and let love walk beside the rage.

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Welcome back to Conversations4Citizenship as we kick off Season 5 with our brand-new theme: "The New World Order". To get things started, hosts Stella and Kamille sit down with Ken Katayama, a Digital Policy Evangelist from Japan, for an eye-opening chat about our hyper-connected lives. Throughout the episode, they unpack the hidden dangers of the AI "black box" and explore what data sovereignty truly means when tech giants silently gather our most intimate details. Furthermore, the conversation seamlessly shifts to tackle the ethical implications of mass surveillance, highlighting the stark differences in global privacy laws—from Europe's strict GDPR to the fragmented rules in the US and developing nations. Ultimately, Ken leaves us with a powerful reminder that while technology will inevitably advance, keeping humans at the center and building genuine trust are the true keys to navigating our digital future. Tune in to discover why simply clicking "I Agree" is no longer enough to protect yourself!

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In this Conversations4Citizenship Season 4 reflection, co-host Dr. Kamille Beye examines the profound global and educational disruptions of 2025. She highlights how cuts to USAID and university diversity funding emphasize the fragility of educational access, alongside global challenges like ongoing conflicts, the Syrian revolution, and the disruptive rise of AI. Amidst these shifting landscapes, Dr. Beye recaps Season 4's impactful episodes, which explored South Korean youth activism, philosophical diversity, school participatory budgeting, labor rights, higher education access, and the significance of memory sites. Acknowledging the heavy toll of political upheaval, misinformation, and climate change throughout the year, Beye draws inspiration from Dr. Martin Luther King Jr., reminding listeners to balance finite disappointment with infinite hope. She concludes by urging global citizens to remain deeply engaged, advocate for justice, and carry resilience forward as they navigate the uncertain headwinds of 2026.

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In this enlightening episode, Dr. Stella Micheong Cheong and her co-hosts welcome Dr. Karina Korostelina, Director of the Sustainable Peace Lab at George Mason University, to discuss the profound impact of collective memory on conflict and reconciliation. Korostelina argues that physical locations such as monuments and museums, are not merely static records of the past but active political tools that shape national identity and future conflict dynamics. She introduces concepts from her new book, Memory Sites and Conflict Dynamics, explaining how these sites often 'ascribe' negative traits to perceived enemies or 'enhance' a group's own narrative at the expense of others. Furthermore, the conversation challenges the traditional liberal peace model, advocating instead for a local turn that prioritizes community resilience and agonistic history—acknowledging multiple, coexisting interpretations of the same events. Ultimately, Dr. Korostelina emphasizes that education is key to disrupting monolithic narratives and fostering lasting peace.

This episode is hosted by Dr. Stella Micheong Cheong. Please subscribe to the podcast through Apple, Spotify, Amazon Music or Audible. You may also follow @c4cpodcast.bsky.social on Bluesky. 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 conversations4citizenship@gmail.com

If you are curious about Memory Sites and Conflict Dynamics, check out her new book, 'Memory Sites and Conflict DynamicsCollective Memory, Identity, and Power' and visit the Sustainable Peace Lab's website linked below.

Korostelina, K. V. (2025). Memory Sites and Conflict Dynamics: Collective Memory, Identity, and Power. Routledge.
Korostelina, K. V., Gopin, M., Helsing, J. W., & Özerdem, A. (Eds.). (2024). Identity and religion in peace processes: Mechanisms, strategies and tactics. Taylor & Francis.
The Sustainable Peace Lab

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In this episode, Drs. Adam Peter Lang, Kamille Beye, and Stella Micheong Cheong engage in a comprehensive three-way discussion regarding the geopolitical and structural challenges facing higher education globally. Dr. Beye begins by highlighting the "tumultuous" landscape in the US, where the Trump administration’s policies against Diversity, Equity, and Inclusion (DEI) have led to the revocation of research grants and created visa uncertainties for international students. Transitioning to South Korea, Dr. Cheong explains the intense societal pressure surrounding the "SKY" universities, describing a rigid "caste system" where academic credentials determine life success while vocational paths remain deeply stigmatized. Meanwhile, Dr. Lang details the UK’s deepening financial crisis, noting that nearly 40% of universities face deficits, resulting in mergers and significant staff redundancies. Despite these struggles, the hosts conclude with optimism, viewing these crises as potential catalysts for educational reform.

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In this episode, Dr. Adam Peter Lang and Dr. Kamille Beye interview Professor Graeme Atherton about the pressing global challenges of inequality and access in higher education. Professor Atherton, who leads the World Access to Higher Education Network (WAHEN) and the Ruskin Institute for Social Equity, shares his personal journey from a council estate in Blackpool to Oxford University, highlighting how this experience shaped his lifelong dedication to widening participation. He discusses the growing 'ideological pushback' against the value of inclusive education by populist movements and the structural difficulties of adapting elite university systems to serve the majority. The conversation also explores the historic role of Ruskin College in educating working-class adults and the complexities of ensuring international partnerships in the Global South remain genuinely equitable. Finally, Atherton emphasizes the need for curricula to adapt to AI while ensuring marginalized voices remain central to educational policy.

This episode is hosted by Dr. Adam Lang. Please subscribe to the podcast through Apple, Spotify, Amazon Music or Audible. You may also follow @c4cpodcast.bsky.social on Bluesky. 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 conversations4citizenship@gmail.com

If you are curious about the World Access to Higher Education Network (WAHEN), check out his new book, 'Making Equal' and visit the WAHEN's website linked below.

Atherton, G., & John, P. (Eds.). (2025). Making Equal: New Visions for Opportunity and Growth. Emerald Publishing Limited.
World Access to Higher Education Network (WAHEN)
Ruskin Institute for Social Equity (RISE)

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Professor Rommel Rodriguez, an academic, writer, and staunch human rights advocate from the University of the Philippines, provides a profound overview of the nation's struggle for social justice. He begins by outlining the deep-seated issues of poverty, neocolonialism, and environmental problems that fuel a culture of protest. He details the nation's robust history of protest, from the 1986 People Power Revolution to contemporary movements addressing systemic issues like poverty and corruption.

A significant portion of the conversation focuses on the dark legacy of the Ferdinand Marcos dictatorship and the current challenges of historical revisionism, particularly under the current government of Ferdinand Marcos Jr., the son of the former dictator, which seeks to erase the dark parts of the country's past.

To counter this, Rommel details his unique approach of using literature and art as tools for advocacy, sharing insights from his university course that teaches human rights through creative works. He argues this method builds empathy and allows for discussions on sensitive topics like political imprisonment. Furthermore, he emphasizes the importance of extending activism beyond the classroom, describing the vital role of student movements in supporting grassroots causes.

Despite facing personal risks, including having his book banned, Professor Rodriguez finds hope in collective action. He underscores the power of solidarity among artists, academics, and the Filipino diaspora in creating a potent counter-narrative to official government rhetoric. The episode concludes with his firm belief that educating future generations is the most crucial step toward building a more just and humane Philippine society.

This episode is hosted by Dr. Stella Cheong. Please subscribe to the podcast through Apple, Spotify, Amazon Music or Audible. You may also follow @c4cpodcast.bsky.social on Bluesky. 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 conversations4citizenship@gmail.com

If you would like to learn more about the hidden history-- democratization movement and the coup d’état-- in the Philippines, along with insights into the current human rights movement and Prof. Rodriguez’s banned books, please visit the links below.

Rommel Rodriguez's CV
Authors unbowed after gov’t ‘purge’ of books
KWF memo banning ‘subversive’ books voided
Shortsighted and arrogant move

Here are some of the short documentaries Prof. Rodriguez did about political prisoners in the Philippines

Tanikala at Talinhaga 1 (Chained Metaphors)
Tanikala at Talinhaga 2
Tanikala at Talinhaga 3

Also here are some documentaries about the social illnesses in the Philippines.

*Note. Just some trigger warning because the video contains violent images:

Sa Ngalan ng Tubo (In the Name of Profit/Sugarcane)
Mendiola Massacre (during the first year of presidency of corazon aquino, 1987)

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In this episode, Dr. Tara Bartlett details School Participatory Budgeting (SPB) as a transformative democratic process where students decide how a portion of their school’s public budget is spent. Originating in the US in Arizona, this initiative provides students with tangible experience in civic decision-making, moving beyond theoretical education. The process is designed to be inclusive, intentionally engaging students who are not the “usual suspects” in leadership to build their agency and confidence. By taking part in needs assessments, proposal development, and voting, students develop critical 21st-century skills like budgeting, collaboration, and civil discourse. Dr. Bartlett emphasizes that SPB functions as a real-world application of democratic principles, demonstrating to young people that their participation can lead to meaningful improvements in their communities and foster a culture of active, engaged citizenship.

The practical impact of School Participatory Budgeting extends far beyond the allocation of funds; it cultivates a deep sense of social justice and civic responsibility among students. Dr. Bartlett shares powerful examples, including elementary students advocating for ADA-accessible playground equipment and high school students successfully lobbying to remove a vendor using prison labor from the district’s approved list. The process also creates direct pathways to wider civic life by partnering with local agencies to register eligible students to vote during SPB election days. This connection between school-level action and formal democratic participation is key. By involving students, parents, and educators, SPB strengthens the entire school ecosystem, breaking down silos and proving that collective, democratic engagement can create more equitable and responsive institutions.

This episode is hosted by Dr. Kamille Beye. Please subscribe to the podcast through Apple, Spotify, Amazon Music or Audible. You may also follow @c4cpodcast.bsky.social on Bluesky. 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 conversations4citizenship@gmail.com

If you are curious about School Participatory Budgeting (SPB), check out her new book, 'Educating for Democracy' and visit the Center for the Future of Arizona's website linked below.

Schugurensky, D., & Bartlett, T. (Eds.). (2024). Educating for Democracy: The Case for Participatory Budgeting in Schools. Edward Elgar Publishing.
The Center for the Future of Arizona

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Dr. Shone Surendran's unique intellectual path began with aerospace engineering, followed by six transformative years of monastic training in India. This blend of scientific rigor and deep spiritual immersion laid the groundwork for his current role as an academic philosopher. His thinking has been profoundly shaped by non-dualist interpretations of Vygotsky, influenced by German Idealism (via Jan Derry), and rich Indian philosophies like Advaita Vedanta. These diverse influences equipped him with a framework to understand knowledge beyond the confines of traditional Western dualistic perspectives, fostering a more interconnected view of mind, world, and ultimate reality.

Working at Amrita University in Kerala, Dr. Surendran develops philosophy modules for cognitive science students, where he has observed firsthand how students from the Global South often feel their indigenous philosophical traditions are undervalued in Western-dominated academia. This phenomenon, which he terms 'epistemic exclusion,' is a central theme in his research. It extends into his work on AI ethics, particularly within NHS genomics projects, where he focuses on effectively communicating complex AI concepts to diverse patient groups and critically examining algorithmic biases, such as the 'colonial bias' embedded in large language models that can perpetuate historical inequalities.

Ultimately, Dr. Surendran critiques the 'academic hegemony' of the Global North, passionately advocating for 'philosophical diversity' and 'epistemic pluralism.' His projects, such as autobiographical writing linking superhero narratives to decolonization, exemplify his commitment to bridging diverse domains. He calls on universities to foster genuine intercultural dialogue, acknowledge varied ways of knowing including spiritual traditions, and cultivate truly inclusive learning environments. His work champions a fundamental re-evaluation of knowledge, urging a shift towards a more holistic, equitable, and globally representative approach to education and technology.

This episode is hosted by Dr. Adam 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 conversations4citizenship@gmail.com

Further Reading List
Surendran, S. (2023). Inferentialism and science education: Towards meaningful communication in primary science classrooms (Doctoral thesis, University College London). https://discovery.ucl.ac.uk/id/eprint/10172785/
Surendran, S., George, S. A., & S, G. (2025). Personal tutoring in the face of philosophical diversity: Critical voices & international perspectives. Research Intelligence, (162), 28–29.
Surendran, S. (2025). Superhero representations and philosophical perspectives: From fandom to Brandom. In Y. Chen & N. Robertson (Eds.), Autobiography, fan fiction, and education (pp. 27–49). Bloomsbury Academic publishing. *Note. Publication date is 13 Nov. 2025 (ISBN-13: 978-1666969474; Available to pre-order)
Miller, Denise, Emma Towers, and Shone Surendran. (2022). Guest Editors. Decolonising the School Curriculum. London Review of Education. Editorial Doi: https://doi.org/10.14324/LRE.21.1.06. Official URL: https://journals.uclpress.co.uk/lre/collections/511/
Miller, D., Surendran, S., & Meheux, M. (2024). Guest Editors. Intersectional Identities, Education, Psychology and Social Justice Part One. Educational and Child Psychology, 41(2), 5-6. Editorial:https://gala.gre.ac.uk/id/eprint/48691/ Official URL: https://explore.bps.org.uk/content/bpsecp/41/2
Surendran, S., Meheux, M. & Miller, D. (2025). Guest Editors. Intersectional Identities, Education, Psychology and Social Justice Part Two. Educational and Child Psychology, 42(1), 5-https://explore.bps.org.uk/content/bpsecp/42/1/2, Official URL: https://explore.bps.org.uk/content/bpsecp/42/1
Bhambra, Gurminder K., Dalia Gebrial, and Kerem Nisancloglu, eds. (2018). Decolonising the University, 1st ed. Pluto Press.
Garfield, J. L., & Van Norden, B. W. (2016, May 11). If philosophy won’t diversify, let’s call it what it really is. The New York Times. https://www.nytimes.com/2016/05/11/opinion/if-philosophy-wont-diversify-lets-call-it-what-it-really-is.html
Wong, S. H. M., Gishen, F., & Lokugamage, A. U. (2021). ‘Decolonising the Medical Curriculum’: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness. London Review of Education, 19(1). https://doi.org/10.14324/lre.19.1.16
Derry, J. (2013). Vygotsky: Philosophy and education. John Wiley & Sons.
Dafermos, Manolis. 2018. Rethinking Cultural-historical Theory: A Dialectical Perspective to Vygotsky, vol. 4. Singapore: Springer.
Dafermos, Manolis. 2018. “Relating Dialogue and Dialectics: a Philosophical Perspective.” Dialogic Pedagogy, 6: Online. https://doi .org /10 .5195 /dpj .2018 .189.
Bakhurst, David. 2011. The Formation of Reason. Malden, MA: Wiley.
Webb, S. (2023). Interpreting Kant for Education: Dissolving Dualisms and Embodying Mind: John Wiley & Sons.
Brandom, R. (2009). Articulating reasons: An introduction to inferentialism. Harvard University Press.
Bransen, J. (2002). Normativity as the key to objectivity: An exploration of Robert Brandom's articulating reasons. Inquiry, 45(3), 373-391.
Guru, Nataraja. (1990). Life and Teachings of Narayana Guru. Varkala, Narayana Gurukula Foundation.
Guru, Nataraja (2005). Unitive Philosophy. New Delhi: D.K. Printworld.
Prasad, Muni Narayana. (2009). Narayana Guru: Complete Works. India: National Book Trust.
Yati, N. C. (2013). That Alone: The Core of Wisdom. New Delhi: D.K. Printworld.

**If you would like to learn more about Amrita University, feel free to click here.

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*NOTE. This episode was recorded in January, 2025

The first episode of Season 4 features three Korean university students—Yebin, Yoosun, and Junseo—who participated in protests following President Yoon Suk Yeol's declaration of martial law on December 3, 2024. Initially, the students were shocked by the unprecedented military presence, describing the scene as "chaotic" and "unrealistic." Throughout the conversation, they explain their backgrounds in activism, ranging from labor rights to feminism and LGBTQ+ advocacy. They attribute the current crisis not only to Yoon's "incapability as a leader" but also to fundamental flaws in South Korea's constitutional system, particularly the "five-year imperial presidency."

Furthermore, they critically assess South Korea's education system, noting its failure to adequately teach civic engagement and democratic values. Despite this, they acknowledge how history lessons about past resistance movements have inspired current protests.

Looking ahead, the students express concern about growing political polarization but remain cautiously optimistic. They emphasize the importance of constitutional reform, stronger civic education, and continued solidarity among diverse groups. Most importantly, they stress that democracy requires constant vigilance, noting that "suspending Yoon from his duty does not automatically restore democracy."

To young people around the world facing the rise of far-right movements, Korean youth emphasize the importance of solidarity and coalition-building. As Junseo points out, "We need to have coalition and solidarity under the ideas that we think are important, like equality, peace or antiwar." Moreover, they stress that democracy requires constant vigilance, as Yoosun notes, "Citizens must maintain their views and keep watching." In essence, the democratic crisis is not someone else's problem—it requires collective action across generations and borders to protect and strengthen democratic values worldwide.

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The special 2024 review episode of the Conversations4Citizenship podcast takes a deep dive into a year marked by turbulence and inspiration, showcasing the resilience of global citizenship in the face of immense challenges. Hosted by Dr. Adam Peter Lang and Dr. Stella Micheong Cheong, the episode reflects on pivotal events such as elections in over half the world, revolutions in Bangladesh and Syria, ongoing wars in Gaza and Ukraine, democratic protests in South Korea, and the evolving role of AI governance in peacebuilding. The hosts reaffirm the podcast’s mission to foster understanding and dialogue amidst an ever-changing geopolitical landscape.

The episode revisits highlights from Season 3, which tackled pressing issues like misinformation, inequality, civic engagement, youth activism, and creative research methods. Notable discussions included "critical harmony" in education, technology’s potential for peacebuilding, and strategies for navigating democratic resistance. These conversations featured distinguished experts who brought fresh insights into the challenges of our time.

Looking ahead to 2025, Season 4 promises an exciting shift in focus. The podcast will spotlight activists and practitioners working on the frontlines of social change, amplifying voices from diverse contexts. To enhance global dialogue, a new interactive website will also be launched, encouraging deeper engagement with listeners worldwide.

As they close the episode, the hosts share a hopeful message for justice and harmony in the coming year. Now reaching listeners in 71 countries, Conversations4Citizenship Podcast has solidified its place as a leading platform for citizenship and human rights education—an essential resource for navigating today’s complex world.

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In the last episode of season 3, Dr. Tatsushi Arai, an associate professor in peace and conflict studies at Kent State University, joins the Conversations4Citizenship podcast to discuss his extensive work in conflict resolution, focusing on the Asia Pacific region. He recounts his experiences, including a pivotal visit to Hiroshima and his time in Rwanda post-genocide, which shaped his career in peacebuilding. Dr. Arai explores the complexities of resolving conflicts in Asia Pacific due to its religious diversity and modern identity constructs. He advocates for peacebuilding education that fosters equity, harmony, and conflict resolution skills through dialog and experiential learning. Particularly, he presented innovative methodologies like "Walk-Through History," which fosters empathy by exploring diverse historical narratives, as seen in his work on Taiwan-China relations.

Highlighting projects like the Ubuntu Center for Peace in Rwanda, he underscores the role of local cultural practices in healing and reconciliation. Dr. Arai also examines how digital technology, particularly AI, influences global peace efforts by enhancing data analysis and connectivity but also warns of its potential dangers.

Additionally, he emphasized dialogue and experiential learning as core principles of peace education. Dr. Arai's ongoing research includes theories of functional coexistence for sustained negative peace and mediated practices to address conflicts lacking traditional mediation structures.

This episode is hosted by Dr. Stella 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 conversations4citizenship@gmail.com

Further Reading List
Arai, T. and M. Tadevosyan, eds. forthcoming 2025. Functional Coexistence in Socio-political Conflict: Enabling Social Change Across Decades. London: Routledge. (Video abstract)
Arai, T. 2023. Engaging Conflict History and Memory Across the Taiwan Strait: A Longitudinal Analysis of the Conflict Timelines from Interactive Conflict Resolution (ICR) Dialogues. Negotiation Journal.
Arai, T. 2022. Functional Coexistence in Intractable Conflict: A Decades-Long View of Conflict Intervention. Peace and Change 47: 1-34.
Arai, T and J.B. Niyonzima. 2019. Learning Together to Heal: Toward an Integrated Practice of Transpersonal Psychology, Experiential Learning, and Neuroscience for Collective Healing. Peace and Conflict Studies 26 (2).

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In this compelling episode of the Conversations4Citizenship podcast, host Kamille Beye speaks with Professor Sarah Stitzlein, an education and philosophy expert from the University of Cincinnati, about her groundbreaking work on honesty in citizenship education. Dr. Stitzlein explores the critical role of truth-telling in democratic societies, particularly in our current post-truth and populist era.

Drawing from her pragmatist philosophical perspective, Stitzlein argues that honesty is more than a personal virtue—it's a social practice essential for democratic problem-solving. She emphasizes the importance of teaching honesty not through mere fact transmission, but by developing habits of truth-seeking and truth-telling among students.

The discussion delves into complex challenges facing modern democracy, including political polarization, misinformation, and the impact of digital technologies like generative AI. Sarah provides nuanced insights into how educators can help students critically examine information, understand emotional responses to news, and develop an informed approach to trust in democratic institutions.

By highlighting real-world examples, such as the recent controversy in Springfield, Ohio, Dr. Stitzlein demonstrates how dishonesty can have profound civic consequences, underscoring the urgent need for honest civic engagement.

This episode is hosted by Dr. 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 conversations4citizenship@gmail.com

Further Reading List
Stitzlein, S. M. (2024). Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens. Oxford University Press. *Note. Use code ASFLYQ6 to save 30% on Dr. Stitzlein's new book purchase!
Stitzlein, S. M. (2019). Learning how to hope: Reviving democracy through our schools and civil society. Oxford University Press.
Stitzlein, S. M. (2017). American public education and the responsibility of its citizens: Supporting democracy in the age of accountability. Oxford University Press.

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In this gripping episode of Conversations4Citizenship, we navigates the seismic political upheaval in Bangladesh, marked by the resignation of Prime Minister Sheikh Hasina after 15 years of authoritarian rule. The episode unfolds against the backdrop of widespread student protests that escalated into deadly clashes with government forces, highlighting the formidable power of youth activism. Dr. Rupa Huq, a UK Member of Parliament with deep ties to the Bangladeshi diaspora, and Ajmain Adil Naklib, a young environmentalist from Dhaka, join the discussion to provide invaluable insights into this pivotal moment in history. They explore the birth of a new democratic era in Bangladesh, the role of global citizenship, and the broader implications for the region.

From the power of youth activism to the role of global citizenship in shaping these events, our conversation explores the seismic shift in Bangladesh's political landscape. Dr. Huq shares her perspective on the significant role of the Bangladeshi diaspora in amplifying global awareness about these events, drawing parallels to historical movements like Tiananmen Square and the Arab Spring. Ajmain offers a first-hand account of the protests, emphasizing the unprecedented unity among diverse groups in Bangladesh and the crucial role of social media in organizing and sustaining the movement. Together, they paint a vivid picture of a nation on the brink of transformation, driven by a new generation determined to reshape its future. This episode is a compelling exploration of how grassroots movements can ignite change and challenge entrenched political systems.

This episode is hosted by Dr. Adam 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 conversations4citizenship@gmail.com

Further Reading List
Bangladesh clashes: 90 killed in anti-government protests
Timeline: The rise and fall of Bangladesh PM Sheikh Hasina
Violence breaks out at Bangladesh anti-quota protests, government orders probe into killings
Gen Z and Bangladesh 2.0
Excerpts from Parliamentary debate
House of Commons

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In this episode of Conversations4Citizenship, Dr. Felipe Acuña discusses the impact of neoliberalism on education in Chile. He explains how the "bonsai pedagogy" metaphor illustrates the way neoliberal policies constrain teachers' growth and creativity, leading to burnout and loss of joy in their work. Dr. Acuña shares his research on teachers working in experimental schools who are pushing back against these trends and finding enjoyment in their teaching. He emphasizes the importance of treating education as a social right and ensuring teachers are the happiest members of society. Acuña warns against implementing neoliberal education policies, citing Chile's experience with increased segregation and inequality. The conversation also touches on the challenges of moving beyond neoliberalism in South America and globally.

This episode is hosted by Dr. 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 conversations4citizenship@gmail.com

Further Reading List
Acuña, F. (2024). Governing teachers’ subjectivity in neoliberal times: the fabrication of the bonsai teacher. Journal of Education Policy, 39(2), 171-190.
Acuña, F., & Fernández Ugalde, R. (2024). Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development. Globalisation, Societies and Education, 1-16.
Acuña, F., & Corbalán, F. (2023). Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education. British Journal of Sociology of Education, 44(8), 1304-1320.

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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 conversations4citizenship@gmail.com

Some resources we talked about:
UN Adoption of AI Governance Resolution
UN Global Pulse Lab's Work (AI & Peace)
The Global Partnership on AI (GPAI)
African Union's Efforts for AI Policy

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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.

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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 conversations4citizenship@gmail.com

Further Reading List
Brown, 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/

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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 conversations4citizenship@gmail.com

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/10.1080/02188791.2023.2186224
Yan, 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/10.1080/03050068.2022.2088691
Fu, J. (2021). Online citizenship learning of Chinese young adults. Education, Citizenship and Social Justice, 17(2), 1–14. https://doi.org/10.1177/1746197921999758
Habibi, 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-004
Habibi, A. (2024). Expressions of global citizenship education in Chinese higher education (Doctoral dissertation, University of Oxford).
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/10.1177/0038026121991787
Bhattacharya, 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.2013.6.4.604
Braun, 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.2019.1628806
Galman, Sally Campbell. Shane, the Lone Ethnographer. Second edition. Lanham, Maryland: Rowman & Littlefield, 2019. Print.

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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 conversations4citizenship@gmail.com

Further Reading List
Conrad, 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 Press
Leavy, 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 AutoEthnographer

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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 conversations4citizenship@gmail.com

Further Reading List
Giroux, H. A., & DiMaggio, A. R. (2024). Fascism on Trial: Education and the Possibility of Democracy. Bloomsbury Publishing
Giroux, 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/work

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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 conversations4citizenship@gmail.com

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.

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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 conversations4citizenship@gmail.com.

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!

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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!

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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.

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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 info@conversations4citizenship.com.

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.

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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 info@conversations4citizenship.com.

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 @stellarcheong
Email us at conversations4citizenship@gmail.com
Submit your work us at http://www.conversations4citizenship.com

Thanks for listening and keeping C4C podcasting!

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 info@conversations4citizenship.com.

Further Reading List

Vincent, C. (2022). Belonging in England today: Schools, race, class and policy. Journal of Sociology, 58 (3), 324-341. doi:10.1177/14407833211050695
Vincent, C. (2022). The illiberalism of liberalism: schools and fundamental controversial values. Journal of Ethnic and Migration Studies. doi:10.1080/1369183X.2020.1844002
Vincent, C. (2019). Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education. doi:10.1080/01425692.2018.1496011
Vincent, 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:10.1177/1477878518774128

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=10.1080/01596306.2021.1947780
Collet-Sabe, J., & Ball, S. (2022b). Beyond School. The challenge of co-producing and commoning a different episteme for education,Journal of Education Policy,DOI:10.1080/02680939.2022.2157890
Collet-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

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 info@conversations4citizenship.com.

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 Benjamin
Dominic Raab
Kemi Badenoch
Kwasi Kwarteng
Rishi Sunak
Suella Braverman

Nice Racism: How Progressive White People Perpetuate Racial Harm

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.

*There are some parts of the questions that need to be corrected, so we have added notes below. Listeners can also view the notes in the transcription.

*Notes. Since there has been an ongoing discussion about whether Citizenship Education ought to be included in the UK curriculum, OFSTED (Office for Standards in Education, Children's Services and Skills in the UK) introduced it as a component of personal development in 2002. Although Citizenship Education is said to be part of the curriculum in the UK, it is specifically included in the Welsh Curriculum for Life and in Northern Ireland and Scotland as Modern Studies since 2019.

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 info@conversations4citizenship.com.

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).

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 info@conversations4citizenship.com.

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: 10.1080/17457823.2022.2049333
Rodríguez-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/10.3102/00028312211057307
Rodríguez-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. 18-56
Rodríguez-Gómez, D. (2019). Bureaucratic Barriers to Universal Access to Education in Ecuador. Journal on Education in Emergencies, 5(1), pp. 62-93
Rodríguez-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. 108-128
Rodríguez-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. 269-289
Sayed, 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. 239-254
Rodríguez-Gómez, D., Foulds, K. & Sayed, Y. (2016). Textbooks and Peacebuilding in Colombia and South Africa. Education as Change, 20(3), pp. 76-97
Bartlett, L., Rodríguez-Gómez, D. & Oliveira, G. (2015). South-South Migration and Education: Sociocultural Perspectives. Educação e Pesquisa, 41, Special Issue, pp. 1153- 1170
Kanjee, 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.

In this episode, we talk with Dr. Jonathon 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, Jonathon 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 Jonathon to question the ethics behind companies not informing. One interesting point made during this podcast that arises from Jonathon’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 info@conversations4citizenship.com.

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.

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 info@conversations4citizenship.com

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/191947
Gooch, 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=yjja
Von 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/10026.1/13284
Von 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.pdf
Von 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.

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 conversations4citizenship@gmail.com

List of further readings

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.

Conversations4citizenship is back with Season 2; we welcome you all. During this second season, we hope to expand our reach in this post-pandemic era to look at topics that include how the internet is used to manipulate and spread disinformation. In addition, we discuss how communities in Latin America provide entrepreneurial opportunities for youth that keep them out of drug cartels and armed groups. We discuss issues around race all over the globe, and we have a variety of other topics that we would like you to listen out for.

We look forward to you hosting us on any of your favourite digital platforms; They can be Apple, Google, Spotify, Amazon Music. Wherever you choose to get your podcast information, we are there at #conversations4citizenship. We love feedback, so please send us your thoughts or follow @c4c_ed on Twitter at #conversations4citizenship.

We look forward to an exciting Season 2, and we hope that you join us for the ride. 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 conversations4citizenship@gmail.com

In the ninth episode of Conversations4Citizenship Dr. Rowena Azada-Palacios interviews doctoral candidate Ambreen Lakhani about her research on the plight of the Rohingya six years after the start of the genocide in Myanmar. Ms. Lakhani shares her insights on the disconnections between funding agencies and the needs of local communities regarding the education curriculum provided for Rohingya children. Her work highlights the challenges the Rohingya face in neighbouring Bangladesh in accessing rights to education, healthcare, and employment because of not having refugee status. This episode emphasizes the importance of bringing impacted voices to the table so that their rights in all areas are acknowledged and respected even while displaced. 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 conversations4citizenship@gmail.com

In this episode, PGCE student teachers describe the meaning of global citizens and share their experiences on how to deal with controversial issues such as combating racism, sexism, homophobia, and other forms of discrimination, especially, how they encourage pupils to engage in the discussion relating to socio-economic injustice in education. Above all, they emphasise the importance of music within citizenship education and share their thoughts on how music becomes a powerful tool for cultivating civic competencies – critical thinking, confidence, empathy and compassion-- for the future generation.

Lastly, they point out the importance of critical media literacy in citizenship education as well as the awareness about peace education through citizenship education in the classroom. Also, they conclude that citizenship education cannot confine to only schools and citizenship education should be occurred everywhere including at home.

This episode is hosted by Stella Mi-cheong Cheong, together with PGCE students, recorded and sound mixed by Heejin Ban.

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 conversations4citizenship@gmail.com

List of further readings

- The Deliberative Classroom: Topical Debating Resources and Teacher Guidance [online] is available at the Association for Citizenship teaching

Voice 21 [Online] is available at https://www.school21.org.uk/voice21
Citizenship PGCE Programme at the Institute of Education, UCL's Faculty of Education and Society. Please click on the link for more details

In this seventh episode, we speak to Dr. Alexandra Lewis about the dynamic Russian identity and its influence on the Russian invasion of Ukraine. Alexandra speaks to us about her own definition of peacebuilding and the role of peacebuilding education in terms of the Post-war Reconstruction, geopolitical issues in the war in Ukraine, Russian and Soviet identities as well as their impact on education and Russia’s National Strategy. Regarding the Russian invasion into Ukraine, she points out the Eurasian exceptionalism in the Russian view as the root cause of the current conflict in Ukraine. We hope all listeners enjoy this episode.

In this episode of Conversations4Citizenship, Dr. Stella Mi-cheong Cheong--along with Kamille Beye, Dr. Adam Peter Lang and Dr. Rowena Azada-Palacios, recorded and sound mixed by Dain Jeong--invites Dr. Lewis to draw on her expertise to help listeners better understand Russian identities and peacebuilding education in the post-war reconstruction.

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 conversations4citizenship@gmail.com

In this episode, we speak to Maria Vamvalis who described the skewed relationship to the environment that people in parts of Canada have which informs her work in climate justice pedagogy. Maria speaks to us about the necessity of engaging young people with complex issues around climate change that have had a profound impact on life in Canada as well as globally. Maria discusses the impacts that climate change has had on creating disputes between Indigenous communities and nations and the extractive industries that place issues of land dispossession and Canada’s colonial structures at the forefront of environmental challenges. As a teacher, Maria has incorporated complex topics under the umbrella of social justice, racial inequities, and cultural erasure to their ties to climate change action or inaction into her curriculum. This incorporation of complex ideas can cause eco-anxiety in students as they see the inaction of governments globally, looking for short-term financial gains at the expense of future generations. Through this discussion, Maria hopes to inspire teachers to teach towards the transformative agency possible when recognizing our deep interconnectedness within nature and in tackling complex and conflictual issues with students. Lastly, she speaks about the structural impacts of behaviour in areas of the Global North having impacts on climate patterns in the Global South.

This episode is hosted by Adam Lang, together with Kamille Beye and Stella Mi-cheong Cheong, recorded and sound mixed by Heejin Ban.

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 conversations4citizenship@gmail.com

List of further readings
Vamvalis, M. (n.d.). Regenerating Respectful and Reciprocal Relationships to Nature is an Educational Priority. UNESCO Mahatma Gandi Institute of Education for Peace and Sustainable Development [Online] available at https://mgiep.unesco.org/article/regenerating-respectful-and-reciprocal-relationships-to-nature-is-an-educational-priority
Verlie, B. (2021). Learning to live with climate change: From anxiety to transformation. Routledge. Read Full Book - Open Access
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.

In the special episode, we speak to Kourtney Woodbury who describes how the impact of the United State's Supreme Court decision to strike down Roe vs. Wade will affect communities of colour. Kourtney speaks to us about how Roe vs. Wade removes a women’s right to choose what is good for her own body and how this lack of choice impacts their ability to be a full citizen within the United States. Kourtney through her work with Planned Parenthood and as an advocate for young girls describes how this court decision will have adverse effects on Black and Brown women who are currently at risk for the most adverse pregnancy outcomes. She reminds listeners that the United States currently has the highest maternal mortality rate in the developed world and that due to racist practices in medicine, black women face more challenges accessing the healthcare they need. Kourtney underscores the intersectionality of race and sex as it plays out in the healthcare space and within communities of colour. Through her prior work as an advocate for students in challenging environments, Kourtney highlights the obstacles that young girls face in schools in contrast to their male counterparts. Lastly, she discusses the important work that organizations like Planned Parenthood do outside of performing abortions that provide necessary medical care for many in low communities.

This episode is hosted by Kamille Beye, together with Stella Mi-cheong Cheong.

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 conversations4citizenship@gmail.com

List of Status of Abortion Bans in the States (Here’s the latest (as of July 6 at 5 pm ET) – Planned Parenthood is publicly saying that ELEVEN states have abortion bans in effect):
AL: Total ban
AR: Total ban
FL: 15-week ban
MO: Total ban
OH: 6-week ban
OK: 6-week and total ban
SC: 6-week ban
SD: Total ban
TN: 6-week ban
TX: Total ban
UT: 18-week ban
Check out abortionfinder.org for the latest information on Planned Parenthood and independent abortion provider service status.
List of further readings
History of Roe, PP vs. Casey, JWHO and Dobbs Decisions is available at https://nwlc.org/resource/roe-v-wade-and-the-right-to-abortion/
Texas SB 8 bill is available at: https://legiscan.com/TX/text/SB8/id/2395961/Texas-2021-SB8-Enrolled.html
Planned Parenthood Clergy Advocacy Council information is available at https://www.plannedparenthood.org/about-us/newsroom/press-releases/new-faith-leaders-join-planned-parenthood-clergy-advocacy-board-to-advocate-for-sexual-and-reproductive-health-care-access
KS Constitutional Amendment information is available here
List of selected websites
Planned Parenthood supportive videos are available at How to Talk About Abortion featuring Taraji P. Henson | Planned Parenthood Video

In this episode, we speak with Armi Beatriz Bayot. Prior to beginning her doctoral research on intrastate peace agreements at the University of Oxford, Armi worked for many years as a lawyer for different agencies within the Philippine government. From 2017 to 2018, she worked for the Commission on Human Rights, for which she founded the unit that analysed data to determine whether large-scale human rights violations were being committed in the country and to formulate strategies and policy responses to these. Prior to this, she worked with the Office of the Solicitor General; she was also legal counsel to the government peace panel in talks with the Moro Islamic Liberation Front (MILF), and she participated in the negotiation and drafting of the resulting peace agreement. Armi talks about the lessons she has taken away from her work related to human rights and peace processes and shares with us her reflections on the implications of these for education.

This episode is hosted by Rowena Azada-Palacios, with Kamille Beye, Stella Mi-cheong Cheong, and Adam Peter Lang.

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 info@conversations4citizenship.com

List of further readings

Bangsamoro Armed Conflict

Elite Bargains and Political Deals – Philippines https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766040/Philippines_case_study.pdf
Indigenous vs. native: negotiating the place of Lumads in the Bangsamoro homeland https://www.tandfonline.com/doi/abs/10.1080/14631369.2015.1003690

Commission on Human Rights and the “War on Drugs”

https://chr.gov.ph/wp-content/uploads/2022/05/CHR-National-Report-April-2022-Full-Final.pdf

Episode 3 of the Conversations4Citizenship podcast features international lawyer and law researcher Seung Pyo Hong, currently an associate at Dentons, a boutique law firm based in Luxembourg, and also a PhD researcher in international investment law at the Seoul National University, School of Law. Drawing from his extensive experience in international law practice and research covering both Europe and Asia, Seung Pyo shares with us some insight into the history and geopolitics of human rights, nationality, and citizenship education, especially against the background of the refugee crisis, the war in Ukraine, and other global issues. Follow him on LinkedIn

This episode is hosted by Kamille Beye, together with Stella Mi-cheong Cheong and Adam Peter Lang.

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 info@conversations4citizenship.com

List of further readings

Arendt, H. (1970). On violence. New York: Harcourt, Brace & World.
Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Italy: The UNICEF Innocenti Research Centre.

The second episode of Conversations4Citizenship features our conversation with Professor Hugh Starkey of the Institute of Education, UCL's Faculty of Education and Society. In this episode, he talks about his own journey as a human rights education researcher in parallel with historical turning points in the global status of human rights. He also shares his thoughts on the implications of some of today's front-page headlines on human rights education and citizenship education across the world.

This episode is hosted by Stella Mi-cheong Cheong, together with Adam Peter Lang and Kamille Beye.

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 conversations4citizenship@gmail.com

List of further readings

Jerome, L. and Starkey, H. (2021.) Children's Rights Education in Diverse Classrooms: Pedagogy, Principles and Practice. Bloomsbury Academic.
Osler, A. and Starkey, H. (2005.) Changing Citizenship: Democracy and Inclusion in Education. Open University Press and McGraw-HIll Education.
Osler, A. and Starkey, H. (1996.) Teacher Education and Human Rights. Routledge.

Upcoming event

For any interested in citizenship and human rights education, don't miss another opportunity to hear Hugh's story!
Webinar: Exploring Worldviews, Education & Citizenship in Schools: An International Symposium reflecting on the Canadian and English Contexts. 09:00 AST (13:00 GMT) on 27th June - 13:00 AST (17:00 GMT) on 28th June 2022
Please visit the project website to register for the webinar here: https://www.exploringcitizenship.org/

We are thrilled to share the first episode of the Conversations4Citizenship podcast with you.

In the research into digital storytelling, Poletti (2020:12) asserted, 'scholars have ignored the many complex ways that humans attempt to make their lives meaningful and legible to others'. Reflecting on this, we aim to explore new ways of speaking and sharing stories with people across the world, focused on our shared interest and expertise, which is citizenship and human rights education. Every month, we hope to explore burning educational topics through real conversations with practitioners and researchers who are knowledgeable about the field. Through these informal chats (over tea!), we hope to learn from our guests and each other.

The Conversations4Citizenship podcast team is made up of four educator-researchers: Adam, Kamille, Rowena, and Stella. Each episode, we hope to invite guests from across the world who can share their unique perspectives on issues related to citizenship and human rights education. Together we hope to explore past conceptions of citizenship and human rights, how present understandings impact us now, and what it should look like in the future. For each episode, we also supply a list of suggested readings (see below for this episode's list). For this first episode, however, we start by introducing ourselves and our own journeys as citizenship education researchers.

We hope you enjoy listening to this podcast! Please subscribe through Apple, Google, Spotify or Amazon Music! You can also follow @c4c_ed on Twitter and let us know how we're doing, or whether you have any suggestions for future topics; we look forward to hearing your feedback and your stories. If you would like explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at conversations4citizenship@gmail.com

List of further readings

Azada-Palacios, R. A. (2021). Hybridity and national identity in post-colonial schools. Educational Philosophy and Theory. DOI: 10.1080/00131857.2021.1920393
Cheong, M-C. (2022). Imagining Peacebuilding Citizenship Education: An investigation of the experience of North Korean migrants as ‘bridge citizens’. [Unpublished Doctoral Thesis]. University College London.
Cheong, S. M.-C., Palacios, R., Beye, K., Lang, A., Saud, N. S., & Tong, Y. (2021). Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis. Perspectives in Education, 39(1), 304-322. https://doi.org/10.18820/2519593X/pie.v39.i1.19.
Harvey, L., & Green, D. (1993). Defining quality. Assessment & evaluation in higher education, 18(1), 9-34.
Poletti, A. (2020). Stories of the self: Life writing after the book (Vol. 27). NYU Press.
Rivas, S. (2018). Acaba Colombia. Motivos para apagar e irnos. Bogotá: Planeta.
Whitehead, A. N. (1950). The aims of education and other essays. (New 2nd ed.). London: Williams & Norgate.

Hello and Welcome to the ‘conversations4citizenship’ podcast. Season one of conversations4citizenship premieres Tuesday, May 3rd! New episodes will be released every month.

The first season is aiming to include diverse perspectives, with a unique balance between academic and practical perspectives that bridge the theory and practice of citizenship and human rights education in this ever-changing pandemic and emerging post-pandemic world. We will look at geopolitical dynamics to discuss the role of citizenship and human rights education, drawing from a wide range of social issues such as climate justice, refugee and migrant education, conflict and peace, Hate Crime, identity politics, LGBTQ issues, juvenile delinquency, and digital citizenship.

Above all, we welcome students, educators and early-career scholars!Please keep that in mind as you listen and feel free to provide your comments on each episode at www. simplecast. converstaions4citizenship.com. A small gratuity will be paid to the active contributors as a token of appreciation at the end of season one. Listen to conversations4citizenship on Apple, Google, Spotify and SoundCloud. And look for us on Twitter @conversations4citizenship. We are looking forward to seeing you all through passionate and dynamic conversations for citizenship!