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

1. 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.
2. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/Historische sozialforschung, 273-290.
3. Leavy, P. (2024). Writing and Publishing Qualitative Research. Guilford Publications.
4. Leavy, P. (2023). The Location Shoot: A Novel (A Red Carpet Romance). She Writes Press
5. Leavy, P. (2022). Re/invention: Methods of social fiction. Guilford Publications.
6. Leavy, P. (2021). Low-Fat Love: 10th Anniversary Edition. Kennebunk, ME: Paper Stars Press.
7. Leavy, P. (2020). Method meets art: Arts-based research practice. Guilford publications.
8. 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

1. Giroux, H. A., & DiMaggio, A. R. (2024). Fascism on Trial: Education and the Possibility of Democracy. Bloomsbury Publishing
2. Giroux, H. (2023). Educators as Public Intellectuals in an Age of Tyranny. CounterPunch.
3. Giroux, H. (2023). Youth and Memories of Hope in the Age of Disposability. CounterPunch.
4. Giroux, H. A., & PAUL, W. (2023). Educators and critical pedagogy: An antidote to authoritarianism. A Development Education Review.
5. 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.

Contact Conversations4citizenship

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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!

Contact Conversations4citizenship

• Tweet us @c4c_ed and @stellarcheong
• Email us at conversations4citizenship@gmail.com
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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.

Contact Conversations4citizenship

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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.

Contact Conversations4citizenship

• Tweet us @c4c_ed and @stellarcheong
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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
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Thanks for listening and keeping C4C podcasting!