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Conversations 4 Citizenship

Conversations 4 Citizenship

By: Dr. Stella Micheong Cheong Kamille Beye Dr. Adam Peter Lang
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 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, politics of hate, economic populism, human rights violations, disinformation, racial and ethnic conflict 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 and Yonsei University: Dr. Adam Lang, Dr. Kamille Beye and Dr. Stella Mi-cheong Cheong. In season three of #Conversations4citizenship, 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 2025 conversations4citizenship-All rights reserved2025 conversations4citizenship-All rights reserved Science Social Sciences
Episodes
  • Episode 04 | Art as Advocacy : Literature and Human Rights Education in the Philippines

    Episode 04 | Art as Advocacy : Literature and Human Rights Education in the Philippines
    Aug 22 2025
    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 CVAuthors unbowed after gov’t ‘purge’ of booksKWF memo banning ‘subversive’ books voidedShortsighted and arrogant moveHere are some of the short documentaries Prof. Rodriguez did about political prisoners in the PhilippinesTanikala at Talinhaga 1 (Chained Metaphors)Tanikala at Talinhaga 2Tanikala 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) Contact Conversations4citizenshipTweet us @c4c_ed and @stellarcheongBluesky @c4cpodcast.bsky.social.Email us at conversations4citizenship@gmail.comSubmit your work us at http://www.conversations4citizenship.comYou can now follow the Conversations4Citizenship on Bluesky @c4cpodcast.bsky.socialThanks for listening and keeping Conversations4Citizenship podcasting!
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    58 mins
  • Episode 03 | The Virtuous Circle: A Conversation with Dr. Tara Bartlett on Youth Agency and School Participatory Budgeting

    Episode 03 | The Virtuous Circle: A Conversation with Dr. Tara Bartlett on Youth Agency and School Participatory Budgeting
    Jun 30 2025

    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

    Contact Conversations4citizenship

    • Tweet us @c4c_ed and @stellarcheong
    • Bluesky @c4cpodcast.bsky.social.
    • Email us at conversations4citizenship@gmail.com
    • Submit your work us at http://www.conversations4citizenship.com
    • You can now follow the Conversations4Citizenship on Bluesky @c4cpodcast.bsky.social

    Thanks for listening and keeping Conversations4Citizenship podcasting!
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    55 mins
  • Episode 02 | Rethinking Knowledge: Vygotsky, AI Ethics, and the Call for Epistemic Pluralism with Dr. Shone Surendran

    Episode 02 | Rethinking Knowledge: Vygotsky, AI Ethics, and the Call for Epistemic Pluralism with Dr. Shone Surendran
    May 27 2025
    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.comFurther Reading ListSurendran, 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/41/2Surendran, 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/42/1Bhambra, 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.htmlWong, 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.19.1.16Derry, 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.” ...
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    54 mins
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