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

Contact Conversations4citizenship

• Tweet us @c4c_ed and @stellarcheong
• Email us at conversations4citizenship@gmail.com
• Text us on WhatsApp : +44 7783 680128
• Submit your work us at http://www.conversations4citizenship.com

Thanks for listening and keeping C4C podcasting!

**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

Contact Conversations4citizenship

• Tweet us @c4c_ed and @stellarcheong
• Email us at conversations4citizenship@gmail.com
• Test us on WhatsApp : +44 7783 680128
• Submit your work us at http://www.conversations4citizenship.com

Thanks for listening and keeping C4C podcasting!

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

• Tweet us @c4c_ed and @stellarcheong
• Email us at conversations4citizenship@gmail.com
• Test us on WhatsApp : +44 7783 680128
• Submit your work us at http://www.conversations4citizenship.com

Thanks for listening and keeping C4C podcasting!