Conversations4Citizenship - an inclusive international approach utilising podcast technology

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Comparative Education and Teaching

Proposal

Conversations4Citizenship is a public engagement podcast that seeks to bridge seasoned, early career, and student researchers, as well as practitioners into enriching discussions regarding a variety of topics that impact a person’s ability to fully participate in aspects of their society. Conversations4Citizenship sees human rights and citizenship as global issues, therefore creating a platform to discover and bring awareness to obstacles people face securing their right to ‘be.’ The pandemic has brought to the fore socio-economic inequalities and racial conflicts, issues to which citizenship education researchers and practitioners seek educational responses. Conversations4Citizenship seeks to connect an international audience by using a podcast to uplift diverse voices on a range of themes related to citizenship and human rights education. Each episode of the inaugural season included conversations between international academics or practitioners as well as graduate students. In the spirit of 'lessons learned' from the Covid-19 pandemic the recent research highlights that the process of organizing and understanding knowledge is shifting from text-oriented practice to user-created practice through digital media in higher education (Gourlay, 2021). In this sense, podcasts are increasingly recognized as an important, inclusive, dynamic, and developing form of communication created and shared by multiple users in the international academic world. Through this podcast, the aim is to find meaningful ways to engage listeners on important topics of the day that have been exacerbated by recent global health crises.

Authors

• Adam Peter Lang, UCL Institute of Education

• Kamille Beye, University College London, Institute of Education

• Rowena Azada-Palacios, Ateneo de Manila University

• Dain Jeong, Goldsmiths, University of London

• Stella Micheong Cheong, University College London, Institute of Education