Episode 3: Conversation with Dr. Jonathan Corpus Ong

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. 

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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

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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
   

Contact Conversations4citizenship

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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

Contact Conversations4citizenship

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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.

Notes.  Citizenship education has been in the English national curriculum since 2002, inspected by Ofsted (Office for Standards in Education, Children's Services and Skills in the UK). Although Citizenship education is said to be part of the curriculum in the UK, it is included in the Welsh ‘Curriculum for Life’, the Northern Irish curriculum as ‘Local and Global Citizenship’ and Scotland as ‘Modern Studies’.

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).

Contact Conversations4citizenship

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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.

Contact Conversations4citizenship

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

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

Contact Conversations4citizenship

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

Thanks for listening and keeping C4C podcasting!