Politics and Pedagogy

by Madeleine Le Bourdon and Louise Pears

We are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Pol ... 

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Podcast episodes

  • Season 2

  • Questioning ideas of criticality

    Questioning ideas of criticality

    Welcome back to Season 2! This season we will explore ideas of Criticality, Creativity and Care.In this first episode we invite Dr Ida Birkvad, Fellow in Political Theory in the Department of International Relations at LSE, and Dr Alexander Stoffel, Lecturer in International Politics in the School of Politics and International Relations at Queen Mary University of London, to discuss the idea of criticality. This episode was inspired by their article "Abstractions in International Relations: on the mystification of trans, queer, and subaltern life in critical knowledge production" in the European Journal of International Relations and subsequent blog piece in E-International Relations.Suggestions from Ida and Alex:Histories of the Transgender Child, Gill-Peterson, J.Podcast: The Centre for Teaching Innovation and Scholarship (CTIS) are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.Follow us! @CTISLeeds @DrMLeBourdon @LouiseKPears

  • Season 1

  • Reflections and takeaways: white fragility, positionally & community

    Reflections and takeaways: white fragility, positionally & community

    In this mini episode Louise and Madeleine discuss their key (un)learnings and takeaways from Season One. Reflecting on their positionality they examine where their own white fragility came up in the series, intellectualizing vs practicing reflexivity and the importance of community.Season Two is coming soon! If you have an idea for an episode please get in touch with Madeleine or Louise.Episode mentions:Maria Barros HoffmanMadeleine's article on privileges and positionalitySkunk Anasie- Intellectualise My Blackness“Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Politics, International Relations and Development as they reflect on decolonial practices in education. The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.Follow us! @CTISLeeds @DrMLeBourdon @LouiseKPearsFunding Provider: This podcast is funded by the EU's Cost Action Decolonising Development (CA19129): www.cost.eu. The Action works towards a resetting and diversification of the structures, institutions and spaces in which knowledge about and for development is produced, shared, contested and put into practice. Decolonisation of knowledge about ‘development’ cannot mean to maintain a paternalist binary of those already developed and those less developed but must scrutinize the structures and institutions that maintain power imbalances and the ideas that support paternalistic relations and assumptions of superiority according to intersectional (read: gendered, racialized, classed etc.) objectification of the Other

  • What is the distinction between good pedagogy and decolonial pedagogy?

    Explicit

    What is the distinction between good pedagogy and decolonial pedagogy?

    Explicit

    Episode Three: For the last our conversations we welcome to the podcast Prof. Robbie Shilliam, Professor in International Relations at Johns Hopkins University and Dr Olivia U. Rutazibwa, Assistant Professor in Human Rights and Politics at London School of Economics. In this episode we explore the difference between good pedagogy and decolonial pedagogy, hierarchies in the classroom, as well as Beyonce's Superbowl performance as a stimuli for teaching International Relations theory. Podcast: The Centre for Teaching Innovation and Scholarship (CTIS) are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Politics, International Relations and Development as they reflect on decolonial practices in education. The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.Follow us! @CTISLeeds @DrMLeBourdon @LouiseKPearsFunding Provider: This podcast is funded by the EU's Cost Action Decolonising Development (CA19129): www.cost.eu. The Action works towards a resetting and diversification of the structures, institutions and spaces in which knowledge about and for development is produced, shared, contested and put into practice. Decolonisation of knowledge about ‘development’ cannot mean to maintain a paternalist binary of those already developed and those less developed but must scrutinize the structures and institutions that maintain power imbalances and the ideas that support paternalistic relations and assumptions of superiority according to intersectional (read: gendered, racialized, classed etc.) objectification of the Other.

  • Confronting Coloniality

    Confronting Coloniality

    Episode Two: For our second episode we are joined by Dr Sharon Stein Assistant Professor in the Department of Educational Studies at the University of British Columbia, and Dalila P. Coelho a Ph.D researcher at the University of Porto. In this episode we ask if 'confronting coloniality' provides a better framing for our pedagogical work, what we can (un)learn from the field of Global Education and explore the importance of language in teaching on global challenges..Podcast: The Centre for Teaching Innovation and Scholarship (CTIS) are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Politics, International Relations and Development as they reflect on decolonial practices in education. The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.Follow us! @CTISLeeds @DrMLeBourdon @LouiseKPearsFunding Provider: This podcast is funded by the EU's Cost Action Decolonising Development (CA19129): www.cost.eu. The Action works towards a resetting and diversification of the structures, institutions and spaces in which knowledge about and for development is produced, shared, contested and put into practice. Decolonisation of knowledge about ‘development’ cannot mean to maintain a paternalist binary of those already developed and those less developed but must scrutinize the structures and institutions that maintain power imbalances and the ideas that support paternalistic relations and assumptions of superiority according to intersectional (read: gendered, racialized, classed etc.) objectification of the Other.

  • Decolonial Approaches in Higher Education

    Decolonial Approaches in Higher Education

    Episode one: In our first episode we are joined by Dr Lata Narayanaswamy Associate Professor in the Politics of Global Development at the University of Leeds and Dr Sayan Dey Postdoctoral Fellow at WITS Centre for Diversity Studies, University of Witwatersrand who generously share their thoughts on the possibilities and limits of decolonial approaches to education, the value of silence and reflection in the classroom and the need to open up and hold spaces for decolonial potential.Podcast: We are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Politics, International Relations and Development as they reflect on decolonial practices in education.The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.@CTISLeedsFunding Provider: This podcast is funded by the EU's Cost Action Decolonising Development (CA19129): www.cost.eu. The Action works towards a resetting and diversification of the structures, institutions and spaces in which knowledge about and for development is produced, shared, contested and put into practice. Decolonisation of knowledge about ‘development’ cannot mean to maintain a paternalist binary of those already developed and those less developed but must scrutinize the structures and institutions that maintain power imbalances and the ideas that support paternalistic relations and assumptions of superiority according to intersectional (read: gendered, racialized, classed etc.) objectification of the Other.