Emmanuel has his academic roots in literature, language and education, as he touches upon in this informal conversation with me, as we drove through East London (South Africa) this June when working on a inter-institutional, inter/national project he was leading.
Cath and I were fortunate to contribute to two roundtable discussions hosted by the Council of At Risk Academics (CARA) recently, in relation to their work with Syrian academics in exile.
While in Istanbul, we took the opportunity to talk about Cath’s interests in higher education, and what continues to inspire, concern and perturb her. Much of the conversation involved a teasing out of decolonisation in the UK context, and the affordances of campus-wide academic development programmes.
The playful image above was taken during at our hotel in Istanbul. Cath feels it is ripe for captioning!
Tom has a background in the arts and arts education, as he discusses in our conversation, where aspects of that interest have been retained as traces in his academic development work in the UK and in his role for with displaced academics through the CARA Syrian Programme. He acted as the external advisor for a master’s level course in Higher Education Studies which I developed – in the pic above he was in Belfast for that purpose.
Tom is leading on a network with colleagues from Syria, Turkey, South Africa and other relevant contexts on academic development which is responsive to post/conflict needs. Our first workshop will be in June 2019.
The recorded discussion comes from a December meeting we had in London.
Nikki has extensive experience working in international education, both in terms of student experience and research development. She has served as a manager, coordinator and evaluation of projects funded by various agencies within higher education institutions in the UK and USA.
Nikki and I have promising beginnings: our first meeting was a walk through the Botanical Gardens in Belfast, and the second series of interactions were during a 10 day research trip to Johannesburg, Cape Town and Stellenbosch.
This recording was an opportunity to consolidate some of these conversations.
In this interview, I speak with Yannis about environmental sustainability. John teaches in this area, as his research interests circumnavigate the environmental sociological imagination and focus on issues of environmental social contestation and prospects for environmental sustainability.
Tony’s extensive career has focused on researching and teaching about education’s role in divided societies, including concerns about the social good and social cohesion. His leadership roles have brought with them the addition of the insights of practice in the higher education sector, having been Head of School and Pro Vice Chancellor at a university in Northern Ireland.
I met Tony on my first day of work in the UK, and we have continued to interact habitually as we have a shared interest in Higher Education Studies. In this interview we discuss meet in his office (pictured above) to informally discuss his interest with ‘civic engagement’ in higher education.
Chris and I met very briefly at a conference on Diversity and Inclusion in higher education in Paisley (Scotland), presenting during the same slot. He challenged me at the time, and what followed were a number of email exchange between us, which has gradually opened into my being humbled and learning from his rich work in and about the borderlands of higher education. He describes the encounter and his work in his own words below:
I did interrupt you after hearing your lovely South African accent, and then as life would have it, we were actually on the same panel. I was also at that conference with two recently graduated doctoral students who are both higher education practitioners, and so my investment in them is what enabled us to connect in the first place, and your accent I might add was the second interlude.
As to my work, I am continually struggling with how to foster and support community resistance to the global onslaught against women of color, communities of color, and particularly how to do such from within higher education institutions designed to colonise. A decolonial approach seems necessary but insufficient to create and sustain new systems, and so I am increasingly focusing my work in collaboration with those who are not rooted within higher education systems.
The recording above was made during an online conversation in early April 2019. Chris shares insights into his personal motivations for engaging in issues of race, oppression and hope in higher education; and where he sees value for continuing engagement.
Nompilo has been working educational technology in both student and staff development since 2005. She currently manages a range of teaching and research technologies in terms of licencing and training. She is also a researcher in educational technology and academic staff development, and is passionate about challenging academics to be critically reflective about their use of educational technology.
I initially met her when we were both participants of a teaching and learning course at Rhodes University in the early 2000’s, and both lecturing in other departments. Years later, we landed up as colleagues at the Centre for Higher Education Research, Teaching and Learning (CHERTL) – and certainly I benefited in my own development through our interactions!
In this interview, we discuss Nompilo’s interest in critical studies in educational technology in higher education. The pic below is taken in her office when she was at Rhodes, during a visit I made meeting with researchers and practitioners within the institution and in Makhanda in September 2018.
Fadia and I first met in Cambridge, during the third sitting of the then shaping Critical University Studies UK network. During the days there, and later during a conference, we discussed the various concerns we had with research that explores the gaps between experience and representation of academic experience.
In this interview, recorded in December 2018 during the Society for Research in Higher Education annual conference, she discusses her interest in rhythm analysis as a research method.
Tess and I had an informal conversation about the constructions and approaches she sees as most meaningful to learning; why she believes these are important for higher education now; and areas for future development in research and practice. She is a treasure trove of wisdom for years of operating between and beyond the boundaries of what is seen as legitimate by the academy, which I personally found insightful as a person not from Northern/ Ireland.