Sudha Jagannathan’s Post

Right pedagogy and practice can shifts the focus to a learner-centered approach, fostering personal growth and accountability. Student-involved assessment empowers learners by encouraging self-reflection, peer assessment, and active participation in setting learning goals, making the educational process more dynamic and collaborative. #StudentAssessment #ProgressiveEducation #ActiveLearning

The latest article to be published in #IJSP is here! 'Dancing the fine line: developing critical agency with transgressive social pedagogy?' Morten Kromann Nielsen and Gry Marie Tybjerg (2024). https://lnkd.in/eUknGHzU

To foster a culturally sensitive and supportive environment, we must equip educators and administrators to better understand the cultural norms of the communities they serve. In predominantly Caucasian spaces, students from other cultural backgrounds may face racial identity challenges that teachers must be prepared to address. Ignoring these differences under the guise of being “neutral” often means unintentionally prioritizing the dominant culture. By focusing on cultural competency, we can ensure that every student develops a healthy sense of identity and self-esteem. Let’s create an education system that values all students equally. #CulturalCompetency #EducationLeadership #InclusiveEducation #DiversityInSchools #TeacherTraining

My latest article on cynefin is being published in the Journal of Contemplative and Holistic Education in the next couple of weeks. Message me if you’d like a copy. It considers how new materialist and contemplative pedagogical theorising can help us to understand cynefin not only through anthropocentric lenses - it being about habitat, history, or culture - but rather as being about an experience of our entwinement with the more-than-human. As such, it could have pedagogical value beyond what is currently advocated in Welsh government policy and initiatives. This is because it becomes an ethico-onto-epistemological undertaking. Or something we do to enable us to experience a sense of our entangled becoming and interrelatedness with the more-than-human world. #cynefin #curriculum #morethanhuman #pedagogy #education

Racist ideologies and discrimination continue to be a global problem. They are still widespread in our societies and rooted in different channels that enable their diffusion. Racism in education materials is a prevalent issue that must be addressed. UNESCO's new guidelines intend to increase awareness and improve understanding of how racism manifests itself in educational materials and to provide guidance on how to counter this phenomenon. Educational materials are not neutral. They can be used to convey a particular worldview and self-perception, social values and norms as well as to underpin an existing social and political order. Textbook studies from around the world show that textbooks frequently perpetuate or condone racist stereotypes instead of promoting more inclusive and respectful societies. This latest publication is aimed at textbook developers, authors and curriculum writers to support them in identifying how racism manifests itself in educational materials and ensuring that racist content is removed from such materials.

Now Published: Liberal Perspectives on Inclusion: Enlightenment Values and Debates on Equity and Democracy in the Classroom https://lnkd.in/emTGJeYR In this book I argue for a re-framing of inclusion as a process of negotiation between teachers, parents, children and young people which involves a recognition of the complex tradeoffs involved in working with difference in the classroom. These tensions are explored through a series of case studies of real-world dilemmas in the classroom, ultimately serving to highlight the ways in which varying political value positions, including liberalism, are inescapably embedded within the practice in education. The book owes its main debt to the ideas of Isaiah Berlin on values pluralism, and also covers the place of teacher knowledge in debates on inclusion, as well as an interrogation of the failures of DEI, particularly in relation to antisemitism, to live up to the ethical calls implicit in postcolonial and critical theory. #inclusion #postcolonialism #antisemitism

I have a presentation in this online slow conference (what an amazing idea when regular conferences are often exclusionary in so many ways) entitled "Feminist Pedagogy in the Technological Present: Bringing Back the Goddess". If you're interested in feminist pedagogy, do sign up! While the specific field of education here is English for Academic Purposes (EAP), my contribution (which will be showcased on Friday the 10th of May) is an engagement around the question of whether, as a feminist educator who faces the challenges of data culture, you relate more to the metaphor of cyborg or goddess. I pick up this question from the work of Suzanne Damarin (see here: https://lnkd.in/grnf2yQ6), who of course was basing her question on Donna Haraway's imagining of the cyborg. Mine is a short presentation, designed to be accessible even to those who are new to feminist pedagogy. I tell a story of cyborg shame and tap on my embodied cultural knowledge to question whether that shame is mine to carry. Honestly, there is a lot to unpack, to interrogate, and to critique, because of my positionality. This will require a much longer piece. https://lnkd.in/g8NGfsjj

My latest publication in the European Educational Research Journal with Eli Smeplass: "Becoming Morally Equipped: A Study of Children’s Public Expressions." Our research analyses the letters and drawings submitted by children to Aftenposten Junior, highlighting their moral sensibility and engagement with societal issues. Our findings illustrate how young voices shape cultural and civic narratives, suggesting that children's moral development can be better understood in situational and cultural contexts, rather than purely psychological ones. Read the full article here: https://lnkd.in/g_TQ7ZxR #EducationResearch #ChildDevelopment #YouthVoice #EERJ #AcademicResearch

Not Every Assignment Has Pedagogical Value

Dialogue: More Than Just Talking What is dialogue in education? It’s not just talking; it’s where true learning starts. Creating a space where students can share their thoughts, ask questions, and feel safe doing so is like saying, “You belong here. Your voice matters.” Unquiet Pedagogy emphasizes that dialogue isn’t passive; it’s an active, vibrant exchange that questions assumptions and encourages students to think critically. I’ve witnessed this firsthand. When classrooms become places where students can openly speak and listen, magic happens. Participation increases, discussions deepen, and curiosity takes the lead. For students of the African diaspora, who may not always see their stories in mainstream narratives, having a space where they are heard is powerful. It’s the shift from feeling invisible to being seen and understood.