In this podcast, I invited team members from the Eugenics Legacy Education Project (ELEP) to reflect on our research experience following the publication of the Eugenics Inquiry Response Group Report in 2021. Our work introduces reparative pedagogies to address and redress the historical legacies of eugenics within higher education. Our research highlights the importance of student collaboration in developing new pedagogical strategies that recognize and correct institutional injustices. We emphasize the use of culturally relevant pedagogies to ensure that our teaching methods are inclusive and respectful of diverse student backgrounds. Our aim is to provide a blueprint for how educational institutions can confront and repair historical wrongs through thoughtful and inclusive educational practices. Additionally, we hope to raise awareness beyond academia about the UCL Eugenics inquiry and the ongoing work of the Eugenics Legacy Education Project.

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8/7/2024

Helen Knowler, Associate Professor (Teaching), the Eugenics Legacy Education Project, offers thoughtful advice on how to constructively tackle difficult or sensitive topics with your students.

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4/12/2024

Recorded Dec 2023. This event has BSL interpretation and captions. Ahmad from UCL Student's Union's presentation will focus on expanding the student-led E&I work beyond the SU and developing societies' involvement in making our campus more inclusive. Helen and Tor from Eugenics Legacy Education Projects (ELEP) reflect on the role of higher education, especially UCL, in confronting and addressing eugenics ideologies. Tigmanshu from Global Disability Innovation (GDI) Hub focuses on innovation and disability, and explores how the GDI Hub are working towards elegant solutions to disability problems.

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12/13/2023

Title: Determining Biological Citizenship: Creating and Effacing Difference in Puerto Rico’s Education. Speaker: Dr Bethsaida Nieves. Host: Helen Knowler, UCL's Eugenics Legacy Education Project (ELEP). Abstract: Dr Nieves' work analyses the ways in which institutional practices gave legitimacy to conceptualisations of difference in Puerto Rico’s schooling and society. She examine the ways in which discourses of difference provided educators with information about whom the Puerto Rican child was or could become. These epistemological and ontological reference points shifted under the first years of civil colonial rule, which constructed a state of liminal governmentality in Puerto Rico’s education and society. For Puerto Rico’s case, sustained avoidance became a tactic for governing, which has kept Puerto Rico in a state of suspended sovereignty since the turn of the twentieth century.

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11/27/2023