台湾裸聊直播

More

Dr Kim Sadique

Job: Associate Professor in Genocide Prevention and Education

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Address: 台湾裸聊直播, The Gateway, Leicester, LE1 9BH.

T: +44 (0)116 257 7832

E: ksadique@dmu.ac.uk

W: /hls

 

Close all sections
Open all sections

Personal profile

Kim is a scholar-activist who cares passionately about foregrounding the voices of survivors of identity-based violence. She is a DMU SDG Fellow focusing on SDG 16 (Peace, Justice and Strong Institutions).

Kim’s main teaching and research interests are:

Genocide: particularly the contexts in which mass atrocities and genocide occur. Genocide Education: Guiding practices in memorial museums situated in former sites of mass atrocities. Use of emotional/social change/radical pedagogies. Use of technologies such as Virtual Reality to create representational and more-than-representational spaces of learning.  Peacebuilding: conflict prevention, peacemaking, building sustainable peace

Kim is also interested in identity-based violence more broadly, including hate crime.

Research group affiliations

Research and Innovation Institute for Responsible Business and Social Justice

Centre for Law and Social Justice

Publications and outputs


  • dc.title: Learning from Genocide: A Pedagogy for Social Change dc.contributor.author: Sadique, K. dc.description.abstract: The research focuses on learning about difficult knowledge, that which causes us discomfort and challenges our view of and our being in the world 鈥� the example here is genocide. The research explored guiding experiences in memorial museums situated in former sites of mass atrocities (Auschwitz and Srebrenica) from both educator and learner perspectives. The work demonstrates the opportunities for Research-Informed Teaching to move beyond the confines of our own subject areas, the wider institution and to become income-generating Knowledge Exchange.

  • dc.title: Learning the Lessons: Education as Genocide Prevention dc.contributor.author: Sadique, K. dc.description.abstract: After the Holocaust we said 鈥楴ever Again鈥� but with each subsequent genocide (Cambodia, Rwanda and Bosnia) we seem to have failed to learn any lessons. This paper therefore discusses what we have learned (to do genocide better), what lessons we could learn (and how) addressing the educative process itself. Focusing on the 鈥楲essons from Srebrenica鈥� it considers the recently adopted UN Resolution on the International Day of Reflection and Commemoration of the 1995 Srebrenica Genocide and argues that a robust UN outreach programme and educational curricula should be developed using the model A Pedagogy for Social Change (Sadique, 2024) to support work towards the prevention of genocide and crimes against humanity.

  • dc.title: From Evidentiary Epistemologies to Empowered Solidarities 鈥� A Pedagogy for Social Change in Genocide Education dc.contributor.author: Sadique, K. dc.description.abstract: Encounters with 鈥榙ifficult knowledge鈥� (Britzman, 1998), that which is uncomfortable or unsettling, such as anti-racist, settler-colonial, or genocide education, have the potential for affective disempowerment of learners (Worsham, 2001) or can be the platform for encouraging radical action. Exploring educational experiences in memorial museums at sites of mass atrocities (Auschwitz-Birkenau State Museum and Srebrenica Memorial Centre) from the perspective of both educators and learners, this paper presents a Pedagogy for Social Change in Genocide Education (Sadique, 2024). The model addresses intergenerational learning from past injustices through education that promotes the building or maintaining of sustainable peace, and is delivered outside of the classroom (Bajaj, 2016). It argues that genocide education requires evidence, affectivity, memory formation, reflection and empowerment for learners to be moved from the less radical 鈥楴ever Forget鈥� to a more action-oriented position (Zembylas, 2014). Further it proposes that learners need to try out the 鈥榮kills鈥� of taking action to build confidence to stand with others in 鈥榚mpowered solidarity鈥�, thereby working towards creating a more just society where 鈥楴ever Again鈥� is a possibility.

  • dc.title: Walsall: From 鈥楻eport to Support鈥�. A Borough-Wide Study of Experiences and Responses to Hate. dc.contributor.author: Sadique, K. dc.description: Report addressing hate crime in Walsall, West Midlands. Includes interview data with victims and service providers.

  • dc.title: Antiracist Education: A Pedagogy for Social Change using a virtual Bosnian Genocide platform dc.contributor.author: Sadique, K. dc.description.abstract: This chapter considers mass atrocity crimes and specifically the crime of genocide and how we can apply the lessons from such crimes to build and deliver an anti-racist pedagogy that is activist-focused. Understanding the complex legal position of the crime of genocide and the events which demonstrate its manifestation, the settings in which genocide education occurs and the pedagogical models used to deliver such education is of paramount importance. Educators need to be equipped to address the demand on learners to move from a passive position of 鈥楴ever Forget鈥� to work towards 鈥楴ever Again鈥�.

  • dc.title: I feel like I can鈥檛 do a lot: Affectivity, Reflection and Action in Transformative Genocide Education dc.contributor.author: Sadique, K.; Tangen, James dc.description.abstract: Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to 鈥榓ction鈥�. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students鈥� experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential 鈥榓ction鈥� so that visitors can mobilise their deeper understanding and experience long-term personal 鈥榗hange鈥�. dc.description: The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.

  • dc.title: Is Lex Talionis 'Caput' in a modern CJS: The Religio-Cultural Context of Punishment dc.contributor.author: Sadique, K.

  • dc.title: Experiential Learning as Transformative: Teaching about Genocide and Crimes of the State dc.contributor.author: Sadique, K.; Tangen, James dc.description.abstract: The 鈥榓pplied nature鈥� of criminology, criminal justice and law courses lends itself to the use of experiential learning within programme delivery (George et al, 2015; Higgins et al, 2012). What is clear from the limited literature is that the use of experiential learning within criminal justice education has been focused on knowledge, skills, roles and identity of 鈥榯he practitioner鈥�. There is very little discussion of the value of experiential learning as transformative of the individual in terms of being able to critically reflect on the experience as a means to understand self and non-conformity to perceived hegemony (such as in the resistance to Nazis during the Second World War). Drawing on Bakhtin鈥檚 (1968) 鈥楥arnival鈥� and Mezirow鈥檚 (1991) Transformative Learning Theory this paper asks the question 鈥楥an experiential learning be truly transformative?鈥� It presents findings from narrative interviews with 20 undergraduate students studying Criminology, Psychology, Policing or Criminal Investigation who participated in a field trip to Auschwitz-Birkenau Camps. Interviews were undertaken pre and post field trip to examine students鈥� expectations of and reflections on the 鈥榚xperience鈥�.

  • dc.title: The Importance of Narrative in Responding to Hate Incidents Following 鈥楾rigger鈥� Events dc.contributor.author: Sadique, K.; Tangen, James; Perowne, A. dc.description: A national thematic report, prepared on the behalf of Tell MAMA, examining the patterns of online and offline anti-Muslim hate incidents following 'trigger' events.

  • dc.title: International Attitudes to Teaching Religion and Faith and the Policing of Minority Communities dc.contributor.author: Stanislas, Perry; Sadique, K.

.

Key research outputs

Stanislas P., Sadique K. (2019) International Attitudes to Teaching Religion and Faith and the Policing of Minority Communities. In: Albrecht J., den Heyer G., Stanislas P. (eds) Policing and Minority Communities. Springer, Cham, pp 11-27

Sadique, K., Tangen, J. & Perowne, A. (2018) The Importance of Narrative in Responding to Hate Incidents Following ‘Trigger’ Events, [Online] Tell MAMA. Available from https://tellmamauk.org/wp-content/uploads/resources/Tell%20MAMA%20-%20Report.pdf

Sadique, K. (2016) The Effect of Religion on Crime and Deviancy: Hellfire in the 21st Century, in K. Sadique & P. Stanislas (eds) Religion, Faith & Crime: Theories, Identities and Issues. Basingstoke: Palgrave Macmillan

Sadique, K. & Stanislas, P. (2016) Religion, Faith and Crime in Context, in K. Sadique & P. Stanislas (eds) Religion, Faith & Crime: Theories, Identities and Issues. Basingstoke: Palgrave Macmillan

Research interests/expertise

  • Genocide, State Crime and Mass Atrocities
  • Genocide Education, Memorial Museums, Guiding Practices
  • Diversity & discrimination (inc. radicalisation/extremism, hate crime)
  • Religion, Spirituality and Crime

Areas of teaching

  • Justice in a Globalised World
  • Research Methods
  • Explaining Criminological Issues
  • Research/Dissertation supervision

Qualifications

  • PhD in Education, 台湾裸聊直播
  • Further & Adult Education Teaching Certificate (City & Guilds 7307) Barnfield College, Luton
  • MSc Criminal Justice Studies, University of Leicester

台湾裸聊直播 taught

  • BA (Hons) Criminology
  • BA (Hons) Criminology with Psychology

Honours and awards

Upstanding Research and Innovation Award for Outstanding Contribution to Tackling Hatred, Intolerance and Prejudice, #No2H8 Crime Awards 2017

Membership of external committees

Chair of Academic Advisory Board, Remembering Srebrenica UK

Chair of East Midlands Regional Board, Remembering Srebrenica UK

 

Membership of professional associations and societies

  • International Association of Genocide Scholars
  • Association of Independent Museums
  • British Education Studies Association

Conference attendance

  • Sadique, K. (2024) Learning the Lessons: Education as Genocide Prevention. ‘"Never Again"? Learning the lessons of the Srebrenica Genocide’. University of Westminster, 9 December 2024
  • Sadique, K. (2024) From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education. 14th TEESNet Conference: Education for Repair and Realising Alternative Futures Together, Liverpool Hope University, 3 December 2024
  • Sadique, K (2022) SDG 16: Peace, Justice and Strong Institutions ‘The need for Transformative Genocide Education’. 1st United Nations Academic Conference on the Sustainable Development Goals: ‘Why It Matters’, Utah Valley University 5-8 October 2022
  • Sadique, K. (2021) ‘Oral History Methodologies for Survivor Testimony Collation: The Bosnian Context’ Oral History Conference, Srebrenica Memorial Centre, Potočari, Bosnia. 06 July 2021
  • Sadique, K & Tangen, J (2018) ‘Experiential Learning as Transformative: Teaching about Genocide and Crimes of the State’, delivered to 18th Annual Conference of the European Society of Criminology [Crimes Against Humans and Crimes Against Humanity], Sarajevo, Bosnia-Herzegovina, University of Sarajevo 29th Aug-1st Sept 2018

 

 

 

Recent research outputs

 

  • Sadique, K. (2024) Learning from Genocide: A narrative study of guiding experiences at sites of mass atrocities in Poland and Bosnia. PhD Thesis.
  • Sadique, K. and Tangen, J. (2022) "‘I feel like I can’t do a lot’: Affectivity, Reflection and Action in ‘Transformative’ Genocide Education", Journal of Adult and Continuing Education, Sage, 28 (2), pp 522-539.
  • Stanislas P., Sadique K. (2019) International Attitudes to Teaching Religion and Faith and the Policing of Minority Communities. In: Albrecht J., den Heyer G., Stanislas P. (eds) Policing and Minority Communities. Springer, Cham, pp 11-27

 

Current research students

Kim is interested in supervising doctoral students working in the following areas:

  • Genocide and Mass Atrocities
  • Genocide Education

Professional esteem indicators

Mentor for International Mentorship Program (International Association of Genocide Scholars)

Patron - Bosnia UK Network

Research Fellow in South Asian Studies, European Foundation for South Asian Studies, EFSAS, Mar 2017 – present