Socially just education in the neoliberal university

Wednesday 14 February 2024, 5-6pm.

This seminar is hosted by the College of Law, Social & Criminal Justice Research Seminar Series. Our series offers exciting insights into ongoing research projects within the law school and conducted by our external research partners. We often feature work from our research centres. Join us for invigorating discussion! 

In this session, we hear from Dr Piers von Berg. Piers von Berg is a Senior Lecturer in the College of Law, Criminal and Social Justice at Birmingham City University. His research centres on citizenship and human rights education at university and youth justice. More broadly, he is interested in theories and innovative methodologies for teaching and learning at higher education, and the effective participation rights of children and young people. 

Before studying for his EdD at the Institute of Education at University College London, he practiced at the Bar of England and Wales (2010-2018) and worked on technical assistance projects in the Caucasus and Central Asia (2000-2006).

Find out more about Piers’ work and read the latest publication.

In this session, Dr Piers von Berg will give the following presentation, followed by an interactive Q&A: 

Title: Socially just education in the neoliberal university: using liminality to stimulate critical reflection and reflexivity around citizenship and human rights 

Abstract: 

This presentation explores student experiences of liminality in an action research project in citizenship and human rights education at a UK university. It draws on shared practices of citizenship and human rights education of using liminal spaces to free up students and academics from power structures to explore issues of injustice. These were interlocking liminal practices, spaces and times in the classroom, the university and the community that were at the margins of society and in between power structures. An innovative research methodology combining participatory theatre with experiential learning exposed students to questions of social injustice. The data shows how experiences within the spaces, and moving between them, enabled students to be critically reflective and reflexive of their citizenship and their perceptions of others as rights-holders. These findings challenge market-driven approaches to global citizenship education and contribute to the emerging field of human rights education at higher education. 

If you have any questions, contact Mitchell Longan, the Research Seminar Series leader, at mitchell.longan@bcu.ac.uk. 

Event details:

Date: Wednesday 14 Feb 2024 (5-6 pm) 

Microsoft Teams link to join.