In this episode, Catherine and Mike meet Karen Hubbard, lecturer in Social Work in the School of Psychology and Social Work. Karen is the Programme Director for BA Social Work and Social Work lead for Equality, Diversity and Inclusion. She is a registered social worker with a passion for social justice, human rights and participation. Karen has practiced nationally and internationally in these fields with particular interests in platforming the voices of poorly served communities. Her previous work has included rights-based practice, participatory appraisal, peer-led research and policy work.

Within a teaching and learning context Karen’s commitment to decolonising educational practices through critically reflective learning platforms invites us to challenge and unsettle traditional conceptions of knowledge production by deconstructing traditional hierarchies of knowledge and honouring indigenous knowledge and this podcast is all about this commitment and the 100 ways of knowing project.

If you are interested in this field of teaching and learning, please do get in touch and if you would like to find out more about it, Karen kindly provided a non-exhaustive list of further reading & resources.

• Bhambra, G.K. (2018) ‘Decolonising the University’; London Pluto Press
• Bhopal, K. (2018) White privilege: The myth of a post-racial society. Bristol: Policy Press.
• DiAngelo, R. (2018) ‘White Fragility: Why It's So Hard for White People to Talk About Racism’
• Freire, P. (2000) ‘Pedagogy of the oppressed’ London: Bloomsbury Publishing
• Givens, T.E. (2021) ‘Radical Empathy: Finding a Path to Bridging Racial Divides’. Bristol: Policy Press.
• Harms Smith, L. & Rasool, S. (2020) ‘Deep Transformation toward Decoloniality in Social Work: Themes for Change in a Social Work Higher Education Program’. Journal of Progressive Human Services, 31(2), 144-164.
• Hooks, Bell. (1994). ‘Teaching to transgress : education as the practice of freedom’. New York: Routledge
• Lentin, A. (2020) Why Race Still Matters. Bristol: Policy Press.
• McGregor, R. and Sang-ah Park, M. (2019) ‘Towards a deconstructed curriculum: Rethinking higher education in the Global North’ Teaching in Higher Education, 24(3): 332-345
• Mullen, J. (2023) ‘Decolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practice’ New York, WW Norton & Co
• Schucan Bird, K. and Pitman, L. (2019) ‘How diverse is your reading list? Exploring issues of representation and decolonisation in the UK’ Higher Education, 79, 903–920
• Smith, L.T. (2022) ‘Decolonizing Methodologies: Research and Indigenous Peoples’ London, Bloomsbury Academic 
• Twikirize, J.M. and Tusasiirwe, S. (2023) ‘ Ubuntu Philosophy and Decolonising Social Work Fields of Practice in Africa (Indigenous and Environmental Social Work)’ Oxfordshire, Routeledge
• Tuck, E. and Yang, K.W. (2012) ‘Decolonization is not a metaphor’; Decolonization: Indigeneity, Education & Society Vol. 1, No. 1, 2012, pp. 1-40
• Zembylas, M., (2018). Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), pp.404–421

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