In this episode I speak to Dr. Alison Egan in an episode entitled Navigating the Third Space in Higher Education Institutions where we discuss the concept of the "third space" in higher education, which is the juxtaposition of academic and administrative roles. Alison Egan, PhD is a Director of IT & eLearning at Marino Institute of Education, Dublin, Ireland since 2008.  Her research interests are focused on digital literacy; artificial intelligence, technological self-efficacy; national and international digital education policies and technology enhanced learning. She completed her PhD in 2018 at Trinity College Dublin, by conducting longitudinal quantitative research into how technology was used by pre-service teachers during their undergraduate programmes. She is Vice-President of the Irish Learning Technology Association (ILTA) and Chair of the Consultative Council of Society for IT in Teacher Education (SITE), USA.  

She highlights the challenges for professional staff in gaining recognition and promotion and she emphasizes the importance of professional staff having both administrative and academic informed practice. Alison emphasises the importance of technology in education and the need for technological self-efficacy among pre-service teachers. She also discusses her PhD on technology use by pre-service teachers, the impact of COVID-19 on online learning, and ongoing research on technological self-efficacy and AI in education. 

Alison shares her career journey, starting with her initial interest in law and leading onto roles in English and French studies, her early work in a virus reference lab and subsequent roles at the Irish League of Credit Unions, Chambers of Commerce, and the Law Society, highlighting her focus on technology and training.

We discuss the importance of technology in education, particularly in bridging the confidence and competence gap among pre-service teachers. Alison highlights the role of context in shaping the use of technology by teachers and the challenges faced by pre-service teachers. She explains the concept of technological self-efficacy and how it impacts the use of technology in the classroom. We discuss the importance of equity of access to technology in education, both historically and in the context of online learning.

She discusses her current research interests, including technological self-efficacy measurement, AI glossary for educators, and digital competencies. Alison emphasizes the importance of critical thinking skills and digital literacy in the context of AI and technology and the role of technology in enhancing learning and the importance of providing multiple modes of delivery for learners. Alison highlights the role of technology in making education more democratic and accessible to a wider audience. 

Alison discusses the future of technology in education, including the potential impact of AI and the need for critical thinking skills and the importance of equity of access to technology and the role of educators in ensuring that technology is used effectively. We reflect on the rapid changes in technology and the need for educators to stay informed and adapt to new developments and the role of teachers in shaping the use of technology in education and the importance of trusting teachers to make informed decisions. 

Alison talks about the challenges faced by teachers in integrating technology into their teaching and the importance of providing support and emphasizes the need for a collaborative approach that involves teachers, administrators, and third space professionals in shaping educational technology.

A really interesting episode that spotlights the importance of navigating the third space in Higher Education Institutions and the importance of research-informed practice and the role of third space professionals in supporting educational innovation.

In this episode I speak to Niall Mulpeter in an episode entitled From Policy to Practice: Enacting Values in Publicly Managed Schools through Communities of Practice and Professional Learning Communities. Niall is an Educational Policy and Development Officer with Education and Training Boards Ireland (ETBI) and a final-year PhD scholar at the University of Limerick School of Education. With over 20 years of experience in education, Niall’s expertise lies in Values Education, Curriculum Development, and the enactment of values-based policy in schools—areas in which he has been published. Niall explains his interest in sociology of education, focusing on educational structures, policies, and student learning, identity, and inclusion.

Before joining ETBI, Niall worked as a full-time advisor with Junior Cycle for Teachers (JCT) and as an associate with the Professional Development Service for Teachers (PDST), contributing to curriculum reform and teacher professional learning. A post-primary teacher of Music and Religious Education, Niall brings a deep understanding of classroom practice to his policy and research work.

In his current role with ETBI, Niall has led the development of the Identity, Multi-Belief, and Values Education (IMBVE) curriculum, which articulates the values of publicly managed schools. He also supports the enactment of the ETBI Patrons' Framework on Ethos and leads several communities of practice in this space. A highly experienced teacher educator, he provides professional development for senior leaders and teachers across the ETB sector.  

Niall highlights his role in developing the ETBI Patrons Framework, a policy document articulating the core values of ETB schools. He also emphasizes the importance of collaboration and communities of practice in translating policy into practice. He discusses his PhD research on curriculum development and policy enactment, and his involvement in various research projects, including the Belong to Advisory Committee and the COST Action Group on Religious Identity, Bullying, and Well-being at Schools. 

He emphasizes the importance of translating policy into meaningful action and the role of collaboration in making policy work at the school level. Niall highlights the ETBI Patrons Framework, published in 2022, which articulates the core values of ETB schools. He discusses the role of communities of practice and professional learning communities in supporting the enactment of the framework.

We discuss the challenges of implementing policies in diverse school contexts, referencing Stephen Ball's theory on policy enactment. He explains the four contexts of policy enactment: situated, professional, material, and external.He emphasizes the importance of ongoing adaptation and resource development to reflect changes in the political, economic, and social climate.

Niall explains Wenger's theory of communities of practice, focusing on the domain, community, and practice dimensions and he shares his journey towards completing a PhD on curriculum development, community practice, and policy enactment under the supervision of his supervisors, Dr Joanne Flaherty and Dr Orla McCormack in University of Limerick. Niall's research focuses on the development of the Identity, Multi Beliefs, and Values Education (IMBVE) curriculum.

He highlights the importance of advocacy and systematic change in supporting inclusive education policies.Niall reflects on the potential and challenges of generative AI in education, emphasizing the importance of keeping educators abreast of technological advancements. He discusses the potential of AI to personalize learning and enhance human interaction through tools like AI glasses and pens. Niall highlights the ethical considerations and the need for critical oversight to avoid widening inequalities. He concludes that AI can be a tool for inclusion but should not replace the human element in teaching, which brings empathy and collaboration.

In this episode I speak to Professor Dympna Devine in an episode entitled, "What has social justice got to do with pedagogy?" a title which Dympna explains was inspired by a question from a student in a module that she taught on equalities and social justice.

Professor Devine is a full Professor of Education in UCD School of Education. Her specialist field is sociology, researching at the intersection of sociologies of education and sociologies of childhood, and the impact of education on society. Dympna is currently leading the first large-scale mixed methods longitudinal study (2018 - 2025) exploring children’s primary schooling experiences in Ireland : Children’s School Lives (www.cslstudy.ie). She previously led a longitudinal study (2017 - 2022) of children's primary school lives in rural Sierra Leone (www.safelearning.ie) which received a UCD case study impact award in 2023. Both studies build on her long-standing research into children’s everyday lives, focusing on their voices, rights, identities and equalities across home and school. Professor Devine shares her motivation to focus on sociology, which was sparked by her interdisciplinary B.Ed. at St. Patrick's College and her work with Professor Kathleen Lynch. 

A former Fulbright scholar and Marie Curie Fellow, Dympna has an extensive portfolio of doctoral and postdoctoral supervision, and has published widely in the areas of migrant children in education, children’s rights and citizenship, pedagogies and school cultures for social justice and equality. 

Our conversation begins with a discussion highlighting the challenge for students to connect their everyday classroom experiences with wider concepts and theories of sociology of education. Professor Devine emphasizes the importance of bringing sociology of education into the everyday reality of classrooms and making it relevant to teachers, school principals, and children. Professor Devine explains that pedagogy is central to the micro and macro dynamics in society, with a focus on relationships between teachers and students. 

We discuss the concept of sociological imagination, which involves developing a different way of seeing things through the use of specific concepts and ideas. Dympna highlights the importance of understanding the dynamics of structure and agency in pedagogy, particularly in the relationship between teachers and students. She emphasizes the need for socially just informed pedagogy to create meaningful opportunities for children through education.

Dympna’s research has focused on understanding children's social worlds, power relations in schools, and the impact of migration and ethnicity on children's experiences.

Dympna provides an overview of the "Children's School Lives" study, which is the first in-depth longitudinal cohort study of primary school children in Ireland. The study tracked 4000 children over five years, with 189 primary schools participating, and included both quantitative and qualitative research methods. The study focused on themes such as family, school and teaching cultures, equality, voice and inclusion, well-being, children's engagement with learning, and transitions to secondary school. Dympna highlights the importance of the study in informing the primary curriculum reform in Ireland and its impact on policy and practice with the NCCA finding the research useful for evidence-based reform.

Professor Devine reflects on the importance of education as a public good and the role of teachers in fostering active citizenship among children.She emphasizes the need for socially just pedagogies to facilitate children's participation and contribution to society,highlighting the strong commitment to care and nurture among primary school teachers in Ireland, which is evident in the "Children's School Lives" study. She concludes by emphasizing the importance of teachers' trust and the value of education in maintaining a strong democracy.

A must-listen episode!

Declan Qualter is the Practice Placement Supervisor for the BEd with Gaeilge and/or Modern Languages Programme in the UCD School of Education. He also teaches on the Professional Masters in Education programme. Declan is a PhD candidate in UCD, with his doctoral research focusing on parental involvement in children's home-based digital learning. 

Declan's other research interests are centred on the digital transformation of education and the role of Artificial Intelligence (AI) in educational settings. He serves as the Chair of the UCD School of Education’s AI in Education Sub-committee and has represented the UCD School of Education at the Council of Europe Working Conferences on Regulating AI in Education and as an invited speaker at the launch of European Year of Digital Citizenship Education 2025. Declan is an active member of the European Digital Education Hub, where he participates in the Well-being in Digital Education Squad as a sub-team leader. Previously, he was a member of the European Commission Selfie for Teachers Expert Group, and has led two Erasmus+ projects focused on the digital transformation of education.

Prior to joining the UCD School of Education, Declan was a post-primary school teacher of Business Studies and Guidance Counselling. He later took on advisory roles, being seconded as an advisor to the Professional Development Service for Teachers (PDST, now Óide), and subsequently as Schools' Support Coordinator with Laois Offaly ETB.

In this episode Declan highlights the challenges schools face in engaging parents, especially those who are hard to reach. His research involves a school-based intervention to enhance parents' digital literacy, facilitated by parents themselves. Preliminary findings suggest increased self-efficacy and a sense of community among participants. He also emphasized the importance of addressing digital exclusion and the need for systemic support to ensure equitable access to digital resources in education.

He discusses his transition to teacher education, working with PDST, and his current role in initial teacher education at UCD. Declan reflects on his interest in sociology, particularly in the role of parents in post-school transitions and his master's research with Dr Grace O'Grady.His doctoral work focuses on the role of parents in children's digital learning and the tension between aspirational policies and practical challenges.

We discuss the influence of families on educational outcomes and the importance of parental involvement and Declan shares insights from his research on the determinants of parental involvement, including life context, motivation, and self-efficacy.

Declan describes the design and implementation of a five-week program from his research to enhance parents' digital literacy, facilitated by parents in the school. He highlights the importance of ethical and responsible use of AI in education and the need for ongoing professional development for teachers. He also reflects on the role of generative AI in teaching and the importance of maintaining the social construct of teaching.

We discuss the concerns around AI's impact on assessment practices, particularly in senior cycle and higher education and Declan emphasizes the need for meaningful engagement and support for teachers in any educational reforms involving AI. Declan highlights the role of sociology in understanding the impact of AI on education and the importance of addressing systemic barriers.

In summary, Declan reiterates the importance of engaging parents as partners in education and the need for systemic changes to support parental involvement and he concludes with a call for ongoing research and collaboration to support parents and teachers in the digital transformation of education.

Dr. Audrey Bryan is an Associate Professor of Sociology in the School of Human Development at Dublin City University’s Institute of Education (DCU IoE).  Her teaching spans a number of undergraduate as well as post-graduate programmes in the sociology of childhood, sociology of education, advanced research methods and sustainability.   Her most recent research advances critical perspectives on Artificial Intelligence and Education, the psycho-affective turn in education, parenting children and youth in the 21st century and climate justice pedagogies.   She is Section Editor (with Yoko Mochizuki) of the Climate Section of the Springer Handbook of Children and Youth Studies (2024).

In this episode we discuss Audrey's role at DCU and her involvement in teaching sociology of childhood and sociology of education where her work now focuses on inequalities in education. She highlights the sociological perspective on education, emphasizing its role in reinforcing social inequalities. Audrey also expresses concerns about the impact of artificial intelligence on education, stressing the importance of human connection and relationality in teaching. She expresses concern about the depoliticized narrative in educational policy-making and the need for a more nuanced sociological perspective.

Sociological Perspective on Inequality in Education

Audrey discusses the study of inequality as a core aspect of sociology and its explanatory power in understanding educational inequalities. She critiques the popular myth of meritocracy, arguing that education often reinforces rather than eliminates social inequalities and emphasizes the importance of addressing broader social injustices to improve educational outcomes. 

Challenges and Opportunities in Teacher Education

We discuss the challenges of addressing educational inequalities within the current education system and the need for unlearning meritocratic ideologies among student teachers. Audrey also emphasizes the importance of critical thinking skills and addressing complex issues like bullying, inequality, and racism within teacher education programmes.

Teaching Methods and Pedagogical Approaches

Audrey describes her teaching methods, including the use of film, humor, and visuals to make complex concepts accessible. She mentions the use of "The Rabbit-Proof Fence" film to illustrate agency and resilience in children and how she incorporates comedy and sitcoms like "Shits Creek" to engage students with difficult knowledge..

Global Educational Governance and Social Emotional Learning

Audrey explains her work on global educational governance, focusing on international organizations like the OECD and UNESCO. She discusses the shift in educational discourse from human rights to human capital and the role of non-state actors. She highlights the ethical and material consequences of assessing non-cognitive skills and the need for a more nuanced understanding of educational inequalities.

Bullying and Digital Culture in Education

She emphasizes the need for a sociological perspective to understand the root causes of bullying and its impact on students and the importance of addressing broader social and cultural factors that enable bullying. Audrey highlights the value of nuanced and complex understandings in developing effective anti-bullying policies.

Artificial Intelligence and Education

We discuss the potential impact of AI on teacher-student relationships and the importance of human interaction in education and the role of big tech in shaping educational discourse and policy and she calls for greater solidarity among sociologists to address the implications of AI in education.

A really enjoyable and enlightening conversation with Dr. Audrey Bryan, tune in to hear more!

In this episode Dr. Melanie Ní Dhuinn revisits the eight episodes released in the first half of season two.

She highlights key discussions from the first eight episodes of Season Two and recaps on topics covered, including interviews with ten experts on various education-related sociological issues. Key points include the challenges of full inclusion in education, reimagining education for marginalized youth, and the integration of social justice in teaching. The podcast also explores the role of emotion in teaching, the Ubuntu network's promotion of global citizenship, and the importance of trusting teachers to make informed decisions. Additionally, the impact of generative AI on education and the Sociology of food are discussed.

In Episode One “All Means all but does it?” with Professor Joanne Banks they discuss a myriad of inclusion related issues and concepts and talked about what Joanne says can be quite a polarised well and a polarised debate when we discuss the concept of full inclusion and whether our education systems are actually working to ensure that every child and student has access to an inclusive education system or not.

Staying with the theme of inclusion in Episode 2 with Professor Michael Shevlin they discuss how we can reimagine education for marginalised young people. Michael describes how there has been enormous progress in terms of legislation and in terms of understanding within the field of inclusive education but he stresses how it is so important that we continue to re-interpret what inclusion means.

In Episode 3 Melanie talks to Professor Jackie Boivin and Professor Sheena Rancher from Bridgewater State University in an episode titled “Irish Classrooms Opening American Minds to New Aspects of Social Justice. This episode was inspired by a study visit by Dr. Boivin and Dr Rancher to Ireland in May 2024 which they made with a group of their teacher candidates to Marino Institute of Education and St Mary’s University College Belfast.

In Episode 4 Professor Gerry Jeffers introduces the idea of “Schools as sites of tensions and contradiction” and how schools play a paradoxical role from nurturing academic excellence to addressing social justice and the functionalist expectation of schools to fulfil multiple roles in society.

In Episode Five with Dr. Roland Tormey they discuss the concept of learning as an emotional practice and the role of emotion in the sociology of education and we also focus on how aspects of the sociology of education are evident when working with student engineers (with whom Roland currently works) and student teachers.

In Episode Six, Melanie talks to Dr. Joanne O’Flaherty and Deirdre Hogan from the Ubuntu network. Joanne and Deirdre’s episode explores Ubuntu Voices: Exploring possible futures for Global Citizenship Education. We discuss the Ubuntu Network, funded by Irish Aid and how it promotes global citizenship in post-primary teacher education.

In Episode Seven in an episode called “Trusting Teachers to make informed decisions to best meet the needs of their learners” Dr. Michael Hallissy  explains how he believes that we need to trust teachers to make decisions and how far too often, we are trying to enforce practices but the teacher in their classroom is best placed.

In the final of the first eight episodes Dr. Michelle Share discusses the Sociology of Food and the importance of the context in which food is eaten, including family meals and school dining experiences. They chat about the cultural capital aspect of food and how it can be classist and about differences in food provision between different socio-economic groups.

Tune in to hear more!

Dr Michelle Share is a Senior Research Fellow at the School of Education, Trinity College Dublin. 

She is a sociologist with extensive experience in the conduct of multi-site research and evaluation projects in child and youth settings. 

She has researched and published on the role of grandparents in childcare provision; children and parents who use intellectual disability services; educational access programmes at second and third level; young people food and nutrition in second level and alternative education settings; and surplus food distribution in community and voluntary organisations.  

She was the principal investigator on a study of transnational grandparenting among Polish families in Ireland, and in 2024 with Alicja Bobek, TU Dublin, published Polish Families in Ireland: A Life Course Perspective (Palgrave Macmillan). You can read about Michelle’s extensive research portfolio at this link.

In this episode we discuss Michelle’s diverse career in sociology and education, focusing on the Sociology of Food. She highlights the importance of food beyond nutrition, emphasizing its role in social connections and care. 

The Sociology of Food and Education

We discuss the importance of the context in which food is eaten, including family meals and school dining experiences and Michelle highlights the role of food in connecting people and the hidden curriculum in schools related to food. She also mentions the cultural capital aspect of food and how it can be classist, with differences in food provision between socioeconomic groups.

School Food and Socioeconomic Disparities

Michelle shares her research on school food, including the differences in food provision between private and public schools and the impact of budget constraints on meal quality. We discuss the importance of choice in school meals and the resistance from students when their choices are limited. Michelle highlights the challenges faced by schools in providing nutritious meals while managing limited resources and the impact of school policies on food waste. 

The Role of Families and Community in Food Education

Central to our discussion is the importance of engaging families in food education and the challenges of maintaining connections between school and home. Michelle highlights the intergenerational educational disadvantage and the impact of alternative education settings on food practices and social skills.

The Impact of School Meals Programmes

Michelle critiques the current school meals programme in Ireland, emphasizing the need for localized and community-based approaches to food provision. She discusses the challenges of providing hot food in schools and the importance of having some form of nutrition available for students while highlighting the need for schools to think about how they can connect food to the curriculum and sustainability messages.

Surplus Food and Community Support

Michelle’s current research focuses on surplus food and its redistribution to community organizations, focusing on the emotional and physical labor involved. She highlights the challenges faced by community organizations during the pandemic and the increased demand for food support and she shares her study on the feasibility of social groceries or social supermarkets in higher education settings to support students in poverty. She emphasizes the importance of understanding the needs of students and the broader issues of food poverty and inequality.

The Role of AI in Education

We discuss the use of AI tools in her academic literacy module, emphasizing the importance of critical thinking skills in engaging with AI while highlighting the equity issues related to access to AI tools and the need for educators to work with AI in a critical and informed way. 

A very interesting conversation with lots for us to think about in relation to food at all levels of education. 

Michael is a former primary school teacher who has over 25 years’ experience working in the field of digital education. He developed his interest in digital education in the early 1980s as an undergraduate student teacher in Marino by experimenting with the college’s newly acquired Apple Macintosh computer. His first research project focused on the use of a BBC Micro in Irish primary schools in the mid-1980s. He later pursued a Masters in Education Technology in Boston College, where he also focused on the area of digital assessment. During his time in Boston he also worked in the Newton Public School System, one of the most progressive education systems in the US and he had the privilege of working on numerous innovative digital education projects.

On returning to Ireland in 1994, after 5 years in Boston, he returned to classroom teaching and was instrumental in introducing Apple Macintosh computers into the school and in partnership with his H2 business partner, John Hurley, created the first school website in Ireland.

Working closely with Ireland On-line, the largest internet service provider in Ireland at the time, he and John created a school’s portal for Irish schools, a booklet on using the Web in Irish schools and the first course for teachers on using the Web. John and Michael created a company, EdNet, to spearhead this work and eventually their work was recognised by the European Commission and the Irish Department of Education. This busy period between 1995 and 1996 eventually led to Michael being seconded into the Department of Education to work with staff to develop Ireland’s first digital strategy, IT2000.

In 1998 he joined the newly formed National Centre for Technology in Education where he worked as a National Coordinator for Interactive Software in the Curriculum till 2002. He also had responsibility for digital education research activities at this time and worked with colleagues on a number of innovative research projects.

In this episode we discuss Michaels’ contributions to digital education policies in Ireland and Europe, including working with the Department of Education, the NCCA, and the European Commission. He addresses the challenges of implementing digital education policies, including the need for investment in infrastructure and professional development for teachers and the importance of formative and summative assessment in digital education and the need for new models of education to meet the needs of all students.

We discuss the importance of equity and access in digital education, both for students and teachers and the need for schools to provide digital devices and support for students, especially those from disadvantaged backgrounds. Michael emphasizes the role of digital technology in preparing students for their future education and careers and the importance of involving families in the use of digital technology to support their children's education.

In discussing the use of generative AI in education, including interviews with teacher educators, teachers, and students, Michael emphasizes the importance of critical thinking and understanding the consequences of using AI tools. While acknowledging the need for informed discussions and mediation in schools to ensure the responsible use of AI, Michael also highlights the potential of AI to enhance learning experiences and the importance of teachers being equipped to use these tools effectively.

He believes that digital education needs to be embedded in all aspects of education, including initial teacher education and professional development. Michael concludes by reflecting on the current crossroads in digital education and the need for a positive narrative about the use of technology. 

A really informative episode!

Deirdre Hogan is co-ordinator of the Ubuntu Network, an Irish Aid funded strategic partnership that supports the integration of Global Citizenship Education into post primary Initial Teacher Education in Ireland. She has held this role since 2006 and her work centres on building capacity of educators to critically explore and engage with key global development issues of our time. Deirdre holds a Degree in Science Education, a Higher Diploma in Systems Analysis and a Master of Education by research focusing on the nature of Science as an academic discipline and implications for integrating Education for Sustainable Development into its teaching. She is based in the School of Education at the University of Limerick.

Joanne O’Flaherty is an Associate Professor at the School of Education, University of Limerick and Research Lead for the Ubuntu Network (www.ubuntu.ie). She has a primary degree in Physical Education and English. Joanne has worked in a variety of educational settings, including the formal post-primary sector and the NGO sector, before joining the University of Limerick faculty. Her research interests include teacher preparation, social justice education and social and emotional learning and she has published in these areas.

We discuss the Ubuntu network and Deirdre’s and Joanne’s roles in the Ubuntu network. The Ubuntu Network, established in 2006 with Irish Aid funding, promotes global citizenship education in post-primary teacher education. The network focuses on curriculum integration, teacher capacity building, research, and advocacy. Deirdre and Joanne emphasize the importance of self-awareness and critical reflection in education and stress the need for continuous learning and collaboration among educators. The conversation highlights the evolving nature of global citizenship education, the challenges of integrating it into curricula, and the potential impact of AI on educational practices. 

Deirdre emphasizes the strong link between sociology and the Ubuntu Network, highlighting the importance of exploring societal issues and understanding their implications while Joanne adds that the Ubuntu Network values community and collaboration, and that global citizenship education is not a single disposition but a constantly evolving field. They both discuss the importance of dialogue and shared practice within the Ubuntu Network.

Joanne discusses the importance of research in the Ubuntu Network, particularly the "Céim study" examining how global citizenship education is conceptualized at policy, school, and practitioner levels. She also mentions a research study on self-awareness and personal development in global citizenship education, emphasizing the importance of reflective practice and community support.

Joanne highlights the relevance of critical global citizenship education and the importance of understanding local and global interconnectedness while Deirdre emphasizes the importance of understanding worldviews and positionality in addressing issues of equality and justice.

Both guests reflect on the challenges of addressing complex issues like immigration, far-right narratives, and the climate crisis through education and the potential and challenges of integrating AI, particularly generative AI, into global citizenship education. Joanne shares her experience of using AI tools in her work and the importance of upskilling to leverage AI effectively. Deirdre emphasizes the need for educators to be aware of the online spaces that propagate misinformation and the role of AI in navigating this landscape. The guests highlight the potential divide in access to AI resources and the importance of fact-checking and critical thinking. 

A really informative, engaging and very thought provoking episode.

My guest in this episode is Dr. Roland Tormey.

Roland is a sociologist and learning scientist, researching and teaching on engineering education in EPFL, Switzerland.  Prior to 2011, he worked in teacher education and in curriculum development in Ireland.  His recent research focuses on diversity and equality issues in learning, on the role of emotion in science and engineering learning, and on engineering ethics education.  His recent publications include co-authoring Facilitating Experiential Learning in Higher Education: Teaching and Supervising in Labs, Fieldwork, Studios, and Projects (2021), and co-editing The Routledge International Handbook of Engineering Ethics Education (2025). He also leads the Teaching Support Centre at EPFL, Switzerland.

In this episode Roland highlights his work on intercultural education guidelines and the emotional aspects of teaching, including frustration and anxiety. Roland emphasises the need to take emotions seriously in both teaching practice and educational research.

We discuss his early work on Irish identity and how it was represented in the curriculum, particularly in history. Roland’s interest in emotion in education was sparked by the cognitive focus of intercultural education literature and the emotional aspects of community changes.

We discuss the following in more detail; emotion in education and teacher competencies, challenges and emotional dynamics in teaching, emotion and reason in moral judgment, emotional labor in engineering and education, emotion and community in education and artificial intelligence and emotion in education.

Roland  describes how he and his colleague Róisín Corcoran explored how teachers develop emotional competencies, including recognizing and regulating emotions.They found that teachers have multiple roles, experiencing various emotions such as pride, anxiety, frustration, guilt, and shame. We discuss the emotional aspects of being a student teacher, including the high stakes and the emotional space of the teaching profession. Roland emphasises the importance of recognizing and managing emotions in teaching, as it is a crucial part of the learning process. 

Roland explores the relationship between emotion and reason in moral judgment, noting that emotions facilitate different types of reasoning. He explains that emotions like happiness and anxiety can impact different cognitive processes, such as brainstorming and error detection. The traditional view of emotion as a threat to reason is challenged by studies showing that emotions can enhance certain types of thinking.

We discuss the concept of emotional labor, particularly in engineering teams, where women often take on more emotional work. He gives examples of how women in engineering teams feel the need to suppress their emotions to overcome implicit biases. We discuss masculinity and subject disciplines in education and he references Máirtín Mac an Ghaill’s work on masculinities in schools, showing how subject disciplines can shape ideas of masculinity. He explains how different groups within schools construct masculinity through various disciplines, such as sports, business, and science.

Roland emphasizes the importance of building a sense of community in education, which involves recognizing and managing emotions.He discusses the emotional components of habitus, the social and psychological structures that shape individual behavior.

He shares a study on deep fakes and their effect on parasocial emotions, showing how emotions mediate power in social interactions. The use of deep fakes as a tool of power, particularly targeting women, is discussed in our conversation, highlighting the emotional dimensions of AI in education.