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Dr Kim Sadique

Job: Associate Professor in Genocide Prevention and Education

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Address: 制服无码, The Gateway, Leicester, LE1 9BH.

T: +44 (0)116 257 7832

E: ksadique@dmu.ac.uk

W: /hls

 

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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: Behind the Srebrenica Flower: A Pedagogical Approach to Developing a Virtual Bosnian Genocide Room dc.contributor.author: Sadique, K. dc.description.abstract: Currently, the only genocide that is compulsorily taught within the national curriculum in England and Wales is the Holocaust, and this is delivered at Key Stage 3 within the subject of history, although it can also be covered in PSHE, Citizenship, or English. Many educators say they struggle to deliver genocide education because it is difficult knowledge (Britzman, 1998), knowledge which is contested and contentious, because it is inherently political and legally complex. Most educators I have spoken to state they find 鈥榮afety鈥� in a fact-based approach and very rarely use the word 鈥榞enocide鈥�. Beyond the 鈥榝act-based鈥� approach it is unsettling/uncomfortable to learn from the suffering of others and therefore difficult to deliver in a way that is meaningful. Outside of the classroom, genocide education is most often undertaken through visits to memorial museums many of which are also former sites of mass atrocities (authentic sites) such as Auschwitz-Birkenau State Museum (Poland), Tuol Sleng Genocide Museum (Cambodia) and Srebrenica Memorial Centre (Bosnia). These sites provide an immersive experience with learners 鈥榮eeing where it happened鈥� (Slovic, 2007) and experiencing an affective 鈥榝elt鈥� impact of being in-place. But can we achieve a similar experience in the classroom? Can we use a virtual world as an authentic site of genocide for educational purposes? This paper will explore the creation of a virtual Bosnia [Genocide] Room, behind the 鈥楽rebrenica Flower鈥�.

  • dc.title: Srebrenica, Never Again to No-one and Nowhere: An Action-Oriented Approach to Genocide Education dc.contributor.author: Sadique, K.

  • dc.title: Walsall Strategy for Tackling Hate: Building Resilient Communities 2025-2029 dc.contributor.author: Sadique, K. dc.description: This strategy has been developed in collaboration with the Safer Walsall Partnership, Black Country Innovate, Walsall Council (Resilient Communities) and West Midlands Police. It outlines our plan for reducing the harms caused by hate to individuals, families and communities across Walsall. It demonstrates our commitment to: 飩� reducing the harm caused by hate incidents and crime 飩� raising awareness of and educating about hate crime 飩� increasing the trust and confidence of the public in reporting 飩� improving the victim experience from report to support The strategy will be supported by an annual delivery plan, to be overseen by the Walsall Strategic Hate Crime Board. The strategy and delivery plan will take a whole system approach from prevention, through report to support, and will be victim-centred.

  • 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: Learning from Genocide: A narrative study of guiding experiences at sites of mass atrocities in Poland and Bosnia dc.contributor.author: Sadique, K. dc.description.abstract: The pedagogic purposes of memorial museums are to provide a moral education where visitors develop individual agency and responsibility to build a better future. However, personal transformation and active citizenship is underexplored in the literature. This study applied a critical social lens to explore the guiding experiences of visitors and educators at memorial museums situated in 鈥榓uthentic sites鈥�, namely Auschwitz Birkenau State Museum, Poland and Srebrenica Memorial Centre, Bosnia. The original contribution of this thesis is in giving a voice to educators in, and visitors to, memorial museums which are seldom heard in the literature. In line with a constructivist approach, one-to-one narrative interviews were undertaken with 21 students and 8 educators (4 guide-educators and 4 survivor-educators) to explore their experiences. Emotions and their management were at the heart of this study; with students and survivor-educators noting the importance of working with and through emotions as a way to prevent affective disempowerment. Students discussed the centrality of both personal and dialogic reflection to make sense of what they saw and heard. Guide-educators drew attention to gaps in content in regard to the socio-political context in which genocide occurred and the prominence of victim perspectives and this appeared to be linked to the way they guided 鈥� through narration of the space rather than in the space, and this differentiation identified during the study presents new knowledge. Moreover, individual agency and 鈥榓ction鈥� were only evident in survivor-educator delivery. A further original contribution is demonstrated in the development of a comprehensive model of genocide education 鈥� A Pedagogy for Social Change that incorporates: evidentiary epistemologies; affective modalities; memory traces; reflective spaces; and empowered solidarities. If adopted and implemented, the model would support memorial museums and their educators to meet their objectives of a moral education leading to action and establish an empowerment solidary to support visitors becoming active citizens.

  • 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.

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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, 制服无码
  • Further & Adult Education Teaching Certificate (City & Guilds 7307) Barnfield College, Luton
  • MSc Criminal Justice Studies, University of Leicester

制服无码 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