Research
Research forms a very important part in our interactions as members of the GLOCCRIN network and opportunities are always created for collaborative research and knowledge exchange activities, publications, engaging in funded research and dissemination of research knowledge through seminars, workshops, and conferences. Our key areas of research in GLOCCRIN are on global citizenship and children’s rights, with a greater focus on the global south and the diaspora. These research areas are captured in themes outlined below
Research Themes
Global Citizenship Themes
The notions on Global citizenship stem from an increasing understanding that the world has become a complex web of connections and interdependence, implying that citizens’ actions in one part of the globe, such as wars, climate change and displacement of people, may have immediate effects on other communities hence the notions of a world that has become a ‘global village’. Some of the key drivers to this has been industrialisation, raised levels of migration and advances in technology. Below are some of the themes that characterise and influence some research interests in our network
- • Global citizenship and rights-based frameworks
- • Unilateralism, Multilateralism, and emerging trends
- • Global south and the geopolitics
- • Global migration and citizenship
- • Public policy and citizenship rights
- • Migration and economic development of global citizens
- • LGBTQ and human rights
- • Rights and responsibilities and the global citizens
- • Being a global citizen, interculturalism and multiculturalism
- • Global Citizenship and Sustainability
- • Global citizenship and education
- • Global citizenship and development
- • Global citizenship and gendered perspectives
- • Transnational citizenship
Children’s Rights Themes
Positive Wellness of children enhances empowered future leader of tomorrow. The United Nations Convention on the Rights of the Child was a great achievement. In this regard, the rights strategy must continue to be nurtured and pursued. As nations, particularly in the global south, we should put arms together in ensuring full support of this special population. We need to catch them while they are still young especially while they are still in their homes, schools and communities.
Theme 1: Child friendly schools
Child friendly Schools (CFS) provide:
- • A democratic environment based on children’s rights, where all students are accepted,
- • The teaching and learning processes are organised according to children’s interests, needs, health, safety and,
- • Protective measures are taken to ensure there is no discriminatory practice.
Theme 2: Inclusivity in school environments
- • Inclusivity inline with the provisions of the UN Convention on the
- • Rights of the Child
- • Designs inclusive of diaspora children
- • Interculturalism and the multicultural in global contexts
Theme 3: Child Friendly Homes
- • Positive child parents/ family relationships
- • Conducive Home Environment
- • Child play and leisure facilities
- • Friendly and supportive home learning environment
- • Attentive and listening to children concerns and fears
- • Good neighbourliness
- • Child protection awareness by parents and communities
- • Socialising and community engagement and integration
Theme 4: Diaspora children and statelessness
- • Uncaged the caged-support system for stateless children
- • Asylum and Refugee children
- • Collaboration with teachers, parents and researchers
- • Collaboration with parents, Home Affairs of hosting country and country of origin (Ambassadors)
Theme 5: Technology-supported interventions for children’s rights in the 21st Century
- • Enhancing children’s rights through technology systems
- • AI and its role in children’s rights and education
- • Strategic interventions for children with special needs
- • Future thinking on children’s rights
Recent Members Publications
CoCreation - Research and Knowledge Exchange
Co-creating with students is a process where students collaborate with lecturers in designing their own research, knowledge exchange activities or learning experiences. Embracing both lecturers' and students' perspectives, the activities are largely constructivist, which posits that participants construct knowledge and meaning from lived experiences rather than passively receiving information. Higher education institutions are becoming increasingly internationalised, and co-creation provides opportunities for enriched intercultural experiences, enhanced competencies and increased employability prospects. Our funded projects so far include;
Co-creation Seed Fund research projects 2024-25
| Research Project Title | Mental Health Challenges of Black Men Associated with Barriers in Education and Employment: A Systematized Review |
| Project Lead | Icarbord Tshabangu, Associate Professor, CYPF Leeds Trinity University |
| Co-researchers | Dhimoyee Banerjee, 3rd Year PhD student, Leeds Trinity University; Paul Lancaster, INTERACT, Guest Participant staff. |
Co-creation Seed Fund research projects 2023/24
| Research Project Title | Evaluating Students’ Perceptions of Intercultural Competencies and Awareness in Higher Education Provision? |
| Project Lead | Icarbord Tshabangu, Associate Professor, CYPF, Leeds Trinity University |
| Co-researchers (staff | Paul Lancaster, INTERACT, Guest Participant staff (trainer) |
| Student - Researchers | Dhimoyee Banerjee, PhD student, Leeds Trinity University; Servet Ozen MAMH Leeds Trinity University; Kritika Kalia MAMH, Leeds Trinity University; Precious Mokone, MAMH, Leeds Trinity University; Nimra Sattar, BA Hons L6 Leeds Trinity University; Silvia Venezia BA Hons L5, Leeds Trinity University. |
Co-creation Seed Fund research projects 2022-23
| Research Project Title
|
Enhancing Intercultural Leadership (IL) Competencies and Awareness in Health and Educational Practice through a Critical Reflective Analysis
|
| Project Lead | Icarbord Tshabangu, Associate Professor, CYPF |
| Co Researchers (staff) |
Richard Baron, Lecturer, Leeds Trinity University; Dhimoyee Banerjee, PhD student, Leeds Trinity University; Paul Lancaster, INTERACT, (trainer) |
| Student-Researchers | Nick Asiedu, MA MH, CYPF, Leeds Trinity University; Augustina Akubo, MA MH, CYPF, Leeds Trinity University; Ify Obinwa, MA MH, CYPF, Leeds Trinity University; Cornelee Mambila, BA, L5, CYPF, Leeds Trinity University; Keigo Lee, BA L5, CYPF, Leeds Trinity University; Amanda Tshabangu, Year 3 MBBS, King’s College, London; Aurelia Stoddard, Year 3 MBBS, King’s College, London |