Is there a Doctor in the classroom? Exploring the experiences and contribution of teachers with doctoral credentials in post-primary education.

MeToo Teaching Consent

In this episode, I talk with Dr Eoin Ó Donnchadha.  Eoin is a teacher of history, economics and business,who has taught in a post-primary context in both Ireland and England. He is also an occasional lecturer in economics at the UCD School of Mechanical and Materials Engineering.  We spend about an hour discussing human capital, the contribution of doctoral education in post-primary teaching, the importance of lifelong learning, continuous research and so much more.

Click HERE for Accessible Transcript

Eoin, a passionate educator and supporter of continuous learning, explains that his research explored the impact and experiences of post-primary teachers in Ireland that hold a doctoral degree through human capital theory and the idea that education and worker skill level can impact productivity.  His largely qualitative study provides so much rich data through teacher’s lived experiences and dialogue.

We talk about his desire to teach at the post-primary level, and the Irish requirement that even someone with an earned PhD must undertake a recognized programme in education to receive the teaching certification necessary to teach post-primary students.  He discusses the benefits that his PhD qualification had on his own learning during the PME programme, as well as the expertise and advice that he could provide to fellow peers because of his prior qualifications.

Eoin talks about the very distinct differences between teaching in the UK and in Ireland and the way the teachers communicate with their students and their families.  Increased teaching autonomy, teacher-to-student ratios, variation in paperwork and procedures, and employment interview requirements are all discussed.

The stories that Eoin shares from his participants as well as his own experiences as a teacher with a doctoral degree are so relevant and interesting. His participants reported benefits and challenges that a doctoral education provides for teachers.  There is greater confidence, subject knowledge, and skills demonstrated that are needed to really inspire their students to embrace higher order thinking skills and processes.

Teachers are able to support students with questioning sources and resources, critical evaluation and problem solving.  They also report that there is increased effectiveness of their communication with fellow staff and parents.  Some challenging experiences that teachers with doctoral degrees face are needless worry from administrative staff and others in the field around ‘stop-gap’, impacts on job acquisition, pay inequality, and the perception that teachers with a PhD are ‘too big for their boots’.

Eoin’s latest publication speaks about social media as a great way to share knowledge in the profession and varying professional associations in education. These online platforms are helpful for encouraging the sharing of high quality subject knowledge and for disseminating creative resources from teaching professionals at varying levels.  High quality and accessible education resources are critically needed when there is so much rubbish out there and online, to sift through.  There is an important element of relationships and community working together to improve the system for those that are at ground zero – teachers teaching, practicing, and researching in the classroom.

Eoin shares some final words of wisdom in true historian form. A medieval Irish maxim – ‘knowledge is the better for enquiry’.  Come, #ListenAndLearn

What are You Going to Do with That? Getting The Message Out: Why podcasts are important for formal and informal learning and why we do what we do.


Photo by Krzysztof Maksimiuk on Unsplash

In this episode, I talk with Danni Reches and Ido Rosenzweig, host and producer of ‘What are you going to do with that?’ podcast about their experiences hosting and producing an educational podcast series. Danni and Ido are both based in the Minerva Center for the Rule of Law under Extreme Conditions at the University of Haifa in Israel.  Their podcast highlights the work of PhD students and early career researchers about the varying aspects of their research and academic journey.

Click HERE for Accessible Transcript

Ido and Danni share the inspiration behind the podcast and their desire to share widely not only the success, challenges and struggles that early career researchers face, but also their desire to convey these stories in a way that others can relate to.  Since the launch of their podcast, they have interviewed early career researchers from all over the world and discuss important research that encompasses everything from the study of bananas to baseball and transnational migration.

Most don’t realize the work that goes into the production of a podcast from start to finish.  Both Danni and Ido make sure that their guests are in a comfortable space and place to talk about their journey and share their stories.  As the producer, Ido spends time with their guests ahead of the recording, listening to their stories, finding out exactly what they hope to get out of the conversation together, the message they want to convey, and taking detailed notes for Danni, the host.  Danni has a keen interest in mental health awareness in academia, so she always has a glass of amaretto and encourages their guests to bring along their beverage of choice to calm nerves, break the ice, and help make the interview space feel warm and inviting.  As if two friends are sharing a cuppa and a chat together.

Danni and Ido share funny experiences in past interviews and talk about how they handle sensitive issues that sometimes come up in conversations.  They discuss what they have learned as podcasters along the way, and learning that is constantly transforming.  Everything from developing new technical skills, mastering new social media platforms for promotion and networking, to improving listening and speaking skills, and unique perspectives gained from the research of their guests.

Ido explains that podcasts are important for conveying a message, for putting new and innovative research in the spotlight, and making learning and knowledge widely accessible.  There is something for everyone and the topics are endless.  We agree that independent podcasters are so incredibly supportive of one another, and collaborations like this one expand your reach as a podcast and make for interesting discussions from varying perspectives.  There is a sense of community among podcasters and you can find a sense of belonging through social media platforms like Twitter and YouTube.

As we conclude our conversation, Danni and Ido have some tips, tricks and advice for anyone who might be interested in starting their own podcast.  Ido wisely advises that podcasting is a commitment, have a clear understanding of the message you want to convey before you start, and don’t get discouraged.  ‘Remember, no one becomes a hit show overnight and don’t get caught up in the numbers’.  Be patient with yourself and learn as you go.  A really fun and fascinating conversation from one podcaster to another.  Come, #ListenAndLearn

Google podcast link:

What are you Going to Do with THAT?

Website link:




References to Twitter accounts we’ve mentioned today.

Fernando – @Ferchucky

Sophie – @InfraRedRum


Shelley Turner




Vikram Planthropology

Going Global: Is it really about education or something more? The geopolitics of higher education, World Class Universities, and international student experiences.


Photo by Bill Oxford on Unsplash

In this episode, I talk with Dr Evgenia Likhovtseva-Quinn about her research on World Class Universities, BRICS (Brazil, Russia, India, China and South Africa) nations, the geopolitics of higher education, and international student recruitment amidst the COVID_19 pandemic.

Click HERE for Accessible Transcript

Evgenia has lived and studied all over the world, so it is perfectly natural that her passion for internationalization in higher education and global higher education administration would be cultivated by her own personal experiences as well as her formal education in philosophy and public policy and management. Evgenia’s PhD research centered around higher education policy and the status of World Class Universities in BRICS nations as well as her work in Trinity College Global Relations Office has continued to fuel her desire to engage in further research on the experiences of international students studying abroad.

We talk about our own personal experiences as international students, and how being an international student makes you look at the world through a different lens as you learn about the culture that you are immersed in. We talk about the things you learn about yourself, and about contributing positively to those other countries in some way, as well. We are all different but there are so many similarities and finding common ground is essential.  Being an international student changes your personality as you try to connect and get to know other people and adjust to your new culture and environment. The global growth that is achieved through international learning experiences are transformational for the student and highly beneficial for the universities who embrace them.

Evgenia talks about the prestige of World Class Universities and flaws within the world university ranking system that affect non-traditional colleges and universities (like BRICS).  She explains the concept of geopolitics of education and how it impacts the way in which international student recruitment is approached.  The cold war came up and the way that Russia reached out to other countries to recruit international students to come learn and return to their own countries post-cold war.  She says that building relationships, trust and partnerships with other countries is key to diversifying your student body.

We talk about processes of learning for international students and the stigma of the ‘validity’ of an education from fully online colleges and universities. She shares her experiences teaching and researching in China and how censorship in communist countries can be very challenging for international researchers because participants are monitored, not open to talking, or just repeat information that is already available on open source.  We discuss the challenges that international students faced when the pandemic hit and many were forced to leave their studies behind and return to their home country with their education and life on hold.  Some institutions handled it very well while others contributed to incredible heartache for international students and their families.  This brings up the importance of regional colleges and universities and their place in society and delivering high quality education regardless of whether they are listed as a World Class University or not.

A brilliant and fascinating conversation you don’t want to miss!  Come #ListenAndLearn

Mastering the Art of Unlearning: Do we just follow the expected path along the lifecourse or is there space for pushing boundaries and exploring new possibilities?


Photo by Eduardo Flores on Unsplash

In this episode, Victoria Procunier, a successful business woman from Toronto, Canada, and I discuss the subject of unlearning.  Unlearning can challenge assumptions that we have long held and trying to understand why something is the way it is.

Click HERE for Accessible Transcript

Our discussion focuses on how people value terms, skills, and mindsets in four specific areas, personal, societal, business, and education.  Unlearning can be very useful for resetting, rethinking, and re-evaluating, the way we think about the world, and that there are different truths to the same situation depending on perspective.  Unlearning challenges what we know to be true and can be useful in moving forward when you feel stuck or desire to understand something from a new perspective.

Victoria talks about the constant process of learning and re-learning through her experiences as a lifelong volunteer and the space volunteering provides for not only changing perspectives and personal growth, but for doing something good, giving of yourself, and encouraging others to find value in themselves.

We discuss the varying reasons why so many are hesitant to let go of old ways that include understanding privilege, the impact of the #MeToo movement and uncomfortable conversations that need to be had. There is further discussion on controversies amidst the Covid pandemic with differing mindsets on taking the vaccine and wearing masks and being open to understand and respect people’s positions.

We also talk about fear being a factor that inhibits unlearning, and whether it is wrong to think through what it means to be privileged and whether you are deserving or not, and reconciling our past. Additionally, as a single woman of 40 with no children, Victoria discusses identity as a factor in unlearning and this kind of ‘box checking’ when it comes to assumptions and expectations about what it means to be a woman and what success and happiness is supposed to look like.

As a VP in sales and marketing, Victoria explains why she thinks it is vital for unlearning to happen in the workplace. She discusses how important it is to understand the other person’s perspective and the people behind the decision. The value that comes from meaningful relationships and reputation and integrity in leadership means a lot.  In leading a team, she practices unlearning regularly using the ‘start up culture’, to make sure that her team can be the best that they can be and that she is supporting them behind the scenes to create an environment where they can be most successful. We talk about what you can learn from surviving toxic work environments.

We conclude our conversation with an eye-opening discussion on how unlearning from an educational perspective can be life changing.  I ask Victoria her thoughts on ungrading and radical assessment, and was very surprised by her response.  Victoria, an avid lifelong learner, felt that grades were dangled as a carrot, but her experiences in ‘unstructured’ educational settings provided her with deeper, more meaningful learning.  She questions the idea that perhaps unstructured learning gave her the platform she needed to be success, but that having good teachers and supportive parents certainly

We have a jolly laugh at the end with a quick discussion about how unlearning applies to the dating world and running a three-legged race.  Come, #ListenAndLearn!

Growing Up Black in Ireland: One man’s journey of how it feels to live and learn as a person of colour in a country with a very young immigration history.

Picture of Olatunji Solola – age 21

In this episode, I am joined by Olatunji Solola, to talk about his experiences of living, learning, and growing up black in Ireland. 

Click HERE for Accessible Transcript

Tunji is a 21 year old 3rd year student at Maynooth University in the Biotechnology programme. He and his family moved to Ireland when he was just five years old and he remembers everything feeling so new and different.  Getting used to his surroundings and starting school that was culturally very different from his birth home in Nigeria, was difficult for him but he adjusted very quickly.  Tunji identifies himself as black, Nigerian first and then Irish.

We talk about microaggressions, the concept of othering, racism and his earliest experiences of these in school, community, and society.  He tells a story of his family home being raided by the Guards when he was just nine years old, and the confusion they felt because of the way it had been handled and the mess they left in their wake.  It didn’t make sense to him that a single mother and two young sons, being the only black family in this neighborhood, must be drug dealers just because. 

Tunji talks about his school days and how conscious he was of being a ‘minority’ and the sense of tokenism.  He describes three responses that students had to him as being one of only two black kids in school.  1.  Kids who wanted to be your friend.  2. Kids that treated you differently because of the color of your skin.  3.  Kids who wanted to be your friend just to say ‘I have a black friend’.  

While his teachers and schools tried their best to make sure minorities felt included, Tunji believes that Irish people don’t really don’t understand how to deal with other ethnicities in general.  While teachers try really hard to make sure ALL students are treated equally, they don’t account for differences when it comes to policies.  He tells a story about how he was penalized for not conforming to the hairstyle policy which was written for ‘white hair’ and did not account for black hair.  Cultural integration, tolerance, and other lessons from other cultures and perspectives are not well taught in schools.  There is no such thing as ‘I don’t see color’.  Color and difference should be inclusive and embraced.

We talk about his role models growing up and how important education was to his parents, who arrived in Ireland as highly educated immigrants but whose credentials were not recognized and their treatment as ‘unskilled’ workers.  Quality education and working hard was instilled in him from a very young age by his parents.  Growing up, he wished he had someone in the schools who looked like him, that truly understood diversity and what it means to be black.  He wished he had someone that would advocate for him and make sure that his voice was heard and that he was seen as an individual.

In society, being heard is the biggest challenge that immigrants face in Ireland.  Going forward, Tunji will pursue his master’s and wants to continue advocating for the rights of people of colour.  He is even considering going into politics to fight for these rights and the voice of the unheard minority.  I hope you’ll join us.  Come, #ListenAndLearn

Mirrors, Windows, and Sliding Glass Doors: Preparing teachers for diverse classrooms through professional conversation workshops on implicit bias with newly qualified teachers in the field

Image credit: Photo by Marc-Olivier Jodoin on Unsplash

In this podcast episode (link above), I talk with Dr Amy Kavanaugh, Dr Andrea Kitomary, and Dr Lindsay Stoetzel from Ferris State University in Big Rapids, Michigan, USA about their work preparing rural teacher candidates to work with diverse student populations.

Accessible Transcript is available HERE

This is very much an international conversation that will benefit teacher educators, those currently in teacher training and education, as well as parents, families and community members concerned with implicit bias training for fair, inclusive, and diverse practices in the classroom. 

This trio, keen social justice advocates, takes their teacher candidates through a series of professional conversations and workshops that require them to interrogate their own implicit (unconscious) biases and to think deeply about how their words and actions impact the teacher student relationship.

This project was born out of a need identified by their accrediting body to strengthen the teacher candidates’ awareness and ability to work with diverse populations. This is no easy task when the university itself, and the schools that teacher candidates will be teaching in, are largely rural.  Traditionally, the teaching body in Michigan is predominately white, middle class, and female, so the problem of practice was how to teach these teacher candidates to become culturally responsive teachers. We discussed the difficulties they faced designing and implementing a programme that would be transformative and impactful for the teacher candidates in such a homogenous environment.

They recruited Ferris alumni, teaching in several different states, to come together with their teacher candidates in a series of professional conversation workshops. They felt that practicing educators who have been where their teacher candidates are, and are now in the field experiencing the reality of teaching first hand, would reinforce and enhance what the professors are currently instructing, providing a richer learning experience for the teacher candidates. They specifically chose early career (newly qualified teachers) because they wanted their teacher candidates to see that you don’t have to have 20 years of expertise to be ready… and that this is a learning journey that all educators are on together.

We talk about immigration, the black lives matter movement, the recent election, and other hot-button issues across the country that push educators and their choices of what they bring into their lessons in the classroom.  We discuss the similarities and crossovers in teacher education, in the US context, the Irish context and other countries as well.  They discuss bias through the lens of racism which is historical and prevalent in the US, whereas in the Irish context bias is more likely to be discussed from a class or socio-economic lens.  There is a discussion on how implicit bias is very damaging to children through microaggressions and actions in the classroom, often without realizing we are even doing it. We share stories, nationally and internationally, about cultural norms and biases, and practicing awareness of difference in diverse classrooms. 

Research supports that the biggest indicator for future student success is the classroom teacher.  Teacher educators have a responsibility to help teacher candidates see that you have the power to make a significant difference in every student’s life and their success. It is more important than how much money the school has or the student’s family has. Rather, finding an awareness of the power the classroom teacher has and the expectation for success of ALL their students. Teachers make more of a difference than they know, and words and actions matter. Interrogating our own implicit bias and embedding collaborative and reflective bias training in teacher education programmes is essential.

Author: Catherine Compton-Lilly

Website: Learning For Justice

Book: Culturally Responsive Teaching and the Brain

Nothing About Us Without Us: A call to action for embedding transformational change and widening social experiences and participation for disabled students in higher education.

image credit: Photo by Elevate on Unsplash

In this podcast episode (link above), I talk with Dr Vivian Rath.  Vivian is a teaching fellow in Trinity College Dublin and recently completed his PhD on the “social engagement experiences of disabled students in higher education in Ireland”.

Click HERE for Accessible Transcript

We talk about his personal journey accessing higher education as a disabled person himself.  The barriers that he faced, and how his own social experiences in higher education influenced his desire to research this important issue for disabled students.  He explains how the use of the Transformative Paradigm and the Bioecological Model put his participants at the centre of his research and at the same time working alongside them for transformational change by using a social justice approach and human rights.

Vivian explains how the presence of disabled students in higher education is a relatively new phenomenon and their presence is surprisingly low… but dramatically increasing.  We discuss the lack of agency and a sense of disempowerment when disabled students feel unseen and unheard.  It is critical to listen to the voices of ALL students and to be aware of the barriers that many different students face. He shares the endearing voices of his participants, their sense of belonging, their desire to be seen and heard, and the impact a lack of awareness by higher education institutions has on them. While he does see changes being made, it is largely sporadic across university settings and much more needs to be done.

University leaders and stakeholders need to realize that social engagement is important for ALL students.  If disabled students can’t access a coffee with a fellow student because the campus canteen’s lift isn’t working, and their request to have it repaired goes unheard, they are left feeling like their needs don’t matter. Disabled students just want to be able to access facilities, events, or opportunities to volunteer and engage.  They want to have meaningful connections and relationships with others as part of their social engagement experience, and to be heard and valued, just like every other student on campus.  

Come, listen and learn!







Something for a Monday: Exploring the beauty and authenticity of informal professional learning conversations, finding community and belonging through #TeachMeet networks

image credit: Photo by Jacqueline Munguía on Unsplash

In this podcast episode (link above) I talk with Mags Amond, a retired post-primary school teacher and PhD candidate, about her research on a form of informal continuous professional development among teachers all over the world.  It is called TEACHMEET where teaching professionals come together to encourage, edify and ‘teach’ each other through their own lived experiences.  #TeachMeet is a phenomenon that is completely organized and facilitated on a voluntary basis.

Click HERE for Accessible Transcript

Mags reflects on the influence of her parents and their lifelong commitment to volunteering and supporting her educational pursuits.  Mags talks about life in ‘the slow lane’ as a part-time PhD, her relationships with fellow research colleagues, the back channels of communication on the journey, and the unexpected twists along the way that have significantly impacted her understanding of research as a scaffolded process.

Mags explains that a newfound awareness of herself as a ‘pracademic’ has transformed her way of thinking about research and practice. Mags likens the beginning of TeachMeets to that of a love child of the unconference world and the growing social media presence in 2006. We talk about how pivoting online due to Covid_19, has had a positive effect on #TeachMeets because educators are hungry for connection, community, belonging and ownership of professional conversations and learning outside of the school environment.

Mags shares her philosophy on the importance of attending #TeachMeets to find ‘something for a Monday’ that you can use for personal or professional enrichment or your classroom teaching practice. She provides a mental visual of ‘desire lines’ that are worn into the ground through a desire to take oneself from where they are to where they want to be – as part of the #TeachMeet process that just becomes a natural path for informal authentic professional learning.

Come, listen and learn!


Twitter:  #TeachMeet @magsamond


Never Give Up! How volunteering fuels a passion for lifelong learning and relentless determination to overcome educational barriers and achieve the dream of becoming a school teacher

image credit: Photo by Brett Jordan on Unsplash

In this podcast episode (link above), I chat with Hayley Myerscough, who is currently studying to be a primary school teacher. 

Click HERE for Accessible Transcript

We talk about her volunteer and learning experiences growing up and what fueled her passion to become a teacher.  How her experiences volunteering in Girl Guides really solidified her determination to become a teacher.  She says ‘volunteering allows you to see a different side of yourself that you don’t normally see and the difference you make for others’ that is motivated by voluntary rewards and not paid rewards.  Hayley explains how volunteer work can help you find out what you are passionate about and what you want to do as a career. Girl Guides helped her to see what it is like to lead and to inspire and to help. 

We talk about how relying on the Leaving Cert is really a form of tracking that can be detrimental for young people when you don’t get the ‘points’ to go into a career path that you really want.  We talk about how getting into the professional master’s in education programme wasn’t easy for Hayley because of the Irish requirement for primary school teachers.  Hayley inspires and encourages others to practice relentless perseverance and determination to pursue your dreams no matter what. 

We talk about starting the initial teacher education programme right at the beginning of the Covid pandemic and the weirdness of going through a master’s level teaching programme without being able to meet and see your cohort.  We chat about Hayley being an up and coming educational ‘influencer’ on Instagram as @TheTeacherStudent, and balancing her own learning experiences with teaching and encouraging others. She explains why she believes that being raw and real and giving first-hand insight on the barriers that she faced on her journey to becoming a teacher is both helpful and therapeutic.  She tries to make sure that her content isn’t too wordy or complicated, but is delivered in a way that is meaningful to her followers and to provide a sense of community and belonging in a digital/online world.  

Hayley is an absolute joy.  Come, listen and learn.

Instagram @TheTeacherStudent


Let’s Talk About Teenagers and Sex: Finding a way to promote a socially literate approach to consent, sex, pregnancy loss, abortion and reproductive education in adolescence and beyond.

Image credit: Photo by Gaelle Marcel on Unsplash


The content of this discussion is sensitive and may have a trigger effect for you.  Topics discussed:

  • pregnancy loss
  • miscarriage
  • abortion
  • grief
  • rape
  • post-traumatic stress
  • forced medical and community interventions
  • historical societal interactions around sex education and baby loss

Please take a moment to consider opting out if you think this topic may negatively affect you.

Click HERE for Accessible Transcript

In this podcast episode (link above), Caroline Lloyd, a PhD candidate in her final year at Trinity College Dublin, joins me to discuss her research on adolescent development and the impact that baby loss has on young women across their lifespan.  Her previous employment background was in corporate business environments, counseling,and she has significant experience as a volunteer, particularly with cancer and bereavement charities.  As a bereavement counselor and facilitator of bereavement support groups, Caroline saw a real dirth of information on baby losses, miscarriage, stillbirth and neonatal losses and the level of affect it has on women across their life span which is what inspired her research.

We talk about how her research evolved from just looking at the emotional response to baby loss and grief, to the socio-historical and cultural factors of how others interacted with women after their loss.  Retrospectively, how were they treated by their parents, medical professionals, other students, and teachers. The blaming, shaming and the lack of agency and voice adolescent girls have. Caroline also discusses the effectiveness (or lack thereof) of sex education as formal part of learning in school and the lack of counseling or mental health care available for these young women.  

We discuss post-traumatic growth after experiences such as this, why sensitivity matters in these situations, the way someone is treated, and how words spoken can impact how girls think about themselves throughout their life.  Caroline discusses productive equality, how boys and girls are socialized, and the way that society treats boys and girls differently when it comes to sex and reproductive education.  We discuss the importance of continued research and how crucial it is to get findings like hers out to educate wider society because knowledge is power. 

While great strides have been made in sex education, proper education is important for educators, medical doctors, political figures and governmental bodies on enacting proper sex education that is not shame based or ambiguous.  We question who is teaching sex education and consent, how are they teaching it, and what messages are going out to children? Sex education should not come from friends and porn.  Sex and reproductive education needs to be presented with competence, frankness, honesty, and without shame or sex shaming.

You can find Caroline’s book on Amazon and all booksellers online.

Grief Demystified: An Introduction by Caroline Lloyd

Her book has a whole section at the end signposting to reputable organisations globally.

Caroline’s Website:

Caroline’s Twitter:


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