Using Podcast Pedagogies to Disrupt and Reimagine the Course Syllabi and Community Work
Abstract
This article examines audio and video podcasting as a transformative pedagogical tool for social justice education, knowledge mobilization, and community engagement with a focus on the Canadian context. Using a duo-ethnographic approach, the authors reflect on their experiences as racialized professors, podcast producers, and scholar-activists to explore how podcasting disrupts traditional teaching, amplifies counternarratives, and bridges academic and community knowledge. Grounded in intersectional and activist pedagogies, the analysis identifies three key themes: podcasting as resistance to epistemic erasure, as a practice for community-building and solidarity, and as a space for modelling vulnerability as a form of strength and facilitating critical conversations for advocacy and healing purposes. The article also addresses tensions surrounding power, ethics, and academic legitimacy. It concludes by calling for greater institutional recognition for pedagogical value of podcasting, ethical frameworks to guide its use, and continued research on its transformative impact.
Metrics
Published
2026-06-23
Keywords
podcasting, social justice education, counternarratives, oral culture, knowledge mobilization
Issue
Section
Articles
DOI
License
Copyright (c) 2026 Manu Sharma, Ardavan Eizadrad
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International CC BY-NC-ND 4.0 license.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
