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Three practitioners -- a film-maker, a photographer and a film curator, all working in higher education, teaching film production, photography and film studies -- discuss their reflections on co-convening a decolonising pedagogy workshop-conference hosted in May 2019 at HDK-Valand, University of Gothenburg, Sweden. They draw from their unique geographical positions -- South Africa, Sweden and the UK respectively -- to reflect on the nuances and differences of how race and subjectivity shape classroom interactions with the curriculum, and the institutional challenges in developing transformational pedagogy practices. The conversation uses as its impetus this shared experience of co-convening and facilitating the 'Decolonising pedagogy: Exploring processes in image-making' workshop-conference, and leads to discussion of broader issues of historical conditions and the geopolitical contexts that have determined the subsequent impact and outcomes in their different universities.

Purpose: The purpose of this paper is to explore the role of claims of cultural appropriation in negotiating who has the right to utilise specific racial, cultural or communities' ways of knowing in research co-production. Cultural appropriation is a claim made against those making illegitimate use of traditions, knowledge and practises that originate from specific racial and/or cultural group. Appropriation helps us interrogate the ways in which rewards and benefits in academia are distributed and shared, denied or hoarded, and by whom. Design/methodology/approach: The paper is a dialogue between two researchers in the in-betweens of research co-production, specifically in the negotiation of claiming the right to lead or engage in Afrofuturist work with communities. Findings: The claim of cultural appropriation is useful in naming, drawing boundaries and creating spaces for negotiation around access and ownership of academic work but must also develop as part of a broader transformative agenda towards racial equality in academia. Research limitations/implications: In addition to ethical considerations about power imbalances and extractive practises, research co-production should also be concerned with acknowledging and crediting knowledge production practises that originate from specific racial and/or cultural groups. Originality/value: This is the first paper to explore issues of cultural appropriation in research co-production, and co-production in relation to Afrofuturism. This extends ethical concerns on research co-production beyond academic power imbalances with, and extracting value from, communities to negotiating the relationships between academics and traditions, knowledge and practises developed by specific racial and/or cultural groups.

In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of these criticisms counsels against implementing the proposals of CoRE. Religious education needs to look elsewhere than to a worldview curriculum to overcome its current travails'. This article responds by arguing that Barnes fails to justify his conclusion because his critique does not meet the standards of a fair and responsible treatment of his chosen focal texts. In particular, it misrepresents and misinterprets the CoRE Report and overlooks the alternative interpretation that I and others offered.

This Forum explores the impact of the COVID-19 pandemic on the Higher Education (HE) sector through the experiences and perspectives in China, Malaysia and the UK, with schools and universities closed and teaching moved online with very short notice. Authors were given an open brief as to the nature of their contribution, reflecting the still evolving 'pandemic pedagogy' phenomenon. Reflecting different national contexts reified in the emergency response to education disruption, the three perspectives in this Forum individually and collectively shed light on the implications of contrasting states of university governance and overall HE development.

Purpose: This article outlines the experience of conducting Interpretative Phenomenological Analysis research into the chronic illness of Inflammatory Bowel Disease, an incurable condition of the gastro-intestinal tract which results in numerous physically and psychologically symptoms that are difficult to live with, by a researcher who shares the same condition. It considers the complex nature of researcher positioning from a nuanced, relational rather than binary insider/outsider position (Berger, 2015; Hayfield and Huxley, 2015). Additionally, the importance of reflexivity when conducting such personal, reciprocal qualitative research is brought to life, illustrating how such reflexivity deepens the relationship to the research, increases understanding of the interpretations and in turn its validity adds to the trustworthiness of both the endeavour and the written account (Etherington, 2007; Oakley, 2016). Design/methodology/approach: Conducting research into a medical condition that the researcher also experiences brings its own particular challenges (Hofmann and Barker, 2017). When the chosen methodology is Interpretative Phenomenological Analysis, with its in-depth, relational nature, those challenges intensify (Smith, 2009). Findings: Using researcher journal extracts, the lived experience of researching whilst experiencing a chronic illness is explored. This includes the psychological impact of experiencing deep empathy for others living with IBD, managing the impact of increased disease knowledge, researching through fatigue and experiencing the claustrophobia of living with and researching one's own condition. Originality/value: Finally, tactics for surviving such research are provided in a bid to enable researchers and supervisors embarking on similar projects, to successfully manage the research rollercoaster ride even when it's in the middle of a Hurricane.

Stacy Boldrick is a Lecturer in Art Museum and Gallery Studies at the University of Leicester, where she conducts research in iconoclasm and its significance for social groups and institutions. She is the author of "Iconoclasm and the Museum" (Routledge, 2020). In 2013, she collaborated with Tabitha Barber to curate Art Under Attack: Histories of British Iconoclasm, an exhibition at Tate Britain. The present interview took place in the aftermath of George Floyd's murder and against the background of the ensuing worldwide anti-racism movement and protests when many debates on what should happen to monuments linked to the Confederacy, slavery and colonialism were put in the spotlight. The interview explores the historical and social consequences of iconoclasm, with a particular focus on the role of monuments within the current anti-racism movement. Lily Jean is studying Politics and International Studies at the University of Warwick.

In 2018-19, Dr. Guirong Wang, from Beijing University of Chemical Technology, spent a year with the Centre for Industry Education Collaboration (CIEC). CIEC has been involved in world-class outreach work for thirty years. They have combined the design of effective practical programmes with research and evaluation of impact. This article explores the innovative work of CIEC from Dr. Wang's viewpoint. She hopes to establish more collaborations on science outreach in the future, which will benefit a lot more children, especially in China.