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Ms Kim Sadique

Job: Associate Professor in Community & Criminal Justice

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Address: Âéw¶¹´«Ã½, 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 Sadique’s main teaching and research interests are:

Religion, Faith & Crime: the role of religion in creation of legal systems, crime prevention and support mechanisms for victims and the excusatory/blame function attributed to religion.

Genocide & State Crime: particularly the socio-cultural contexts in which hatred and discrimination occur and the role of 'tolerance' as museum object in educating people about genocide/state crime.

Kim is also interested in community cohesion and work with multi-faith communities.

Research group affiliations

Institute for Research in Criminology, Community, Education and Social Justice

Chair: Global Peace and Transitional Justice Research Group

Publications and outputs


  • 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 – 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 ‘Never Again’ 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 ‘Lessons from Srebrenica’ 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 – A Pedagogy for Social Change in Genocide Education dc.contributor.author: Sadique, K. dc.description.abstract: Encounters with ‘difficult knowledge’ (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 ‘Never Forget’ to a more action-oriented position (Zembylas, 2014). Further it proposes that learners need to try out the ‘skills’ of taking action to build confidence to stand with others in ‘empowered solidarity’, thereby working towards creating a more just society where ‘Never Again’ is a possibility.

  • dc.title: Walsall: From ‘Report to Support’. 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 ‘Never Forget’ to work towards ‘Never Again’.

  • dc.title: I feel like I can’t 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 ‘action’. 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’ 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 ‘action’ so that visitors can mobilise their deeper understanding and experience long-term personal ‘change’. 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.

  • dc.title: Is Lex Talionis 'Caput' in a modern CJS: The Religio-Cultural Context of Punishment dc.contributor.author: Sadique, K.

  • dc.title: Experiential Learning as Transformative: Teaching about Genocide and Crimes of the State dc.contributor.author: Sadique, K.; Tangen, James dc.description.abstract: The ‘applied nature’ of criminology, criminal justice and law courses lends itself to the use of experiential learning within programme delivery (George et al, 2015; Higgins et al, 2012). What is clear from the limited literature is that the use of experiential learning within criminal justice education has been focused on knowledge, skills, roles and identity of ‘the practitioner’. There is very little discussion of the value of experiential learning as transformative of the individual in terms of being able to critically reflect on the experience as a means to understand self and non-conformity to perceived hegemony (such as in the resistance to Nazis during the Second World War). Drawing on Bakhtin’s (1968) ‘Carnival’ and Mezirow’s (1991) Transformative Learning Theory this paper asks the question ‘Can experiential learning be truly transformative?’ It presents findings from narrative interviews with 20 undergraduate students studying Criminology, Psychology, Policing or Criminal Investigation who participated in a field trip to Auschwitz-Birkenau Camps. Interviews were undertaken pre and post field trip to examine students’ expectations of and reflections on the ‘experience’.

  • dc.title: The Importance of Narrative in Responding to Hate Incidents Following ‘Trigger’ Events dc.contributor.author: Sadique, K.; Tangen, James; Perowne, A. dc.description: A national thematic report, prepared on the behalf of Tell MAMA, examining the patterns of online and offline anti-Muslim hate incidents following 'trigger' events.

  • dc.title: International Attitudes to Teaching Religion and Faith and the Policing of Minority Communities dc.contributor.author: Stanislas, Perry; Sadique, K.

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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 and State Crime
  • Diversity & discrimination (inc. radicalisation/extremism, hate crime)
  • Religion, Spirituality and Crime

Areas of teaching

  • Genocide & State Crime
  • Religion, Faith & Crime
  • Hate Crime
  • Research/Dissertation supervision

Qualifications

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

Âéw¶¹´«Ã½ 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 East Midlands Regional Board, Remembering Srebrenica

Leicestershire Police Hate Crime Scrutiny Panel

Membership of professional associations and societies

  • British Society of Criminology
  • Society for the Scientific Study of Religion

Projects

Impact Study for Remembering Srebrenica Aug 2019 - Dec 2019 

Conference attendance

Sadique, K., Tangen, J. & Perowne, A (2018) ‘The Importance of Narrative in Responding to Hate Incidents Following ‘Trigger’ Events: Launch of the National Report for TellMAMA’ invited talk for TellMAMA UK, Âéw¶¹´«Ã½, 07 December 2018

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

Sadique, K. (2018) Religiously-Motivated Hate Crime: The Churches Response. Church of England Presence and Engagement, Diocesan Inter-Faith Relations Advisers Conference, 16 May 2018, Hayes Conference Centre, Swanwick

Sadique, K. (2018) Mental Health & Spiritual Interventions (Keynote Address) Leicester Women’s Forum ‘Mental Health in the Muslim Community’, 24 February 2018, St Philip’s Centre, Leicester.

Sadique, K. (2018) Religio-Cultural Alternatives to ‘Treatment’ for MH conditions Royal College of Psychiatrists Transcultural SIG Annual Conference, 19 Feb 2018, Royal College of Psychiatry, London

Sadique, K. (2017) Chairs Welcome Address, Inside Government Conference ‘Effectively Reporting, Tackling and Preventing Hate Crime’ 13th December 2017, DeVere West One, London

Chakraborti, N. and Sadique, K. (2017) Moving Beyond the Echo Chamber: Hate Crime in Focus, BSC Midlands Seminar Series, 15 November 2017, Âéw¶¹´«Ã½

Recent 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

Current research students

Tina Billington-Hughes (p/t 2019-2025) (Second Supervisor)

Kim is interested in supervising doctoral students working in the following areas:

  • Genocide and State Crime
  • Hate Crime
  • Religion/Crime nexus

Internally funded research project information

#Âéw¶¹´«Ã½Global, Âéw¶¹´«Ã½: Kim Sadique (Principal Investigator) & Dr James Tangen (Co-Investigator). Funding for two research and educational trips to Krakow, Poland, including visits to Auschwitz-Birkenau Memorial and Museum and  interviews with educators and guides. These trips were key periods of fieldwork for research exploring the role of emotions in trasformational approaches to teaching about genocide and crimes of the state.

Professional esteem indicators

Research Fellow in South Asian Studies, European Foundation for South Asian Studies, EFSAS, Mar 2017 – present

Executive Member Royal College of Psychiatry, Transcultural Special Interest Group (Specialist Associate Member RCPsych) Jan 2017 – July 2019

Reviews Editor, British Journal of Forensic Practice 2008-2013

Reviewer, Body & Society Journal 2011-present.

Associate Editor, British Journal of Forensic Practice 2007-2008.

Review Editor, Community Safety Journal 2005-2006.