Who gets to be at the Centre? Social Impact, voice and change in Higher Education

In this episode, Professor Jacqueline Stevenson speaks with Dr Omolabake Fakunle from the University of Edinburgh about social impact, power and participation in higher education. Together they explore the concept of Centrality, a framework that challenges assumptions about whose knowledge, experiences and voices are valued in universities and partnerships. The conversation considers how institutions can move beyond statements and intentions towards more inclusive and equitable approaches to social impact, while reflecting on the barriers and possibilities for meaningful change. This discussion accompanies York St John University's ongoing assessment of social impact being led by Jacqueline Stevenson. Visit this recent blog to learn more.

How can a local high street actually become the engine behind a circular economy? Today, we’re in Malton, North Yorkshire, talking upcycling hubs, pop-up shops, and community wealth building. Joined by experts in change management, place-branding, and social justice, we ask: what does community-led climate action really look like on the ground, and can small town centre help transform our future?The 'WOW Wheelgate' initiative in Malton is funded by the York and North Yorkshire Mayoral Vibrant and Sustainable High Streets Fund.Visit the Circular Malton and Norton website to read an independent report by York St John University. Including a community 'How Might You' guide.The project featured in official HM Government guidance as a pioneering national blueprint for embedding circular behaviour into community life.

In honour of Disability Pride Month, Josh Mackenzie, this year’s intern at the Institute for Social Justice, breaks down neurodiverse inclusion in education and the workplace: how far we’ve come, and how much further we must go. Josh is joined by Michael Brown, a social entrepreneur championing neurodiverse groups, later-life work inequalities, and ‘dignity-first’ employment. Together, they explore whether the alleged progress made in hiring and workplace inclusion is meaningful, or merely performative.Michael, drawing on his own lived experience, reflects on his return to education and how far neurodiverse inclusion has come, and what a genuinely inclusive campus would look like in practice.Photo by Maxim Berg on Unsplash

This podcast features a conversation recorded at York St John University’s The Only Way is Ethics Conference in 2025. Dr Owen Powell speaks with Dr Charlotte Haines Lyon and Professor Helen Julia Minors about navigating ethical challenges in participatory research. What are the ethical knots we encounter? How can we address concerns raised by Ethics Committees? And how might committees and universities enhance their understanding and practice around participatory methods? Drawing on examples from their projects, the speakers explore issues such as external supervision and the need for partners and funders to recognise the time required for ethical processes.

In this episode research fellow Jo Gibson talks to Emmanuel ‘Manny Loveankh’ Ebokosia, Regina Binzari and Joshua Eyakware from True Cadence, a music social enterprise in the London Borough of Barking and Dagenham. They talk about meeting through an ISJ community research grant and continuing to work together through a new music network called Beats and Boroughs. Their discussion highlights the impact of the project on personal and professional growth, challenges faced by young artists and the importance of community and collaboration in the music industry.

In this episode Dr Amy Skinner, Ruth Lambley and Bryony Boyle discuss a collaboration between Up for Yorkshire, an infrastructure organisation based in Selby, and the Converge Evaluation and Research Team - a group of researchers at York St John University with lived experience of mental health challenges.  The project addressed the question: How do we better listen to, capture and represent the voices of people with lived experience in order to have a meaningful impact on policy and the design of community services. How can we support those with lived experience to participate purposefully? This podcast explores how the project came to be; how developing strong relationships was a key success; how the project evolved from our initial plan; and plans and ambitions for phase 2 having successfully gained follow-on funding. 

In this episode, Jess Dancer, this year’s intern at the Institute for Social Justice, discusses the challenges faced by young carers, particularly those transitioning into higher education. Jess explores how caring responsibilities can impact this journey and why it's important to talk openly about these experiences, which are too often overlooked. Alongside Jess is Ellie Rowley from UCAS, who offers insight into the support UCAS provides to young carers. Together, they highlight the practical resources available and the importance of making support easier to access, especially when young carers are already balancing significant responsibilities. This episode aims to raise awareness, share guidance, and remind young carers that they’re not alone. Support is out there, and talking about it is an essential first step. Advice for carers applying to University is available on the UCAS website. You can also read the ‘What is the experience of young adult carers in education?’ Report.  Look out for an accompanying blog post by Jess on the ISJ Blog which reflects on the conversation and experiences of carers. 

This episode is about I’m Me which uses creative methods to explore artists with learning disabilities and autism’s understanding of identity, representation and voice. In this podcast Alison from Mind the Gap talks to Amy and Victoria from Hijinx about co facilitation and representation. 

This episode is about I’m Me which uses creative methods to explore artists with learning disabilities and autism’s understanding of identity, representation and voice. In this podcast Daniel from Mind the Gap talks to Liz and Jack from Under the Stars about using music to explore identity, representation and voice.  

This episode is about I’m Me, which uses creative methods to explore artists with learning disabilities and autism’s understanding of identity, representation and voice. In this podcast Alison from Mind the Gap talks to Mel and Luke from Open Theatre about using non-verbal theatre to explore identity, representation and voic