Autobiographical accounts of students working on the Innocence Project London (IPL): students telling their story about how working on the IPL affected their lives

Authors

DOI:

https://doi.org/10.21100/compass.v14i3.1218

Keywords:

Autobiography, higher education, innocence organisation, human experience

Abstract

This reflection on a presentation at the Greenwich Learning and Teaching Conference (SHIFT) 2021 shows how powerful a sense of belonging can be, not only for students, but also for academics. By sharing their autobiographical reflections’ project, the student and staff presenters so powerfully connected with their audience that everyone was struck by the importance of collaborations that give students a voice. The occasion both produced some unanticipated outcomes and enabled everyone to relate personal experience to that of others.’

Author Biographies

Louise Hewitt, University of Greenwich

Dr Louise Hewitt joined the School of Law in 2011. She previously studied at the University of Greenwich as an undergraduate before Co-Founding (with Director Kristian Humble) the Innocence Project London, a pro-bono clinic dedicated to investigating wrongful convictions. The Innocence Project London was the first UK member of the international Innocence Network based in New York. Louise is passionate about clinical legal education and creating awarenes about wrongful convictions. Louise is a Senior Fellow of the Higher Education Academy

Louise Owusu-Kwarteng, University of Greenwich

Dr Louise Owusu-Kwarteng is an Associate Professor in Sociology, Programme Leader in the same area, and FLAS Director of Undergraduate Research.Her research interests focus on race and educational experience, but with specific emphasis on West African groups; Sociological Autobiography and Ethnicity and identity. Prior to working at the University of Greenwich, Louise taught English as a second language and managed ESL teachers in Madrid. Before that she was seconded to the Community Cohesion Unit where she contributed to political leadership policy. Louise also worked at Oxford City Council as a community development officer.

References

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Hunter, B. (2015) White-collar offenders and desistance from crime. London: Routledge. ISBN: 978-1-138-79409-2.

Lejeune, P. (1982) ‘The autobiographical contract.’ In: Todorov, T. (ed.), French Literary Theory Today. Cambridge, UK: Cambridge University Press.

McAdams, D.P. (1997) The Stories We Live By. New York: Guildford Press. ISBN: 1-57230-188-0.

McMillan, D.W. and Chavis, D.M. (1986) ‘Sense of community: A definition and theory.’ Journal of Community Psychology, 14, 6-23. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/1520-6629(198601)14:1%3C6::AID-JCOP2290140103%3E3.0.CO;2-I (Accessed: February 2021).

Owusu-Kwarteng, L. (2019) ‘Livin’ and Learnin’ Tellin’ Stories, Challengin’ Narratives: Critical reflections on engaging students from marginalised groups in academic research activities.’ Compass: Journal of Learning and Teaching, 12(1). Available at: https://gala.gre.ac.uk/id/eprint/23904/ (Accessed: February 2021).

Walton, G.M. and Cohen, G.L. (2007) ‘A question of belonging: race, social fit, and achievement.’ Journal of Personality and Social Psychology, 92(1), 82-96. Available at: https://psycnet.apa.org/record/2006-23056-007 (Accessed: February 2021).

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Published

08/18/2021

Issue

Vol. 14 No. 3 (2021)

Section

Conference Reflection Pieces

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