IOE - Faculty of Education and Society


Mobilising difficult knowledge in higher education and the implications for student futures

07 March 2024, 12:30 pm–1:30 pm

Photos of male and female faces, skulls, and anthropometric tables. Credit: UCL Imagestore, Galton Collection: GALT 400 8 lantern slides.

Join this event to hear Helen Knowler share findings from UCL’s Eugenics Legacy Education project (ELEP), taking seriously affective and relational theories of education and thinking through concepts such as accountability, implication, and reparative education.

This event is free.

Event Information

Open to







Dr Kata Kyrola


Small Seminar Room
UCL Knowledge Lab
23-29 Emerald Street

In this seminar, Helen will discuss what the mobilisation of difficult knowledge means in understanding the history and legacy of eugenics at UCL – and how it can be taught in the context of a relevant curriculum. 

She will explore how educators can consider how students are likely to experience strong emotions when they are made aware of this history, and how this learning can be mediated as part of an education strategy. Helen will suggest ways to support staff to work with the complexities of introducing difficult knowledge.

This event will be particularly useful for all those interested the relationship between reparative approaches to education, social justice, and higher education.

Please note this is a hybrid event and can be joined either in-person or online.

Related links

About the Speaker

Helen Knowler

Associate Professor at UCL Arena Centre for Research-based Education

She leads the Eugenics Legacy Education Project (ELEP) which focuses on developing the educational outcomes of UCL’s Eugenics Inquiry Report. Helen collaborates with colleagues across UCL to explore the ways that UCL’s eugenics history and resources can be incorporated into different disciplinary contexts to support critical engagement with epistemic injustice, reparative pedagogies, and socially just education futures.

Her teaching expertise and research interests are closely aligned and broadly relate to inclusive education. She is interested in the role of educators in developing inclusive education in their own contexts and the ways that professional support and professional learning act as levers for this development.

More about Helen Knowler