Interview with Jeroen Knevel

By Arzu Maharramova, 19 October 2023

Jeroen Knevel is one of the most creative teachers you can have during your academic life. He mainly works at the University of Applied Sciences Utrecht but also has a part-time cooperation with the Faculty of Social Studies at Masaryk University where you can meet him during autumn at the course Human Rights, Social Inclusion and Disability. Let's explore the experiences that have shaped him into the person he is today. And don't forget to read and follow his advice to students as well!

1. What sparked your interest in conducting research in the areas of human rights, social inclusion, and intellectual disability?

When I finished my bachelor’s degree, I wanted to do my master's in Australia. But there was a 6 months gap so, I just decided to do volunteer work in the US on a summer camp. There I've met so many people with a variety of disabilities, learned how to deal with them in a humane way, and knowing them inspired me because it was completely different from my world. I never forget this experience. As a social worker, I also realized that I wanted to support my clients to go outside, to explore the public facilities the city offers, that the so-called “non-disabled” people also use. Most of the time, we are trying to protect people with disabilities from the dangerous aspects of society. But I changed that idea. No, we don't need to protect them from every risk in life or alleged danger! We have to invite them enjoy life too, instead of keeping them away from it.

2. Are there any specific research projects that have left a lasting impression on you, and if so, why?

I have worked together with several universities, service providers (for persons with disabilities, (local) governments, practitioners and students around Europe . It was a very interesting project called “Inclusive Campus Life”. We were trying to make a university campus more inclusive, also for people with intellectual disabilities. Usually, university campuses are like fortresses, designed only for highly intellectual individuals, creating a different world from the rest of society. We said, “this should change”. University campuses should open up to society as well. Why can't we learn from people with experiential knowledge? It's good to have academic knowledge, but there are other types of knowledge, and that's what we tried to stimulate in this Inclusive Campus Life project.

We inspired each other and discussed how we could improve things for people with intellectual disabilities. It was inspiring because we really changed things in our education and research programs. Now, in our education at the school of social work in the Netherlands, we have many lectures, workshops, and training sessions offered not just by teachers with academic degrees but also by people with disabilities and their families. We even have an office at our department where six adults with mild intellectual disability and acquired brain injury are trained to become life experts. They collaborate with students, lecturers and researchers at our department. They share their experiences, not just from books. It’s a constructive and integral part of our approach. I'll keep using this as an example because I am very proud of it.

3. What's the most memorable feedback or comment you've received from a student?

I use all kinds of methods to collect feedback. Sometimes, I ask students at the end of a lecture or course to simply write down on a blanc paper, in their own words, what they liked or didn't like about the course. Then I ask them to turn it into a paper ball and throw it to me. I collect these responses, take them home and then read them. The feedback virtually always boils down to that they find the lectures active, interactive, innovative, creative, sometimes a little strange, clear, often funny (I usually add a bit of entertainment), well-paced. Never really boring.
Students who have already graduated sometimes come back to the university for a reunion, 3 to 6, or even 10 years later with their children because they want to introduce their son or daughter to our school, and they tell me, "You know, I still remember what you taught me. What you did with the wigs, the machette, the paper ball, the bottles alcoholic beverages, the teddy bears etcetera."

4. Can you share a story of a time when you learned something valuable from your students?

In the Netherlands, the student population is very different from what I've experienced here. Many of my students come from various backgrounds. I can talk about discrimination, but I have never personally experienced it as closely as many of my students have. I didn't realize this until my students began sharing their everyday experiences, which include micro aggressions. And this has helped me better understand their perspectives.

A few years ago, during a lecture, I used a sensitive word, the "N-word," knowing it's a very delicate topic. I was explaining some theories about political and cultural discourses, how words can perpetuate suppression, and the historical background of slavery.

However, I used this word without fully realizing its sensitivity. Within seconds, a female student raised her hand and asked me not to use it. I was focused on the lecture's content and, without thinking, I said okay but used it again a few minutes later. She raised her hand again and told me not to use this word, but this time she wanted me to give excuses. And I refused it because I was explaining the lecture. From that moment on, we were no longer listening to each other, we were both in the fight mode.
I felt somewhat intimidated. I took some time to recognize and feel the delicacy of the word based on the Dutch slavery history. After some dialogues with colleagues and students, which prompted reflection, I apologized. I learned the significance and sensitivity of certain words through this experience. If I had only discussed this topic with white students, it would not happen. That's why I believe it's also essential to have a diversity of students so they can teach me and I can inspire them.

5. Can you share a personal example of how you've advocated for social justice or human rights outside of your academic work?

There was a neighborhood that designed a new park for public space. However, I discovered that it was very inaccessible for people who are not mobile or very old. They couldn't enter this area, which I found unacceptable. So I took pictures of the public park to show the inaccessibility, made a collage and added references to the United Nations Convention on the Rights of Persons with Disabilities and sent it to our local government, because I felt that this situation was a human rights violation. The response was positive, with them acknowledging the value of my comment and the critiques from other people. They explained that the area was not yet finished, and it would become accessible in a few years when stages 2 and 3 of the development were completed. I believe that by working together, we can make a positive difference in such projects like this.

6. Do you have any message for our students?

I have several messages. I just want to say, "Just do it." Research, and I would say, applied research instead of mere theoretical research, is a helpful strategy to instigate and accomplish changes in the field, but not only with research. I would say, put your ideas into practice, built a network for that purpose, keep it simple, don’t sit and wait, turn the complaining-mode off and switch on the action-mode. Take action if you want to change things. Most things can only be fully realized through action. Enjoy your studies and life, and keep the balance between enjoying life and studying. Always be open to new experiences and leave your comfort zone. Dare to make errors. Dare to make mistakes. There is not one individual in the world that has never made mistakes, everyone does. And don't worry about it. You will recover. Make making mistakes fun 😊. I've found that leaving my comfort zone several times allowed me to change my teaching and connect with my students. It also introduced me to many new people. Don't hesitate! Don't be afraid!