Sam Mejias is a Research Fellow in the Department of Media and Communications and the LSE Principal Investigator for the Wellcome Trust funded project STEM Inside – Broadening Participation through Transdisciplinary Youth Development Programs Leveraging Technology, Arts, Design, and the Sciences. He runs the London-based research strand “Learning from Creative Software Production” which explores the relationship between youth creative media learning practices and STEM learning. From 2015-2018, Dr. Mejias was a researcher in the department on CATCH-EyoU - Constructing Active Citizenship with European youth: policies, practices, challenges and solutions, a multi-country European Commission Horizon 2020 Young 5a funded project.
Sam’s research focuses on the relationships between media, learning and participation. He specialises in the fields of citizenship, human rights, education, media, political participation, international educational development, youth studies, and media for development. He holds a PhD in Education from the UCL Institute of Education and a Master’s degree in International Educational Development from Columbia University Teachers College. His current research projects explore changing forms of political discourse and participation in media, and the role of critical, equity-based education in navigating educational and political challenges to 21st century life.
Sam’s past experience includes development research for BBC Media Action, USAID, UNICEF and the Economist; academic research for the European Commission and the UCL Institute of Education; curriculum development for Amnesty International; and film and music production on freelance multimedia projects. In addition to a research role he has also taught and supervised undergraduate and postgraduate students at LSE since 2016.
His doctoral research consisted of a two-year ethnographic study of Amnesty International’s Human Rights Friendly Schools project. The research explored the potential limits of human rights education and other forms of global citizenship education in helping schools become more ‘utopian,’ examining the influence of neoliberal policies and pragmatic concerns on school management and teaching practices, and investigating the relationship between rights-based discourses and school-based micropolitical activity.