Other Activities
As one of the world’s leading experts on contemporary Thailand, McCargo is regularly appears as a media commentator, pundit and writer of op-ed pieces. He appears regularly in the broadcast media, especially on BBC radio and television, and his op-ed and commentary pieces have appeared in Time magazine, as well as in the Guardian Weekly, The Daily Telegraph, The Economist, The Guardian, The Independent, and a dozen other newspapers around the world. He has given lengthy interviews to The Chronicle of Higher Education and the New Mandala website. Seventeen of his students have successfully earned PhDs under his supervision at Leeds.
McCargo is cited by his undergraduate alma mater, Royal Holloway, as one of their notable alumni in the field of education.
In 2010 he was awarded an honorary doctorate in Tai Studies by Mahasarakham University in Thailand. McCargo is only the fourth recipient of this degree; the three distinguished previous awardees were historian Charnvit Kasetsiri, anthropologist Charles Keyes, and archaeologist Srisak Vallibhotama.
McCargo has served twice as the Head of the School of Politics and International Studies, University of Leeds. He was appointed an Academician of the Academy of Social Sciences in 2011, nominated by the Political Studies Association. Since October 2011, he has held a Leverhulme Trust Major Research Fellowship to examine issues relating to justice and politics in Thailand.
On 12 April, McCargo made his stage debut at the Lincoln Center for the Performing Arts in New York City. He co-starred in Titanic Tales: Stories of Courage and Cowardice, a specially commissioned production commemorating the centenary of the sinking of the RMS Titanic. He co-wrote Titanic Tales with cellist Stephanie Winters.
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Famous quotes containing the word activities:
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
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