Podcast appearances and mentions of alice garner

 "Listening to the traces of a Saturday night in a Roman piazza made me think about the ways that recorded sound can transport us powerfully into the past and make us feel we have been physically present in a place we have never visited.  "I was drawn to specific sounds - voices and glassy clinks - that had a tuneful quality and played with echoing or responding to them on my cello.  "My narration seeks to draw the listener's attention to their own act of listening, to certain intriguing motifs and moments, as well as to the idea that we are inhabiting both present and past.  "The original field recording, only very lightly edited, provides a sound bed for the entire piece." Piazza San Calisto, Rome reimagined by Alice Garner.

In this heartfelt episode, join us as we sit down with Alice Garner, a mother who shares her deeply personal experience with pregnancy loss - Trigger Warning Alice shares the loss of her second child at five weeks. She chose to stay at home supported by her loving husband. We delve into the often-overlooked topic of at-home pregnancy loss and the gap in education surrounding pregnancy loss care and postpartum support. Alice, an advocate for sharing women's stories, hopes to offer support and solidarity to other families facing similar experiences Pregnancy Loss and Postpartum Healing Online Exploration - RSVP or catch the recordings Lives: 18th Feb & 13th March 2024 www.Danielle-Catherine.com/events Moved by Alice's story, we were inspired to create a two-part offering aimed at supporting mothers experiencing pregnancy loss and postpartum difficulties. Part one focuses on providing language around pregnancy loss and child death, as well as psychological support during active pregnancy loss. In part two, we explore psychological support postpartum, emphasizing warmth, community, nutrition, and body care. Whether you're personally affected by these issues or seeking to better understand and support loved ones, this offers profound insights and compassion. Connect with Alice (Guest Speaker) https://www.instagram.com/alicelauragarner Connect with Danielle ⁠⁠⁠⁠www.instagram.com/depthsofmotherhood⁠⁠⁠⁠ ⁠⁠⁠⁠⁠www.instagram.com/daniellecatherinebaker⁠⁠⁠⁠⁠⁠⁠⁠ www.instagram.com/omenscircleonline⁠⁠⁠⁠ Membership with live circles: ⁠⁠⁠⁠www.Danielle-Catherine.com/womens-circle⁠⁠⁠⁠ 'Reclaiming Circle' Book: ⁠⁠⁠⁠⁠www.danielle-catherine.com/shop⁠⁠⁠⁠⁠ ⁠⁠⁠⁠www.Danielle-Catherine.com⁠⁠⁠ Sponsor: ⁠⁠⁠www.EvolvingHumans.com⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/depths-of-motherhood/message

Hold on to your hats as we unearth the audacious story of Fanny Finch, an English emigrant who journeyed to Australia in the 1830s. Finch, a woman of colour, dodged open mine shafts and drunken men to succeed as a businesswoman and a trailblazer for women's rights in her efforts to survive as a single mother.  We also bring to light how her life inspired an award-winning stage play, which clinched the Victorian Community History Award for innovative historical interpretation in 2021.Our special guests, historian Kasey Sinclair from La Trobe University and Fanny Finch's descendants, Bill and Alice Garner, offer their unique perspectives in tracing the life of this tenacious woman. Note: In this episode the host describes Finding Fanny Finch as a 2022 Victorian Community History Award-winning project. Finding Fanny Finch actually won in 2021 and performed at the 2022 award ceremony. See photos of their 2022 performance here. This podcast is produced by Public Record Office Victoria the archive of the state government of Victoria. To view the podcast homepage and all episodes, and to view records related to this episode go to https://prov.vic.gov.au/look-history-eye-podcast

Acknowledgement of Country//Headlines//From the Archives: The Launch of the Brunswick Library Walking Tours in 2018. Reminding us of how things change and stay the same. We hear from two historians involved in developing the walks - Iain McIntyre and Melinda Barry. Featuring moments of working class history during the Depression. Covering the free speech fights which saw artist Noel Counihan locking himself in a cage to deliver a speech despite riot police trying to stop him, and the unemployed workers movements fight to lock out landlords who were evicting families in the area of Brunswick at the time. You can hear more about Iain MacIntyre History Walks at commonslibrary.org/ HEREWorker organised conferences and information exchange have a crucial element in supporting the rights of all workers. The Working Women's Conference took place in 2022. In this next piece we hear from a session called Changing Work Places with Hesan Jeong who works for the Migrant Workers Centre at Victoria Trades Hall. She outlines the experiences of migrant women in the workforce. Thanks to Annie McLouglin for the audio.The real History of May Day with Joe Toscano and the Anarchist May Day Walking Tour taking place at 11am todayInequality on Steroids: Distribution of economic growth with Wednesday breakfast presenter Claudia Craig with Senior Economist at the Australia Institute Matt Grundoff. The fascinating history of TUTA: We hear from Australian workers who participated in a unique training opportunity. The training was provided by TUTA - a trade union skills training organisation that ran courses and workshops across Australia from the 1970s to the 1990s. It's a story of transformation and empowerment, and a reminder of the great value of training and education can bring to individual lives and workplaces. A huge thank you to Alice Garner for producing and sharing this story. To learn more about TUTA and the oral history project that produced these recordings, head to https://tutaboldexperiment.com.au.This audio story draws on research funded by an Australian Research Council Linkage grant with funding partners the ACTU and The Union Education Foundation.Music:The Internationale_ Billy BraggBella Ciao 

When the MSIR opened Beattie was the fourth person to register and would use the room most days. Now, with the help of his ‘medicine', a housing program and trusted medical advisors, he's working towards the life he wants. Vigilance about his health and fear of overdose keep him coming back to the MSIR.Content Advice: descriptions of drug use and overdoseCreditsFeaturing - BeattieHost - ChristinaProducer/ Interviewer/ Editor - Michelle Ransom-HughesHost recording - Shelley CoggerRecorded on Wurundjeri land, produced on Turrbal/ Jagera landAn independent production of Alongside Radio (Australia), made possible by the cooperation of the North Richmond MSIRYou can support the production hereThank you Jen Anderson, Shelley Cogger, Donna, Lisa, Dr Nico Clark, Dylan Ransom-Hughes, Jon Tjhia, Jaye Kranz, Sophie Ransom, Lucy Osborne, Alice Garner and Sean Guillory---==LinksRead the Ryan Review to get more stats and facts about the trial of the North Richmond MSIRLaunch HousingMusicDistant Drums by King Kong Ding Dong (CCbyANC/ FMA)Precious Breath by Jen Anderson (Original)11066 Etoile by Downliners Sekt (CCbyANC/ FMA)Nobody Dies Here Theme by Jen Anderson (original)Thanks to the generosity of all sound artists and musicians who share their work via Creative Commons licenses and help make independent productions viable Hosted on Acast. See acast.com/privacy for more information.

It's Sunday, October 13, 1935, and someone, we don't know who mails a letter from the outskirts of Moscow. It's addressed: “Kremlin. To Comrade Stalin.” It arrives a few days later. There was nothing odd about people writing Stalin. They wrote to him a lot. To plead for help. To give advice. To complain. To denounce. And to threaten. The letters could be incredibly personal. And also incredibly irate. So many letters poured into Soviet officials, one historian called letter writing “a national pastime.” So, when Comrade Sentaretskya, one of the secretaries sorting Stalin's mail, got to this letter, she had no reason to worry . . . . that is until she opened it. Credits: A Gift for Stalin was written, edited, and produced by Sean Guillory. Voiceovers by Maya Haber and Greg Weinstein. Music by Harry Edvino, J. R. Productions, Lugvig Moulin, Stationary Sign, and Semen Slepakov. Art by Nik Arnoldi. Thanks to Arch Getty and Jon Waterlow for participating and Michelle Ransom, Alice Garner, and Rusana Novikova for their ears. For a list of sources consulted for A Gift for Stalin, go to The Eurasian Knot at euraknot.org.

On this episode of Policy Forum Pod, we speak to former teacher Alice Garner and award-winning author and educator Pasi Sahlberg about transforming the teaching profession in Australia.What needs to change so that teaching is a respected, valued profession in Australia - on par with medicine and law? How can policymakers better support teachers to do the critical work of educating children? And how can schools encourage more play and creativity in the classroom? On this episode of Policy Forum Pod, Professor Sharon Bessell and Dr Arnagretta Hunter are joined by researcher and former ‘career change' teacher, Dr Alice Garner, and Finnish education expert based at Southern Cross University, Professor Pasi Sahlberg.Pasi Sahlberg is Finnish educator, teacher, author, and Professor of Education at Southern Cross University.Alice Garner is a historian, writer, performer, and a former French and humanities teacher in the Victorian secondary school system. She has published in social, environmental and educational history and is currently based in the Melbourne Graduate School of Education.Sharon Bessell is Professor of Public Policy and Director of both the Children's Policy Centre and the Poverty and Inequality Research Centre at ANU Crawford School of Public Policy.Arnagretta Hunter is the Human Futures Fellow at ANU College of Health and Medicine, a cardiologist, physician, and a Senior Clinical Lecturer at ANU Medical School. Full show notes are available at policyforum.net. Policy Forum Pod is available on Acast, Apple Podcasts, Spotify, Stitcher, Subscribe on Android or wherever you get your podcasts. We'd love to hear your feedback for this podcast series! Send in your questions, comments, or suggestions for future episodes to podcast@policyforum.net. You can also Tweet us @APPSPolicyForum or join us on the Facebook group. Hosted on Acast. See acast.com/privacy for more information.

Archives are much more than silent repositories of historical material. They are rich sites for teaching and learning, for collaboration and for creative and critical exploration of our past, present and future. In their new book, Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois University Press, 2022), Tarez Samra Graban and Wendy Hayden bring together 37 contributors to explore the many possible uses of archival collections in the teaching of writing and history and in generating scholarly collaboration, pedagogical experimentation and community building within and beyond the university. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives. The book's contributors see archives as sites of activism, as places where students can develop critical skills, test and question established research methodologies while also learning to appreciate the specialist knowledge of archivists. Educators in disciplines including rhetoric and composition, literature, history and archival studies will find many inspiring ideas in this book. While the chapters offer university-based case studies, many of the ideas could also be adapted to the secondary classroom and to non-institutional educational settings. In this episode, Alice Garner interviews Tarez Graban about the genesis of the book, the important lessons and possibilities she and Wendy Hayden sought to draw out from the contributors' research, as well as Dr Graban's recent work in transnational and postcolonial Southern African archival research and repatriation. More on the editors: Tarez Samra Graban, associate professor in the English department at Florida State University, is the author of Women's Irony: Rewriting Feminist Rhetorical Histories and coauthor of GenAdmin: Theorizing WPA Identities in the Twenty-First Century. Wendy Hayden, associate professor at Hunter College, CUNY, is the author of Evolutionary Rhetoric: Sex, Science, and Free Love in Nineteenth-Century Feminism. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Archives are much more than silent repositories of historical material. They are rich sites for teaching and learning, for collaboration and for creative and critical exploration of our past, present and future. In their new book, Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois University Press, 2022), Tarez Samra Graban and Wendy Hayden bring together 37 contributors to explore the many possible uses of archival collections in the teaching of writing and history and in generating scholarly collaboration, pedagogical experimentation and community building within and beyond the university. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives. The book's contributors see archives as sites of activism, as places where students can develop critical skills, test and question established research methodologies while also learning to appreciate the specialist knowledge of archivists. Educators in disciplines including rhetoric and composition, literature, history and archival studies will find many inspiring ideas in this book. While the chapters offer university-based case studies, many of the ideas could also be adapted to the secondary classroom and to non-institutional educational settings. In this episode, Alice Garner interviews Tarez Graban about the genesis of the book, the important lessons and possibilities she and Wendy Hayden sought to draw out from the contributors' research, as well as Dr Graban's recent work in transnational and postcolonial Southern African archival research and repatriation. More on the editors: Tarez Samra Graban, associate professor in the English department at Florida State University, is the author of Women's Irony: Rewriting Feminist Rhetorical Histories and coauthor of GenAdmin: Theorizing WPA Identities in the Twenty-First Century. Wendy Hayden, associate professor at Hunter College, CUNY, is the author of Evolutionary Rhetoric: Sex, Science, and Free Love in Nineteenth-Century Feminism. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Archives are much more than silent repositories of historical material. They are rich sites for teaching and learning, for collaboration and for creative and critical exploration of our past, present and future. In their new book, Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois University Press, 2022), Tarez Samra Graban and Wendy Hayden bring together 37 contributors to explore the many possible uses of archival collections in the teaching of writing and history and in generating scholarly collaboration, pedagogical experimentation and community building within and beyond the university. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives. The book's contributors see archives as sites of activism, as places where students can develop critical skills, test and question established research methodologies while also learning to appreciate the specialist knowledge of archivists. Educators in disciplines including rhetoric and composition, literature, history and archival studies will find many inspiring ideas in this book. While the chapters offer university-based case studies, many of the ideas could also be adapted to the secondary classroom and to non-institutional educational settings. In this episode, Alice Garner interviews Tarez Graban about the genesis of the book, the important lessons and possibilities she and Wendy Hayden sought to draw out from the contributors' research, as well as Dr Graban's recent work in transnational and postcolonial Southern African archival research and repatriation. More on the editors: Tarez Samra Graban, associate professor in the English department at Florida State University, is the author of Women's Irony: Rewriting Feminist Rhetorical Histories and coauthor of GenAdmin: Theorizing WPA Identities in the Twenty-First Century. Wendy Hayden, associate professor at Hunter College, CUNY, is the author of Evolutionary Rhetoric: Sex, Science, and Free Love in Nineteenth-Century Feminism. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices

In Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT, 2022), Sheila L. Macrine (Professor in Cognitive Science, UMass Dartmouth) and Jennifer M. B. Fugate (Associate Professor in Health Psychology, Kansas City University) bring together experts to translate the latest findings on embodied cognition to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors to the book describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT, 2022), Sheila L. Macrine (Professor in Cognitive Science, UMass Dartmouth) and Jennifer M. B. Fugate (Associate Professor in Health Psychology, Kansas City University) bring together experts to translate the latest findings on embodied cognition to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors to the book describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

In Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT, 2022), Sheila L. Macrine (Professor in Cognitive Science, UMass Dartmouth) and Jennifer M. B. Fugate (Associate Professor in Health Psychology, Kansas City University) bring together experts to translate the latest findings on embodied cognition to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors to the book describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating. The ‘Gonski' review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support. The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities. Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia's PISA results are moving in the wrong direction. So, the authors ask: why hasn't Gonski worked, and what should we do now? Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future. UNSW Press webpage for Waiting for Gonski. Tom Greenwell on Twitter: @TBGreenwell. Chris Bonnor articles for The Guardian. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating. The ‘Gonski' review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support. The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities. Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia's PISA results are moving in the wrong direction. So, the authors ask: why hasn't Gonski worked, and what should we do now? Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future. UNSW Press webpage for Waiting for Gonski. Tom Greenwell on Twitter: @TBGreenwell. Chris Bonnor articles for The Guardian. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating. The ‘Gonski' review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support. The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities. Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia's PISA results are moving in the wrong direction. So, the authors ask: why hasn't Gonski worked, and what should we do now? Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future. UNSW Press webpage for Waiting for Gonski. Tom Greenwell on Twitter: @TBGreenwell. Chris Bonnor articles for The Guardian. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating. The ‘Gonski' review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support. The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities. Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia's PISA results are moving in the wrong direction. So, the authors ask: why hasn't Gonski worked, and what should we do now? Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future. UNSW Press webpage for Waiting for Gonski. Tom Greenwell on Twitter: @TBGreenwell. Chris Bonnor articles for The Guardian. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/australian-and-new-zealand-studies

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia.

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school's use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future. Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann's study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform. Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann, Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Jean Hopman's book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether. Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school. Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities. Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021. Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

Fanny Finch was an orphan who ended up in Castlemaine during the Victorian goldrush. She was a single mother of four, and a savvy businesswoman who ran a successful restaurant feeding the hungry fossickers. Fanny thought it was unfair that only men got to vote for who would be in charge, so one day, she cast her own vote. Narrated by teacher, historian, and Fanny's great, great, great granddaughter, Alice Garner.

Fanny Finch was an orphan who ended up in Castlemaine during the Victorian goldrush. She was a single mother of four, and a savvy businesswoman who ran a successful restaurant feeding the hungry fossickers. Fanny thought it was unfair that only men got to vote for who would be in charge, so one day, she cast her own vote. Narrated by teacher, historian, and Fanny's great, great, great granddaughter, Alice Garner.

Fanny Finch was an orphan who ended up in Castlemaine during the Victorian goldrush. She was a single mother of four, and a savvy businesswoman who ran a successful restaurant feeding the hungry fossickers. Fanny thought it was unfair that only men got to vote for who would be in charge, so one day, she cast her own vote. Narrated by teacher, historian, and Fanny's great, great, great granddaughter, Alice Garner.