Podcasts about Democratic education

Public schools are essential for democracy—and they're under attack. But the very policies that are being championed as their salvation may have a catastrophic impact on American education for generations. Public education advocate and historian Diane Ravitch unpacks how school choice policies like vouchers and charter schools are dangerous for democracy. Diane Ravitch is a former assistant secretary in the United States Department of Education. She is the author of several books on the history and policy of American public schools. Her memoir, about her life as a leading public education reformer, will be published this fall. It's called An Education: How I Changed My Mind About Almost Everything. https://dianeravitch.net/

"From United Revolution to Federal Democratic Education" Press Conference - Union Minister Dr. Zaw Wai Soe.This item has files of the following types: Archive BitTorrent, Metadata, VBR MP3

"From United Revolution to Federal Democratic Education" Press Conference - Deputy Union Minister Dr. Sai Khaing Myo Tun.This item has files of the following types: Archive BitTorrent, Item Tile, Metadata, PNG, Spectrogram, VBR MP3

The paradigm we use to understand religious liberty issues in education may be shifting.

In this minisode, Melissa shares from one of her favorite articles about voice and choice. Choices for Children: Why and How to Let Students Decide by Alfie Kohn lays out the rationale for voice and choice as well as what it looks like in practice. In this minisode, Melissa highlights the rationale and she will highlight what it looks like in practice in her next minisode.

In this short essay, C. S. Lewis explores the concept of democratic education and its relationship to preserving democracy. Lewis argues against the abolition of compulsory subjects and emphasizes the need for a wide curriculum that provides opportunities for every student. He questions the desirability and feasibility of a nation educated democratically. Lewis also examines the two sources of the demand for equality—fair play (good) and envy (very bad)—and the dangers of attempting to propitiate evil passions. He advocates for an aristocratic and highbrow education that prioritizes the interests of intellectually curious students. ***GlossaHouse resources are available at our website! - https://glossahouse.com/ ✏️ ***Sign up for classes with GlossaHouse U - https://glossahouse.com/pages/classes

Diana Hess has been dean of University of Wisconsin–Madison's School of Education since Aug. 1, 2015. She is only the ninth dean of the School of Education since its founding in 1930. Since 1997, Hess has been researching how teachers engage their students in discussions of highly controversial political and constitutional issues, and what impact this approach to civic education has on what young people learn. Her most recent book, “The Political Classroom: Evidence and Ethics in Democratic Education,” co-authored with Paula McAvoy, won the American Educational Research Association's Outstanding Book Award in 2016 and the prestigious Grawemeyer Award in 2017. Highlights from her interview include: an amazing opening biography challenge; how student and teacher preparation is key to meaningful conversations in the classroom; the difference between a discussion and a debate - removing the element of a winner and a loser; why we need to teach "inauthentic" political discourse that goes against what we often see portrayed in the media; how to manage conversations when you don't know how they may affect students personally; the evolution of issues being "settled"; the importance of learning from history; and a powerful example of real-time discussion related to the September 11th tragedy. Check out Diana's Book: The Political ClassroomQuestions? Thoughts? Feedback? Email us at  freerangehumanspod@gmail.com or Tweet us at @jal_mehta and @Rodroad219

In episode 59 of the Alpine Valley School podcast, we share an insightful interview with Addison Ault, a former special education teacher who has transitioned to a staff role at Alpine Valley School, a self-directed democratic school located in Denver. Addison shares her profound insights on supporting students with neurodiversity, drawing from her rich background in mainstream education. Through her interview, listeners will explore the importance of empathy, individualized support, and creating inclusive environments that celebrate every student's unique journey. Addison's experiences and perspectives offer valuable lessons on embracing and understanding neurodiversity in alternative educational settings, promising an enlightening listen for educators, parents, and advocates alike.  Join us at the Global Self-Directed Democratic School Conference, hosted by Alpine Valley School from July 10th to 14th, 2024, for an inspiring gathering of educators, students, and advocates of self-directed democratic schooling. This unique event offers a platform for networking, participant-driven sessions, and insights into our unique model. For more information and to register, visit our website at https://www.alpinevalleyschool.com/conference. Don't miss this opportunity to be part of a transformative educational movement! Show notes for this episode available at https://www.alpinevalleyschool.com/podcast/ep59 Want More?  Episode Addison mentions in the interview: EP 34: If Our Daughter Died Tomorrow, Would We Be Happy With How She Lived?  Podcast Episode: What Special Needs Tell Us About Schools featuring Dr. Naomi Fisher Book: A Different Way to Learn - Neurodiversity and Self-Directed Education by Dr. Naomi Fisher  Article: Becoming Yourself - Neurodiversity and Self-Directed Education   

In this podcast episode returning guest Peter Gray, retired professor of psychology at Boston College, makes an argument for why we should consider other ways of understanding and structuring learning in and outside of school. We talk about college and access to working life, possible alternative ways of learning an occupation, David Geary's evolutionary theory of biologically primary and secondary abilities, what we need to learn and when we need to learn it, what we can observe in kids who aren't taught in the conventional ways, kids who learn to read on their own or who learn the whole math curriculum in a couple of months in their late teens, how our expectations influence learning, consequences for not reading when society expects you to, how and when children learn to walk and what we do when they don't, whining in different cultures, the summer slide, and what to say when people complain that they wish that someone had forced them to learn something earlier in life, how children's independence and autonomy relates to their mental health, how we try to fix problems by taking away children's liberty and responsibility, why we should teach them about dangers instead of trying to get rid of them, and many other topics.  Even if you don't find yourself agreeing with all of Peter's arguments, we would love to hear more about what points he's making that you think are valid and worth considering. How can we let alternative views on education actually widen our current understanding of learning and schooling, instead of just assuming the worst about each other? Send un an email to larsogpaal@gmail.com, we'll be thankful to every kind of criticism, feedback and suggestions of further explorations and interviews that we should do on these topics.  See more of Peter's writings on his Substack https://petergray.substack.com/ Here's his 2017 article about the summer slide, mentioned in the episode: https://www.psychologytoday.com/us/blog/freedom-learn/201707/facts-and-fiction-about-the-so-called-summer-slide   Mentions and recommendations from the episode:  Jim Rietmulder, 2019. When Kids Rule the School: The Power and Promise of Democratic Education. New Society Publishers.  Kerry McDonald, 2019. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Chicago Review Press.  David Graeber og David Wengrow. 2021. The Dawn of Everything: A New History of Humanity. Allen Lane. Harriet Pattison. 2016. Rethinking Learning to Read. Educational Heretics Press.  Elizabeth Marshall Thomas. 2007. The Old Ways: A Story of the First People. Picador.  danah boyd. 2014. It's Complicated: The Social Lives of Networked Teens. Yale University Press.  Peter Gray. 2013. Free to Learn: : Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books Peter Gray, David Lancy, David F. Bjorklund. 2023. «Decline in Independent Activity as a Cause of Decline in Children's Mental Wellbeing: Summary of the Evidence» February 2023, The Journal of Pediatrics 260(2)   Peter was previously a guest on the podcast in episode 53:  https://larsogpaal.libsyn.com/episode-53-peter-gray-on-self-directed-education-and-schooling ---------------------------- Our logo is by Sveinung Sudbø, see his works on originalkopi.com The music is by Arne Kjelsrud Mathisen, see the facebook page Nygrenda Vev og Dur for more info.  ---------------------------- Thank you for listening. Please send feedback and questions to larsogpaal@gmail.com There is no better way for the podcast to gain new interested listener than by you sharing it with friends, so if you find what we do interesting and useful, please consider doing just that. The podcast is still most in Norwegian, but we have a lot of episodes coming out in English.  Our blogs: https://paljabekk.com/ https://larssandaker.blogspot.com/ Alt godt, hilsen Lars og Pål

The Sudbury Valley School is a self-directed, democratic school located in Framingham, Massachusetts. It was founded in 1968 and has inspired the growth of dozens of Sudbury-model schools around the world over the past half-century. The Sudbury model is based on the belief that children learn best when they have the freedom to explore their interests and take responsibility for their own education. Today's podcast guest is a Sudbury Valley School alumna who now sends her children there and who recently became a staff member.    *** Sign up for Kerry's free, weekly email newsletter on education trends at fee.org/liberated.

Chicago Mayor Brandon Johnson promised to not eliminate Chicago's selective-enrollment public schools, which require entry by test and target high-achieving students. However, in the name of “equity,” he is now proposing ending the selective process to get them in.   Decades ago, in an essay called “Democratic Education,” C.S. Lewis described why this understanding of “equity” is doomed to fail:    "[A]n education which gave the able and diligent boys no advantage over the stupid and idle ones, would be in one sense democratic. ... Then no boy, and no boy's parents, need feel inferior. An education on those lines will be pleasing to democratic feelings. It will have repaired the inequalities of nature. But it is quite another question whether it will breed a democratic nation which can survive, or even one whose survival is desirable.  Truth is not democratic. ... Political democracy is doomed if it tries to extend its demand for equality into these higher spheres. Ethical, intellectual, or aesthetic democracy is death."

In the latest Z3 podcast episode Rabbi Amitai Fraiman, our host and head of Z3, is joined by Professor Yuli Tamir, the President of Beit-Berl Teachers' Training College and an adjunct professor at the Blavatnik School of Government Oxford. Israel was already in a state of commotion when the October 7th massacre occurred. There had been 39 weeks of demonstrations about the democratic reform occurring in Israel, and Amitai and Yuli discuss the public's reaction to the crisis and how the demonstrations changed. How did Arabs in Israel respond to the massacre, and what tensions do they now feel during the war in Gaza where they feel pulled in different directions? And how can Jews and Arabs both pursue the right to self-determination? All this and more in this episode. More about Prof. Yuli Tamir: In the past, she was a deputy speaker of the Israeli Parliament (the Knesset) and served as Israel's Minister of Immigration and Minister of Education representing the Labor party. In this capacity she led a comprehensive school reform, rising teachers' salaries and introducing innovative patterns of teaching. Tamir is also the author of three books, as well as of numerous articles in the fields of moral and political philosophy, philosophy of education, feminism and human rights. She is the editor of Democratic Education in a Multicultural State (Blackwell) and, Moral and Political Education together with Professor Stephan Macedo (New York University Press). As well, she served as the president of Shenkar College of Art, Design and Engineering (2000-2010). Follow Z3 here: Instagram - instagram.com/z3project/TikTok - tiktok.com/@z3project LinkedIn- linkedin.com/company/z3-project Facebook - facebook.com/Z3Project Twitter - twitter.com/Z3_ProjectWebsite - z3project.org

SELECTED LINKS FROM THE EPISODENoah Apple Mayers:  LinkedIn | Facebook | FlickrTeach Your Kids: Website | X | Instagram | SubstackManisha: LinkedIn | X | Instagram | FacebookJoin our premium community with expert support and adviceBrooklyn Apple Academy: Website | Instagram | EmailCottageClass: A Microschool Hub That Connects Families With Small-Scale Teachers — & Takes Care of the Business Side – The 74NYC Women in Tech Who Are Reimagining Our World – AlleyWatchDeschooling Society - Ivan Illich Nonviolent Communication: A Language of Life: Life-Changing Tools for Healthy Relationships - Marshall B. Rosenberg PhDBrightworksThis site contains product affiliate links. We may receive a commission if you make a purchase after clicking on one of these links.  Time Codes:00:00:20 - Manisha introduces Noah Apple Mayers, a visionary in alternative education. 00:01:20 - Noah describes Brooklyn Apple's year-round homeschooling system. The academy mimics a traditional school year, ensuring smooth transitions for students and parents alike.00:03:00 - Noah unveils a groundbreaking class for teens focusing on NYC's complex infrastructure. Through interactions with city planners and officials, teens can get hands-on civic education.00:07:27 - Emphasizing the necessity for a creative environment, Noah believes that playtime and messes aren't just tolerated but celebrated as vital to fostering imagination.00:09:40 - Manisha highlights the growth trajectory of Brooklyn Apple Academy, focusing on the rich diversity of teachers they've onboarded. 00:15:37 - Child's play is serious business for Noah, who argues for the developmental benefits of controlled risk-taking. In his view, pushing boundaries can yield unexpected life lessons.00:19:27 - Manisha poses a crucial question, asking Noah about the long-term effects of this type of education on the Brooklyn Apple students, particularly as they transition into adulthood.  00:22:49 - What does a typical day look like at the academy? 00:32:00 - The rise of learning pods and micro schools during the pandemic is discussed. Manisha expresses her concerns about micro schools trying to recreate traditional school environments and the lack of parent involvement.00:34:20 - "What skills are kids picking up?" Manisha's question lets Noah spotlight the complex web of learning that takes place at Brooklyn Apple, from conflict resolution to culinary artistry.00:38:20 - Noah places equal importance on practical life skills, like cooking and managing finances.00:43:25 - Field Trip Day isn't just a day out; it's an educational pilgrimage. Noah elucidates on how these outings add another layer of practical education.00:49:40 - Manisha suggests that the best way to evaluate Brooklyn Apple's effectiveness is by visiting the academy. It's an open invitation, accompanied by an appeal for scholarship donations.00:52:48 - As the episode wraps, Manisha turns to the audience, encouraging them to drop their questions and thoughts in the comment section.  This podcast is made possible through a generous grant from the Vela Education Fund.VELA Education Fund is catalyzing a vibrant alternative education ecosystem. VELA provides trust-based funding to entrepreneurs, fosters community-building and knowledge-sharing, and increases visibility through storytelling that promotes cultural awareness and acceptance of the out-of-system space. Today, VELA serves the largest community of out-of-system education entrepreneurs in the country, with over 2,000 community members. About half of VELA's community members operate small learning environments, and the other half are ecosystem and community builders offering direct services and support across the out-of-system space. Learn more at velaedfund.org.

Olivia Hasey and Emily Sieger are the cofounders of Raindrop Academy, a drop-off K-6 microschool for homeschoolers in the rural town of Rogue River, Oregon, located about four hours south of Portland. Raindrop Academy meets in a bright and cheerful agricultural grange and incoporates elements of Waldorf, Montessori, and self-directed, democractic educational philosophies. *** Sign up for Kerry's free, weekly email newsletter on education trends at fee.org/liberated.  

Phoebe Love and Jennifer Lin and staff members at the Saint Louis Sudbury School, a self-directed, democratic, Sudbury-model school located in Saint Louis, Missouri. *** Sign up for Kerry's free, weekly email newsletter on education trends at fee.org/liberated.

Maysaa Bazna haș been involved in education and alternative education for many years. She earned her doctorate in curriculum and teaching at Columbia University, and was a professor in Columbia's Teachers College and the City University of New York (CUNY). She has taught in the areas of learning disabilities, disability studies, and inclusive education.  Maysaa is currently the Director of Professional Practice and Community Partnerships at the School of Education, Queens College, CUNY.  In 2010, looking to create the kind of hands-on, self-directed educational experience she wanted for her child, she launched Pono, an outdoor, democratic education co-learning community in New York City. She continues to serve in an advisory role for Pono while also expanding her passion for outdoor education by partnering with the New York City public schools.  *** Sign up for Kerry's free, weekly email newsletter on education trends at fee.org/liberated.

Have you ever heard about a 'Democratic School', but not sure how a school following this model of education actually works? In this week's episode of The Parenting Couch, Rachel & Sarah talk to Wendy Pettit from Currambena Primary School in Lane Cove to understand what makes a Democratic Education so special.Democratic Schools promote learning in a cooperative environment in which decision making and authority is shared between students and the teacher. In this interview, Wendy from Currambena Primary School in Lane Cove shares the how the schools run and the benefits of this approach to students.What is a 'democratic school'?How is a democratic school different to a more traditional school?Does the syllabus follow the NSW Curriculum?How does it work with children helping to make the rules?Why might some parents hesitant to enrol their child in a Democratic school?Is it a fee-paying school?How are the students who graduate from Currambena different to other kids?What high schools do students typically move onto after finishing Year 6?Currambena Primary School and Preschool is a democratic school based on Sydney's Lower North Shore that offers truly child-centred, play-based education for both pre and primary school children.Established in 1969, they have long been recognised as a leader in innovative educational thinking. At Currambena, they deliver a holistic approach to learning which focuses on developing a child's skills for life as well as high academic standards.Address: 205 Longueville Road, Lane CoveEmail: enquiries@currambena.nsw.edu.auPhone: 0417 447 227Currambena School website#theparentingcouch #theparentingcouchpodcast #parenting #northshoremums

Self-directed education is a tough concept for many people to grasp. It challenges the ways in which many of us were educated, and the ways many of our children continue to be educated, by flipping the entire idea of education as a top-down model of coercive schooling to a bottom-up model of individual agency and self-determination. My 2019 book, Unschooled: Raising Curious Well-Educated Children Outside the Conventional Classroom, details the history and philosophy of non-coercive, self-directed education tied to one's individual interests, goals, and life pursuits.  One place that has become a beacon for parents and educators interested in the philosophy and practice of self-directed education is the Sudbury Valley School, that I write extensively about in Unschooled. Sudbury Valley was founded in Framingham, Massachusetts in 1968 and continues to flourish today more than 50 years later. It has also inspired the creation of dozens of democratic, Sudbury-model schools around the world, as well as various unschooling programs. If you remember back to episode 39 in October, I interviewed Sudbury Valley School cofounder, Mimsy Sadofsky, and explained why my husband and I decided to send our children there instead of continuing with homeschooling. But today I thought it would be interesting and insightful to hear from another parent, Nick Warren, who pulled his two children out of public school in 2021 and enrolled them at Sudbury Valley. Like us, Nick and his wife drive a long distance each way every day so that their kids can attend Sudbury Valley, but it's totally worth it. We talk more about why that is in today's show.  Sign up for my free, weekly email newsletter on education trends at fee.org/liberated.

Yaacov Hecht, is an Israeli educator and worldwide pioneer of democratic education. In 1987, he founded the first school in the world called a democratic school. Following that, he helped founding around 30 democratic schools in Israel. #cityschool #Education Follow us on Twitter https://www.twitter.com/edufuturists Check out all past episodes at https://www.edufuturists.com Subscribe on iTunes https://podcasts.apple.com/gb/podcast/edufuturists/id1347592880 --- Send in a voice message: https://podcasters.spotify.com/pod/show/edufuturistspodcast/message

In the first of a 2 part podcast, Professor Ana Laura López de la Torre discusses the history and democratic structures of the Universidad de la República, Uruguay with Sophie Hope. Ana Laura López de la Torre is a Professor in the Facultad de Artes, Universidad de la República, Montevideo, Uruguay and for 2022-23 is an Honorary Research Fellow with the School of Arts, Birkbeck. She has an established participatory arts and research practice established between 2000 and 2012 when she lived and worked in London, with major commissions from the ICA, Whitechapel Gallery, Gasworks, Tate Modern and South London Gallery, La Casa Encendida (Spain), de kunstbank (Belgium) and Demokratische Kunstwochen (Switzerland). She also worked as Associate Lecturer at the University of the Arts, London. Since moving back to Uruguay in 2012 she has been the Director of the Centro Cultural Florencio Sánchez, a public cultural centre in Cerro, a historical neighbourhood in the periphery of Montevideo. She continued to develop her participatory arts practice in the region, developing projects related to community-based organisation, cultural democracy and environmental struggles in Uruguay, Argentina, Chile and Brazil. From 2012 to 2015 she was the Coordinator of the first Uruguayan postgraduate course in Cultural Management, at the Espacio Interdisciplinario of the Universidad de la República, where she still teaches and is part of its Academic Advisory Board. In her current post at the Universidad de la República, she leads a department specialised in community-based art, and within this department she is Coordinator of two interdisciplinary research groups: Naturaleza, Sociedad y Arte (exploring human / more-than-human relationship in urban communities) and ACTO (Art, Organised Communities and Territories). The Universidad de la República is the public university of Uruguay. Founded in 1849, it enrols over 150 thousand students annually. It offers free tuition at undergraduate and postgraduate level in all disciplines and fields of knowledge. With its main infrastructure in Montevideo, over the last 30 years the university has embarked in a decentralisation process, creating 10 university campuses in different cities. Although fully funded by the state, the autonomy of the university's governance was enshrined in a national law in 1958 following 20 years of organised action by students. The governing bodies of all the Faculties and Institutes (and its central authorities) are democratically elected, with representation of teachers, students and graduate bodies, all academic, political and managerial decisions are taken by these bodies. Voting is compulsory and takes place every 4 years. The term ‘university democracy' encompasses this form of self-governance, which over the decades has produced the ethical guides that rule academic life.

Preston Manning and I discuss populist movements in the west, history building and storytelling, the power of reading audiences, the new tenets of conservatism, communication in politics, the Chinese Communist Party, and much more.Manning (often called the “father of modern Canadian Conservatism") recounts the history of Canada's Reform Party, which he founded, and his takeaways from a long career in politics–much of which he includes in books like “Faith, Leadership, and Public Life: Leadership Lessons from Moses to Jesus” and “Think Big: Adventures in Life and Democracy.” Upon his retirement, he founded the Manning Foundation for Democratic Education and the Manning Centre for Building Democracy, not-for-profit organizations dedicated to strengthening Canadian democracy in line with conservative principles.Find Manning's latest book, “Do Something!: 365 Ways You Can Strengthen Canada,” at:https://www.amazon.com/Do-Something-Ways-Strengthen-Canada-ebook/dp/B086 XL6CVC/ref=sr_1_1?dchild=1&keywords=PRESTON+MANNING&qid=1631540649&s =books&sr=1-1 Learn more about your ad choices. Visit podcastchoices.com/adchoices

Preston Manning and I discuss populist movements in the west, history building and storytelling, the power of reading audiences, the new tenets of conservatism, communication in politics, the Chinese Communist Party, and much more. Manning (often called the “father of modern Canadian Conservatism") recounts the history of Canada's Reform Party, which he founded, and his takeaways from a long career in politics–much of which he includes in books like “Faith, Leadership, and Public Life: Leadership Lessons from Moses to Jesus” and “Think Big: Adventures in Life and Democracy.” Upon his retirement, he founded the Manning Foundation for Democratic Education and the Manning Centre for Building Democracy, not-for-profit organizations dedicated to strengthening Canadian democracy in line with conservative principles. Find Manning's latest book, “Do Something!: 365 Ways You Can Strengthen Canada,” at: https://www.amazon.com/Do-Something-Ways-Strengthen-Canada-ebook/dp/B086 XL6CVC/ref=sr_1_1?dchild=1&keywords=PRESTON+MANNING&qid=1631540649&s =books&sr=1-1 Learn more about your ad choices. Visit megaphone.fm/adchoices

At the turn of the 21st century, Art Pearl and Tony Knight published a trailblazing volume, The Democratic Classroom: Theory to Inform Practice. In this episode, two of Dr. Pearl's former students discuss his influence on their views and careers, and the potential of democratic education to empower students, foster problem solving, and build strong citizens. Join Dr. Divya Bheda and her guest, Dr. Robin Harwick, founder of The Pearl Remote Democratic School. Tune in to learn about: The principles of democratic education The mental health and social benefits of the democratic classroom The skillsets that you need to implement these principles Practical strategies and techniques to apply in your classroom, whether K-12 or higher ed Resources to learn more and network with other educators who are adopting democratic education 

Educator Michelle Classen joins Rob in the bunker to talk about her plans to start a radically democratic Sudbury School in Wilmington, how it differs from more typical forms of education, and the potential challenges of starting a new school like this.Show Notes:Wilmington Sudbury School

Gareth speaks with Jerry Mintz, Founder and Director of the Alternative Education Resource Organization (AREO), who has helped found more than 100 alternative schools in 25 countries. 

Dr. Diana Hess is the Dean of the University of Wisconsin-Madison's School of Education. She is also the principal investigator of The Discussion Project, a professional development program that aims to strengthen campus wide capacity to create welcoming, engaging, and academically rigorous classroom environments in which students experience productive classroom discussions on important issues and topics. The topics of this conversation are drawn from a 2013 paper titled Classroom Deliberation in an Era of Political Polarization and a 2015 book titled The Political Classroom: Evidence and Ethics in Democratic Education, both co-authored with Dr. Paula McAvoy, a recent guest of the show. Dr. Hess is also the author of the 2009 book, Controversy in the Classroom. This episode is part of a larger series on how to engage students in controversial political topics in the K-12 classroom. If you enjoy what you hear, please be sure to write a review and share it with your friends and colleagues.

Dr. Paula McAvoy is an Assistant Professor in the College of Education at North Carolina State University. She was previously the Director of the Center for Ethics and Education at the University of Wisconsin-Madison. She has published multiple peer-reviewed articles and co-authored a book, The Political Classroom: Evidence and Ethics in Democratic Education, with Dr. Diana Hess. More information on that book can be found here. She also taught high school social studies in Los Altos California for 10 years. Her research focuses on philosophical and empirical questions concerning the relationship between schools and democratic society. During our conversation, we discuss the theory that informs her view that schools should be political institutions, and that classrooms should be the site of rich deliberative discussions about controversial political issues. This research is topical considering the elevated levels of political polarization in American society. This conversation and the synthesis of her 2013 article in the January 2021 edition of the Spanning Boundaries Teacher Newsletter should provide educators with a set of strategies to begin having political conversations in their classrooms. 

In this introductory episode I speak to John Carden, a teacher and colleague with a passion for grand ideas. We speak about Radical Democratic Education, a model for teaching which values students' ideas and gives children a say in how their community is run. We discuss the US school High Tech High, in which there are no formal lessons, no tests, and in which students are allowed to make mistakes. What can we learn from schools like this, and what are the barriers to change? The film we discuss, “High Tech High” is available on Amazon Prime. If you would like to collaborate on a future podcast, please get in touch via aboutlearningpodcast@gmail.com

Jerry Mintz is the Founder and Director of the Alternative Education Resource Organization. He was the first executive director of the National Coalition of Alternative Community Schools (NCACS), and was a founding member of the International Democratic Education Conference (IDEC). In addition to several appearances on national radio and TV shows, Jerry's essays, commentaries, and reviews have appeared in numerous newspapers, journals, and magazines including The New York Times, Newsday, Paths of Learning, Green Money Journal, Communities, Saturday Review, Holistic Education Review as well as the anthology Creating Learning Communities (Foundation for Educational Renewal, 2000). Key Takeaways: 00:24 Jerry's Favorite Thing about working with the Young Learners 01:15 Origin Story of Jerry's Journey to Alternative Education 12:06 Options to Alternative Education 19:09 Demand for Alternative Education in this time of Pandemic 23:17 Democratic Process for Learners 33:12 International Democratic Education Conference (IDEC) and Alternative Education Resource Organization (AERO) Conference 36:01 Frustrated Parents who wants to start something new 40:00 Metaphor comparing Conventional to Alternative Education 45:53 Requirements for a School to be in AERO Quotes: "So the whole idea is to make a learner centered approach available to students everywhere. And what I mean by learner-centered, is a program that listens to what the students are interested in and build on their interest rather than curriculum-driven, which is an old model, which is just very, very antiquated. It had its purpose at some point, maybe. But this will help you become a lifelong learner." "If kids are natural learners, forcing them to learn things they're not interested in extinguishes their natural ability to learn." "Children are natural learners. If you know that they're the ones who are bringing the curriculum to you, all you have to do is be a good listener." "When you have not stopped kids' ability to learn, they learn at lightning speed. Unbelievable speed." Social Links: Jerry Mintz https://www.educationrevolution.org/store/jerrymintz/ Websites http://educationrevolution.org https://www.aeroconference.org/

Valerie Brown transformed her high-pressure, high-stakes twenty-year career as a lawyer-lobbyist, representing educational institutions and nonprofits, to human-scale work with diverse leaders and teams to foster trustworthy, compassionate, and authentic connections. She holds a Juris Doctorate, she’s an accredited leadership coach at the Professional Certified Coach level (PCC), international retreat leader, writer, and Chief Mindfulness Officer and Professional Pilgrim of Lead Smart Coaching, specializing in the application and integration of mindfulness and leadership, and she is a Co-Director of Georgetown’s Institute for Transformational Leadership in Washington, D.C. Kirsten Olson works with leaders engaged in transformational change, sector-shift, and the new demands of leadership in the learning sector, nationally and internationally. She is an ICF-certified leadership coach and an adjunct instructor at Georgetown University’s Institute for Transformational Leadership. She holds a doctorate from Harvard University’s Graduate School of Education, where she focused on the systemic demands of large scale educational improvement, and is the author of The Mindful School Leader (Corwin, 2014), Wounded By School (Teachers College Press, 2009) and Schools As Colonizers (Verlag, 2008). Also a retreat leader focused on mindfulness for leaders, self-compassion, and permissioning in leadership and social action, Kirsten was a founding board member of the Institute for Democratic Education in America (IDEA), a national not-for-profit organizing educational leaders, teachers, students, and parents around a vision for education founded in greater equity, social justice, compassion and passionate learning. Major Takeaways from the Interview: Valerie and Kirsten vividly describe the issues that many educators are facing and how mindfulness is more important than ever. Full of wisdom, they provide practical steps to achieve mindfulness within the human experience. They remind us that although mindfulness takes time, everything that we need to achieve it already exists within us. Using a story about an urban school leader, they discuss ways to become more self-aware and reduce anxiety. Hear what they have to say about microbursts and how cortisol is a killer. Quick Tip: As you're reading this--Pause, put your feet on the floor, take a deep breath, and slowly exhale. Take notice of what you are feeling. Valerie described the power of connection and being a part of a wonderful community, like the Plum Village, which was founded by Thich Nhat Hanh. Don’t miss everything else they reveal about who they value for knowledge and inspiration. Both Valerie and Kirsten describe the “gift of empty time” and the need “to do less” and how “contentment is knowledge of enough.” Taking something out of your day or life is what leads to excellence, not the other way around. Don’t miss what they would love to learn, but more importantly, pay attention to why. Listen to what they say about how leadership is an x-ray of the self and why you shouldn’t live one more day without a community of support. You don’t want to miss what they don’t think anymore and how they challenge contemporary service leadership as misunderstood. This interview courageously confronts the concept of leading with excellence in a totally different way than our culture might expect its leaders. The raw humanness exposed in this interview will make you think about how you are living each day and what you can do to be a mindful leader. It was a wonderful follow-up to our latest blogpost on excellence hacks every educator needs to know and the three books we recommend this month at theschoolhouse302.com. Please follow, like, and comment. Use #onethingseries and #SH302 so that we can find you. For more great leadership content, follow theschoolhouse302.com. Joe & T.J.

Hecht (married and father of 4 is an internationally distinguished leader and visionary in innovative education. He is also a sought after speaker and consultant, and plays an essential role in the movement for changing education in Israel and around the world. In 1 987 Yaacov Hecht fulfilled the promise he gave himself as a dyslectic problematic schoolchild and founded the Democratic School in Hadera, Israel the first school in the world to be called a democratic school In 1993 he initiated IDEC International Democratic Education Conference which convenes every year in a different continent. IDEC has facilitated the establishment of hundreds of innovative democratic schools around the globe, 30 of them in Israel. In 19 96, after the assassination of Israel s prime minister, following the request for in-depth educational programs that deal with democracy Yaacov Hecht founded IDE the Institute for Democratic Education that worked on integrating democratic and innovative processes in Israeli public schools. Within IDE, Hecht created a groundbreaking academic faculty for teachers training in the Kibuzim college, the biggest academic institute for teachers in Israel. In addition, Yaacov built in cooperation between IDE and Tel Aviv University, a graduate program for school principals. He also created with the ministry of education the Pioneer" program for promoting educational leadership amongst young educators. His book "Democratic Education A Beginning of a Story", which has been translated into English, Portuguese, Bulgarian and Korean, is a worldwide source of inspiration for groundbreaking educators and entrepreneurs. In 2 010 he found ed Education Cities the Art of Collaborations that weaves and maintain s municipal collaborations that aim to turn the city into one big school It also promotes collaborations and networking in the classroom, in the school, in the city, in the state, and in the world. WIRED magazine has chosen Education Cities' MOOC learning model (How2MOOC) to one of the leading trends in 2015. In January 2017 Education Cities was chosen to one of the 10 leading innovations in the world, by HundrED the Finish initiative for globally promoting educational innovation. Yaacov has served as an advisor to 6 Ministers of Education in Israel , in the past and at present, as an expert in creating connections and interfacing between the state and alternative education. He regards the preparing and directing of the educational system towards the future as his main mission today. --- Send in a voice message: https://anchor.fm/future-school-leaders/message

Marko Koskinen, 47yo, from Finland is the founder of Phoenix Online School, a K9 elementary homeschooling alternative for students in Finland. During years 2017-2019 Marko was a member of the Council of the European Democratic Education Community (EUDEC) and has been an active member of the Democratic Education community for over two decades. Marko began his revolutionary education career as a student at the Helsinki University by initiating a student movement at the Helsinki University Education department demanding change in the teaching practices. The end result was a formation of a new kind of teacher education line, where the teacher students decide themselves about their curriculum. There are no tests and the evaluation is mostly based on peer evaluation and mentoring. Marko has worked as a teacher in pre-primary, primary, secondary and adult education for 15 years. His experience has led him to affirm the many critiques towards the education system he already had when he moved from ITC to education field in his early twenties. The main critiques include age segregation, hierarchical governing system, evaluation systems based on rewards and punishments, pre-designed curriculum and the focus on academics instead of well-being. In 2001 Marko participated in an internship program at a private K12 democratic alternative school, Sudbury Valley School, in MA, USA. This experience helped him start his own school in Finland in 2005. The Phoenix School was operational for three years. After the school closed down, during years 2009-2010 Marko travelled for four months in India and studied some Indian philosophers like Sri Aurobindo and Krishnamurti. In 2010 Marko started working on the online school. As an ICT professional he was able to combine Information Technology with education and in 2011 the Phoenix Online School was officially released. The aim of the online school was to allow easy access to homeschooling. During his years as a teacher in public education sector, Marko had seen in practice the many problems of the education system. Even though the Finnish education system is considered to be one of the best in the world, it still has most of the same structures as other education systems and suffers the same problems stated above. With the online school Marko wanted to create a system that would put the student in the center of his/her own studies and give the student and the family as much freedom as possible while still fulfilling the mandatory national curriculum. The solution was to abolish all study content and give the student only questions and tasks. The student was free to decide how to study, when to study, with whom to study and due to the flexibility of the system, also in a great degree, what to study. The Phoenix Online School has been now running for ten years and at the moment has about 90 students, which is about 20% of the homeschoolers in Finland. The online platform has also been successfully tested in regular classroom settings inside Finnish and Spanish public schools. --- Send in a voice message: https://anchor.fm/future-school-leaders/message

On this episode, Katie is joined by Dr. Steven Camicia, an associate professor of social studies education at Utah State University. His research focuses on curriculum and instruction in the areas of perspective consciousness and social justice as they relate to critical democratic education. The term “critical” modifies “democratic education” in order to focus upon the attributes of power, inclusion, and recognition in democratic education. He was awarded an American Educational Studies Association 2017 Critics’ Choice Book Award for his book entitled, Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. In his book, he examines how the contexts in Utah and California might influence what can and cannot be said in classrooms about LGBTQ individuals and issues. His research has been published in scholarly journals such as Theory and Research in Social Education, The Social Studies, Social Studies Research and Practice, International Journal of Social Studies Research, Journal of Teaching and Teacher Education, the Journal of Public Deliberation, and the London Review of Education. He is a former associate editor of Theory and Research in Social Education. His research interests stemmed from his experiences as a former elementary school teacher. Segment 1: Researching Democratic Education [00:00-13:50] In this first segment, Steven shares some of his projects focused on researching democratic education. In this segment, the following resources are mentioned: Butler, J. (2006). Precarious life: The powers of mourning and violence. New York: Verso. Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. Theory and Research in Social Education 35(1), 96-111. Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. Journal of Social Studies Research, 33(1), 113-132. Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. International Journal of Development Education and Global Learning, 4(1), 25-35. Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge. Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York: Routledge. Mouffe, C. (2000). The democratic paradox. London: Verso. Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 433-458). San Francisco, CA: Jossey-Bass Segment 2: Diversity, Inclusion and Social Justice [13:51-23:21] In segment two, Steven discusses how his research includes an emphasis on diversity, inclusion, and social justice. In this segment, the following resources are mentioned: Au, W. (2012). Critical curriculum studies: Education, consciousness and the politics of knowing. New York: Routledge. Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 3-29). New York: Teacher College Press. Benhabib, S. (2002). The claims of culture: Equality and diversity in the global era. Princeton, NJ: Princeton University Press. Harding, S. (1995). “Strong objectivity”: A response to the new objectivity question. Synthese, 104(3), 331-349. Parker, W. C. (Ed.) (1996). Educating the democratic mind. Albany, NY: State University of New York Press. Camicia, S. P., & Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc. Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue. Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition. Segment 3: Helping Students Understand Political Discourses [23:22-33:28] In segment three, Steven describes his most recent project on using social studies to help students engage in political debates and discussions. In this segment, the following resources are mentioned: Young, I. M. (2002). Inclusion and democracy. New York: Oxford University Press. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

A conversation with Brian Foglia, founder of the South Jersey Sudbury School, about his own experiences as a student in US public schools, his observations as an English teacher in China and Japan, as well as his journey starting and running his own democratic school in New Jersey.http://www.southjerseysudburyschool.orgphoto: Brian FogliaRecorded on July 14 2020.language: English----For feedback, inquiries, comments or to share your own school stories please send an email to contact@mensch.schule.Support this project:https://paypal.me/menschschulehttps://www.patreon.com/menschschuleSocial Media:https://facebook.com/menschschuleWebsite:https://mensch.schule

In this episode we learn about Democratic Education and the theory of the Play Cycle from Educator and Parent, Mathilda Element, from Pine Community School in Brisbane. We chat about the key concepts behind democratic education and consensus decision making that underpin the values at Pine Community School, as well as the importance of multi-age play and the details of a child’s Play Cycle. We discuss:The umbrella term of democratic education and the idea of consensus decision making The value of multi-age play The importance of philosophy of play and the value of this across the spectrum of age rangesThat play is driven by children – if it is driven by adults it can be described as playful but it is not playThe concept of the the Play Cycle in play-work theory– a term first coined by Gordon Sturrock and the late Perry ElseThe play cycle:1. Play Drive: All play begins with the play drive that is the instinctive desire and need to play2. Play Cue: From this drive the child may produce an action which can be very subtle or very obvious3. Play Return: The feedback a child receives from a play cue is called a play return. 4. Play Flow: This is established once the play has commenced, and is a continuation of cues and returns. 5. Play Frame: The process of play is ‘contained’ by the play frame. The play frame can be a material boundary that keeps the play intact; the rules of the game or understanding between the participants. A frame can be many things – a table, a playground or something broader6. Play Annihilation: When the flow of play is terminated by children. This can be the end of the game or perhaps the destruction of a recently constructed model7. Play Adulteration: If an adult intervenes and tries to lead or force it they will be denying the play drive purpose and adulterating the child playResources Referred ToBooks:Children are People Too - Louise Porter https://kit.co/Wildlings/respectful-parenting-books/children-are-peopleParenting for a Peaceful World – Robin Grille https://kit.co/Wildlings/respectful-parenting-books/parenting-for-a-peacThe Opposite of Worry – Laurence Cohen https://kit.co/Wildlings/respectful-parenting-books/the-opposite-of-worrPlayful Parenting Everything is Figuroutable - Marie ForleoWebsiteswww.pinecommunityschool.org www.humanitashighschool.org.au educationrevolution.org agilelearningcenters.org

“Play is really the work of children, play is how they understand the world and how they become adults. The importance of play cannot be overstated” remarked Larry Welshon in last week's episode about Democratic Education.     In Lockdown our children have had more time to get bored and figure out how to spend their time than ever before, and hopefully they've spent a large part of it playing.  This week we dive deeper into the topic of play with Henry Readhead, Deputy Head at Summerhill School, the oldest children's democracy in the world.  Children at Summerhill are free to play as much as they like; a right which has always been central to the philosophy of the school.  We asked Henry why play is so important and about the role it has in children's emotional and social development and why he believes it is so important not to place limits on play.   Guests:  Henry Readhead, Deputy Head at Summerhill School and Kezia Cantwell-Wright, staff and founder at East Kent Sudbury School.  Find out more about Summerhill School and its rich history as the school approaches its centenary year next year with their celebratory website.   Find out more: Many books have been written about Summerhill School and by its founder A.S. Neill over the years here are a selection currently available:   Summerhill School by A.S. Neill - Neill's original book updated and revised. A.S. Neill's Summerhill - A new celebratory book with pictures of the school past and present. We also highly recommend Free to Learn by Peter Gray for learning more about the power of play in children's learning. Get in touch with the show lockdownlearning@gmail.com

If, like Alex O'Neill who we spoke to in our last episode, lockdown has caused to you to pause and reconsider what learning looks like for your children you might be wondering what your options are.  We've talked a lot about home education in this series - as that's what we've all kind of been thrown into - but home education is just one alternative available.     This week we delve deeper into one of the alternative school models available - Democratic Education - we asked founders of the schools hosting this podcast Kezia Cantwell Wright and Larry Welshon about their journey to discovering Democratic Education and why it is to empowering to give students a vote on all things that affect them and their community.   Guests:  Larry Welshon, founder and staff member at Alpine Valley School and Kezia Cantwell-Wright, founder and staff member at East Kent Sudbury School.   Find out more:  Larry discussed his experience of watching students grow up freely in a democratic school in his post Years of Doing on the Alpine Valley School blog. Kezia explores what self-directed democratic education looks like in practice in the video An Intentional Community. Find out more about the Sudbury model: Sudbury Valley School List of Self-Directed Democratic Schools world-wide: Democratic Schools Directory Find out more about Self-Directed Education at: Alliance for Self-Directed Education Other democratic schools in the UK include: Summerhill School and Sands School

“Democracy,” wrote Charles Dole in 1906, “is on trial in the world.” In 2020, the more apt analogy might be that democracy lies gasping for air in a hospital bed. Just as the coronavirus is savagely attacking our flesh-and-blood, so too is it attacking our body politic. The institutions built to sustain us in times of crisis are failing like organs starved for oxygen; addled by partisan fevers, we confuse compromise with capitulation and fiction with fact. One way to cure what ails our body politic is to renew education’s democratic purposes. Too many schools today value a curriculum that produces good workers rather than cultivates good citizens. Schools should prepare young people for employment, but not at the expense of preparing students to meet the problem-solving demands of democratic life. Without cultivating reflective, critical, collaborative, and curious habits of mind, our body politic remain susceptible to disease and decay. The “new normal” of e-learning provides an

Monica Truong, unschooling mom and self directed learning advocate. In this episode Monica "schools" me on child-led democratic education, self directed learning and creating a culture of respect, trust and sovereignty. Democratic and Self Directed Monica Truong was born in Vietnam and came to Canada with her family as a refugee at the age of 6. She has a BSc in Chemistry and likes to joke that she works with the "chemistry" of people, as she has never worked in her field of study. Monica taught English in Asia for 12 years and travelled to as many countries. When her oldest started school, Monica also decided to go back to school and received her diploma in Architectural Technology. In another twist of fate, she never worked in that field either and started homeschooling instead. Monica is learning and living with her husband and two daughters. Two years ago, she and two other moms, Sheri Daley and Sarah Atkinson, started the Chinook Free Learners Community Coop. Chinook Free Learners is a child-led, democratic learning centre inspired by Sudbury School and Agile Learning Centres. What To Listen For In This Episode The three reasons that led Monica to unschooling The beliefs that she had to let go of around what it means to be a good or "smart" student Why she is an advocate for self directed learning and democratic schooling What she tells her traditionally minded parents about unschooling and their democratic learning centre Self directed learning and how it works How a democratic, agile learning centre works Will kids learn if you don't teach them? What about math and reading? Won't kids make bad choices if they are given freedom? The biggest challenges for Chinook Free Learners and unschooling? Letting go of mom guilt Monica's hope for education and children? What advice would she give to a parent that's interested in unschooling or a democratic learning centre? Monica's hope for children is that they know they are powerful, that they are free and sovereign people and that they can make a difference in the world. I think that she is well on her way to making this a reality. Notable Quotes and Resources "I read a book called 'A Child Called It'....After reading it I came to the realization that our children will love us, no matter how awful we can be as parents and it made me want to do the best I can. Well actually, better than I can. Because I want to feel that I really deserve the love of my children." Monica Truong "I homeschool because the type of education that I think is best for my kids are not available in public school, not because schools are inherently evil. They, like any man-made innovation can be used for good or evil. Public schools serve a very practical, useful purpose-to take care of our children while we adults go about our work." Monica Truong "If unschooling was a religion, it would be Tao. "Trust Your Children. Nothing could be more simple, or more difficult because to trust children we must first learn to trust ourselves, and most of us were taught as children that we could not be trusted." John Holt "We worry about what our children will become tomorrow. We forget that they are someone today." Stacy Tauscher Contact Monica or Chinook Free Learners Chinook Free Learners website Chinook Free Learners Facebook Resources Sandra Dodd Joyce Fetteroll Pam Sarooshian Pam Laricchia Exploring Unschooling Mortensen Math Alliance For Self Directed Education Thrive Calgary Books Deschooling Society A Child Called It Free To Learn Everywhere All The Time: A New Deschooling Reader Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling Free At Last: The Sudbury Valley School Punished By Rewards If you want to learn more about Democratic Education, check out my episode on Sudbury Valley School with Daniel Greenberg

Lotem Perry-Hazzan discusses ethnic discrimination in admissions to Haredi schools in Israel Haredi education has been dominated by the Ashkenazic Haredi Independent Education school network since the establishment of the State of Israel in 1948. During the 1980s the Sephardic Haredi community established its own school network so as to avoid the discriminatory practices of the Ashkenazi-dominated schools. However, many Sephardic Haredi parents have preferred not to send their children to the Sephardic Haredi schools, which are perceived by these parents as less prestigious. Over the last decade, the issue of discriminatory admission policies to Haredi schools has been extensively deliberated in secular courts. The presentation will discuss the legal efforts to eradicate the discrimination in Haredi schools and account to their social and political implications. It will present, inter alia, an empirical study that demonstrated how policy changes prompted Sephardic Haredi parents to claim their rights. Dr. Lotem Perry-Hazan is Head of the Centre for Jewish and Democratic Education and the Educational Management Program at the University of Haifa, Israel. Her research interests include the intersection of law, religion, and culture in education and children's rights in education. Many of her studies have focused on Haredi education in Israel and in other countries. Dr. Perry-Hazan is a graduate of NYU School of Law (LL.M., 2006) and the University of Haifa's Faculty of Law (LL.B., 2004; Ph.D., 2011). She was a visiting scholar at the European Association for Education Law and Policy at Antwerp University (2012), Harvard University Graduate School of Education (2014), and Melbourne University Faculty of Education (2018).

Lotem Perry-Hazzan discusses ethnic discrimination in admissions to Haredi schools in Israel Haredi education has been dominated by the Ashkenazic Haredi Independent Education school network since the establishment of the State of Israel in 1948. During the 1980s the Sephardic Haredi community established its own school network so as to avoid the discriminatory practices of the Ashkenazi-dominated schools. However, many Sephardic Haredi parents have preferred not to send their children to the Sephardic Haredi schools, which are perceived by these parents as less prestigious. Over the last decade, the issue of discriminatory admission policies to Haredi schools has been extensively deliberated in secular courts. The presentation will discuss the legal efforts to eradicate the discrimination in Haredi schools and account to their social and political implications. It will present, inter alia, an empirical study that demonstrated how policy changes prompted Sephardic Haredi parents to claim their rights. Dr. Lotem Perry-Hazan is Head of the Centre for Jewish and Democratic Education and the Educational Management Program at the University of Haifa, Israel. Her research interests include the intersection of law, religion, and culture in education and children’s rights in education. Many of her studies have focused on Haredi education in Israel and in other countries. Dr. Perry-Hazan is a graduate of NYU School of Law (LL.M., 2006) and the University of Haifa’s Faculty of Law (LL.B., 2004; Ph.D., 2011). She was a visiting scholar at the European Association for Education Law and Policy at Antwerp University (2012), Harvard University Graduate School of Education (2014), and Melbourne University Faculty of Education (2018).

In this first episode of Teachable Moments, award-winning educator, and former social studies teacher turned college professor, shares research-based guidance on teaching impeachment in the classroom. She begins by explaining why it’s so important for social studies, history and civics teachers to lean into this historic and critical teachable moment to model high-quality disagreement in the classroom. #sschat #socialstudies #historyteacher #civics #medialiteracy #apgov #iCivicsEdNet Follow on Twitter @bamradionetwork Diana Hess became dean of UW-Madison’s School of Education on Aug. 1, 2015. Hess is only the ninth dean of the School of Education since its founding in 1930. Since 1997, she has been researching how teachers engage their students in discussions of highly controversial political and constitutional issues, and what impact this approach to civic education has on what young people learn. Her first book on this topic, Controversy in the Classroom: The Democratic Power of Discussion won the National Council for the Social Studies Exemplary Research Award in 2009. Her most recent book, The Political Classroom: Evidence and Ethics in Democratic Education, co-authored with Paula McAvoy, won the American Educational Research Association’s Outstanding Book Award in 2016 and the prestigious Grawemeyer Award in 2017. Also in 2017, Diana Hess was recognized by the National Council on Social Studies with Grambs Distinguished Career Award for Research. Professor Hess is deeply committed to working with teachers to improve the quality of democratic education in schools.

Daphne Martschenko, president of Cambridge University Women's Boat Club, is determined to make the sport of rowing more accessible. Her mission to pave the way for greater diversity in rowing chimes with her study of the charged concepts of race, socio-economic status, intelligence and genetics. Read more here: https://gate.sc/?url=https%3A%2F%2Fmedium.com%2Fthis-cambridge-life%2Fthe-star-rower-whose-research-examines-teachers-perceptions-of-intelligence-59467a7e18e2&token=d025a9-1-1573484299972 (medium.com/this-cambridge-life…igence-59467a7e18e2) In 2015 I became the first person of colour to row in the Oxford and Cambridge Boat Races. The Men's Boat Race originated in 1829 and the Women's Race in 1927. To realise that I was the first non-white face to take part was a shock. Rowing has always been seen as an elite sport but I hope this is changing. I would like for people to see me and think there is a place for someone like them in the sport as well. As a child growing up in the USA I absolutely hated sport. My parents thought it was important for me and my younger sisters to do outdoor activities and they tried very hard to interest me. I did swimming, ice-skating, baseball, soccer and basketball. I didn't really click with any of them, and most certainly not with swimming and ice-skating. I thought of myself as more of a nerd than an athlete. One day I spotted a rowing eight on the Potomac River. I did lots of drama and I was in the school mini-bus on the way to a Shakespeare theatre competition in Washington DC. I said to the friend sitting next to me “What's that?” Her sister rowed and she explained what rowing was. I liked the idea of being on the water and not in it. My state school in Virginia offered rowing. I knew I needed to get fit before the season started so I joined the cross-country running club. I was a big kid and one of the slowest. But, when you're learning the basics of rowing, it's all about strength. I was strong, even if I wasn't the most fit. At last I'd found a sport I was good at. Rowing opened so many doors for me. It gave me confidence and that helped me to do well academically. Without rowing, I wouldn't have applied to universities on the west coast which seemed a world away from Virginia. I went to Stanford University where I majored in Russian language and literature and medical anthropology. My father is Ukrainian and my mother Nigerian. At home we speak English. For several years when I was a child we lived in Eastern Europe and Central Asia — Kyrgyzstan, Russia and Ukraine. Because of this, I love learning languages. At school I took Latin and at Stanford I studied Arabic in addition to Russian. Languages are like a superpower, I would love to be able to speak every language in the world. In Cambridge I've continued with my Russian. At Stanford I continued to row. I took part in the Under 23 World Championships in 2012 and 2014. In my four years there I learnt how to pack a lot into life. I love lists. In my room at Magdalene College in Cambridge I have a white board with a weekly schedule of tasks I need to do. Just at the moment writing up my doctoral thesis is top of the agenda. I came to Cambridge to do an MPhil and stayed on to take a PhD. My MPhil was in Politics, Development and Democratic Education. My doctoral research looks at the social and ethical implications of behavioural genetics research. It examines teachers' perceptions of intelligence, class, and race — and the possible effects of these views on student achievement. In the USA, where I carried out my fieldwork, people don't want to talk about race. They avoid it. I think this happens in the UK as well. This reluctance made it very difficult for me to carry out my research — I deal with sensitive topics. Fortunately, I managed to run focus groups in two schools and survey over 600 teachers. I think having these critical and open conversations is a key to avoiding...

We often think of democratic education as student government - where students are sadly often pigeon-held into a glorified party planning committee with very little power. But what if things could be different? First, we could establish democratic norms in our classroom, where students are on equal footing with us to discussion curriculum and classroom changes - where the topics we discuss in class and the assignments that are given are a contract between the two of us, and our job is educators is to support, rather than tell what to do.Then, what if we build student governments that operated in the school as an actual government? As in, they have a place at the school board. If they don't get what they want, they protest. And they demand things that every human being as the right to....often to the dismay of legacy administrators. Phones? It's their property, let them be used. Dress code? It's part of the first amendment. Emotional well-being? Who cares about grades when people are stressed and anxious?This issues matter deeply to students, and they should matter to us as well. The people in our classrooms are well - people, they're human beings. And they deserve the same respect that any individual has. Sometimes ,yes, they're students and they may push boundaries or get on our nerves, but they still demand the rights they're beholden to - especially when these rights are needed to navigate our ever-changing world.Further, the state of democracy in the modern world is dismal, to say the least. No matter the political party, people are unhappy with their representatives. Money corrupts the system and people aren't having their most basic needs met in some of the richest countries on Earth. Despite social studies being taught to every student, voting in the United States is still relatively uncommon and people rarely demand change. Yes, we're seeing an influx of young people taking a stand - but imagine if all our young people were given the opportunity to express themselves and recognize their voice was heard? The world would be radically different - and for the better.GUESTS IN ORDER OF APPEARANCECarla Marschall, who has worked in various IB programs across Switzerland, Germany, and Hong Kong, and is currently the Head of Curriculum Development and Research at United World College South East Asia in Singapore. Co-author of Concept-Based Inquiry in Action, Carla is an expert at preparing students for a flourishing democracy.Merrit Jones, who is the executive director of the student-led organization, Student Voice, which in my opinion is the most interesting and exciting organization currently in development. Not only is it run by students, it provides a beautiful website full of exciting resources, amazing student-written articles, and materials for supporting student-led chapters that honestly disrupt the flow of traditional schooling.RESOURCESConnect the Dots International (Carla Marschall)StuVoice.orgFURTHER LISTENINGPodcasts from Student Voice See acast.com/privacy for privacy and opt-out information.

In this special episode sponsored by the Mississippi Museum or Art, we recorded this podcast in front of a live audience at the Museum on Sept 10th, 2019 as a part of Art Nights, which is sponsored by Baker Donalson. Our host was Maisie Brown, a Murrah high school senior who recently took a position as Youth Program Director & Communications Associate for the Institute for Democratic Education in America. Maisie was joined on stage by the Museum's curator of American art, ELIZABETH ABSTON, along with DR. RASHELL SMITH-SPEARS, an associate professor of English Literature at Jackson State University, and JEFFREY CALIEDO, also a senior at Murrah High School, who was crowned the ACT-SO National Champion of Written Poetry by the NAACP for his poem “Igneous.” He wrote and read a poem in response to the Margaret Walker poem, “This is My Century: Black Synthesis of Time” the poem that serves as inspiration for the museum’s new exhibition, title “New Symphony of Time.” https://msmuseumart.org/index.php/exhibitions/exhibition/new-symphony-of-time

Many of us strive to be inclusive in our classrooms but may not have the training to be as effective as we want to be. In this episode, Dr. Amer F. Ahmed joins us to explore inclusive pedagogy and to encourage us to consider our roles as both instructors and learners in intercultural contexts. Amer is the founder and CEO of AFA Diversity Consulting LLC. He previously served as Director of Intercultural Teaching and Faculty Development at the University of Massachusetts at Amherst, as faculty at the Summer and Winter Institutes for Intercultural Communication, and as a member of Speak Out: the Institute for Democratic Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.  

Pagutharivu Podcast Ep.6!!! If you find this interesting, feel free to share this with your friends. If you would like more similar content please visit us at www.summamovies.com . Facebook: www.facebook.com/summamovies/ Twitter: twitter.com/summamovies Android App: summamemes.com

Sean Bellamy helped create a school in which all decisions are democratically made between students and teachers. In this episode that originally aired in December, 2018, Sean shares how this model benefits students and helps them become better decision makers.

How self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed society―empowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by students and staff together Student self-direction and day-to-day life Deep play, cognitive development, and critical thinking Why democratic schooling is morally right and effective Model bylaws and guidance for starting a democratic school. Created for educators, parents, and scholars, When Kids Rule the School will immerse you, heart and mind, in a promising new approach to education, and stretch your thinking about what school can be.

On this episode, Katie is joined by Dr. Steven Camicia, an associate professor of social studies education at Utah State University. His research focuses on curriculum and instruction in the areas of perspective consciousness and social justice as they relate to critical democratic education. The term “critical” modifies “democratic education” in order to focus upon the attributes of power, inclusion, and recognition in democratic education. He was awarded an American Educational Studies Association 2017 Critics' Choice Book Award for his book entitled, Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. In his book, he examines how the contexts in Utah and California might influence what can and cannot be said in classrooms about LGBTQ individuals and issues. His research has been published in scholarly journals such as Theory and Research in Social Education, The Social Studies, Social Studies Research and Practice, International Journal of Social Studies Research, Journal of Teaching and Teacher Education, the Journal of Public Deliberation, and the London Review of Education. He is a former associate editor of Theory and Research in Social Education. His research interests stemmed from his experiences as a former elementary school teacher.  Segment 1: Researching Democratic Education [00:00-13:50] In this first segment, Steven shares some of his projects focused on researching democratic education. In this segment, the following resources are mentioned: Butler, J. (2006). Precarious life: The powers of mourning and violence. New York: Verso. Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. Theory and Research in Social Education 35(1), 96-111. Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. Journal of Social Studies Research, 33(1), 113-132. Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. International Journal of Development Education and Global Learning, 4(1), 25-35. Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge. Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York: Routledge. Mouffe, C. (2000). The democratic paradox. London: Verso. Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 433-458). San Francisco, CA: Jossey-Bass Segment 2: Diversity, Inclusion and Social Justice [13:51-23:21] In segment two, Steven discusses how his research includes an emphasis on diversity, inclusion, and social justice. In this segment, the following resources are mentioned: Au, W. (2012). Critical curriculum studies: Education, consciousness and the politics of knowing. New York: Routledge. Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 3-29). New York: Teacher College Press. Benhabib, S. (2002). The claims of culture: Equality and diversity in the global era. Princeton, NJ: Princeton University Press. Harding, S. (1995). “Strong objectivity”: A response to the new objectivity question. Synthese, 104(3), 331-349. Parker, W. C. (Ed.) (1996). Educating the democratic mind. Albany, NY: State University of New York Press. Camicia, S. P., & Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc. Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue. Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition. Segment 3: Helping Students Understand Political Discourses [23:22-33:28] In segment three, Steven describes his most recent project on using social studies to help students engage in political debates and discussions. In this segment, the following resources are mentioned: Young, I. M. (2002). Inclusion and democracy. New York: Oxford University Press. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

In this episode Mike and Dyane will discuss democratic education and nurtured risk with Global Teacher Prize finalist and founder of the Sands School, Sean Bellamy.

This episode features a short story written by Sheikha Helawy, a Bedouin woman living in Jaffa. The story, published on the Short Story Project, was originally written in Arabic and was translated by Basma Ghalayini. Helawy was born in the unmarked Bedouin village of El-Roi, on the outskirts of the city of Haifa. Helawy currently works as a supervisor and advisor at the Institute for Democratic Education in Israel. Her Arabic-language publications, published in Amman, Jordan, include two books of short stories, as well as a book of poetry. Her work has also been translated into French, German, and Hebrew. Text: Sheikah Helawy, “R.A. Looks for His Eyes,” translated from Arabic by Basma Ghalayini.

This episode features poems by Sheikha Helawy, a Bedouin-Israeli woman living in Jaffa, originally written in Arabic and in Hebrew and translated by Yosefa Raz. Helawy was born in the unmarked Bedouin village of El-Roi, on the outskirts of the city of Haifa. Her village was destroyed in 1990 by the Israeli government. Helawy currently works as a supervisor and advisor at the Institute for Democratic Education in Israel. Her Arabic-language publications, published in Amman, Jordan, include two books of short stories, as well as a book of poetry. Her work has also been translated into French, German, and Hebrew.   Text: Four poems by Sheikha Helawy, translated by Yosefa Raz. Music: Aman Demeysin by The Bridge Project

On this edition of Radio Free Acton, we're joined by Micah Watson, the William Spoelhof Teacher-Scholar Chair at Calvin College, to discuss the views of C.S. Lewis on democracy, specifically as they relate to the area of education. Lewis was not a fan of democracy, and worried about the effect of democratic inclinations within a culture on the quality of education systems. Watson - joined by Acton Institute Senior Research Fellow Jordan Ballor and Director of Programs and Education Paul Bonicelli - explores the thought of Lewis on this vital topic. See acast.com/privacy for privacy and opt-out information.

Do the Rights of the Child stop at the front door of the school?

In episode #185 of Talking Radical Radio (September 14, 2016), Scott Neigh speaks with Steve Stewart. He is the technical secretary for the Initiative for Democratic Education in the Americas, also known as the IDEA Network, which brings together organizations from across the hemisphere that are committed to defending and enhancing public education. He talks about the ongoing, hemisphere-wide threats to public education, and about the work of the IDEA Network to support struggles to defend it. For a more detailed description of this episode, go here: http://talkingradical.ca/2016/09/14/ttr-idea_network/

CJSF’s Allison R. Brown speaks with Jitu Brown, National Director of the Journey 4 Justice Alliance, and Albert Sykes, Executive Director of IDEA (Institute for Democratic Education in America), about the next chapter in education justice organizing.

The start of the next part of my podcast series: asking people I know if they have any interesting, radical answers they have to questions about education. Starting with my sister Freya...

The lecture draws on research in a post-industrial city where racism has found purchase. Archbishop Justin Welby challenges the neglect of post-industrial cities like this: locations of economic decline, the collapse of self-help institutions and hollowed out democracy. Yet if there are examples of Islamism and racist gangs there are resources of hope too.

Contemporary American political culture is arguably more divisive than ever before. Blue states are bluer, red states are redder, and purple states are becoming harder and harder to find. Because of this divisiveness, teaching social studies and civics education has now become an overwhelmingly difficult task. Should a teacher share political leanings? How can teachers ensure that students are learning a wide political spectrum? Diana Hess and Paula McAvoy set out to answer these questions and more in The Political Classroom: Evidence and Ethics in Democratic Education (Routledge 2014), from the Critical Social Thought series. The researchers undertook a massive years-long longitudinal study of high schools in Illinois, Indiana, and Wisconsin. From different classroom styles and teacher pedagogy, to impact on students, The Political Classroom offers an in-depth glimpse into the American civics education classroom. Dr. Hess joins New Books in Education for the interview and you can find more helpful resources on social students and civics education at thepoliticalclassroom.com. For questions or comments on the podcast, you can also find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices

Contemporary American political culture is arguably more divisive than ever before. Blue states are bluer, red states are redder, and purple states are becoming harder and harder to find. Because of this divisiveness, teaching social studies and civics education has now become an overwhelmingly difficult task. Should a teacher share political leanings? How can teachers ensure that students are learning a wide political spectrum? Diana Hess and Paula McAvoy set out to answer these questions and more in The Political Classroom: Evidence and Ethics in Democratic Education (Routledge 2014), from the Critical Social Thought series. The researchers undertook a massive years-long longitudinal study of high schools in Illinois, Indiana, and Wisconsin. From different classroom styles and teacher pedagogy, to impact on students, The Political Classroom offers an in-depth glimpse into the American civics education classroom. Dr. Hess joins New Books in Education for the interview and you can find more helpful resources on social students and civics education at thepoliticalclassroom.com. For questions or comments on the podcast, you can also find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices

Contemporary American political culture is arguably more divisive than ever before. Blue states are bluer, red states are redder, and purple states are becoming harder and harder to find. Because of this divisiveness, teaching social studies and civics education has now become an overwhelmingly difficult task. Should a teacher share political leanings? How can teachers ensure that students are learning a wide political spectrum? Diana Hess and Paula McAvoy set out to answer these questions and more in The Political Classroom: Evidence and Ethics in Democratic Education (Routledge 2014), from the Critical Social Thought series. The researchers undertook a massive years-long longitudinal study of high schools in Illinois, Indiana, and Wisconsin. From different classroom styles and teacher pedagogy, to impact on students, The Political Classroom offers an in-depth glimpse into the American civics education classroom. Dr. Hess joins New Books in Education for the interview and you can find more helpful resources on social students and civics education at thepoliticalclassroom.com. For questions or comments on the podcast, you can also find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices

Contemporary American political culture is arguably more divisive than ever before. Blue states are bluer, red states are redder, and purple states are becoming harder and harder to find. Because of this divisiveness, teaching social studies and civics education has now become an overwhelmingly difficult task. Should a teacher share political leanings? How can teachers ensure that students are learning a wide political spectrum? Diana Hess and Paula McAvoy set out to answer these questions and more in The Political Classroom: Evidence and Ethics in Democratic Education (Routledge 2014), from the Critical Social Thought series. The researchers undertook a massive years-long longitudinal study of high schools in Illinois, Indiana, and Wisconsin. From different classroom styles and teacher pedagogy, to impact on students, The Political Classroom offers an in-depth glimpse into the American civics education classroom. Dr. Hess joins New Books in Education for the interview and you can find more helpful resources on social students and civics education at thepoliticalclassroom.com. For questions or comments on the podcast, you can also find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices

We live in an age in which everything has become politicized.  The coffee we drink, the food we eat, the shows and movies we watch, and the cars we buy,all seem to convey some kind of political message.Where once these things represented class, or taste, or education, today it’s all about politics.  Even in non-partisan races, political ideology becomes the central issue.So what impact does this have on our ability to teach politics, or citizenship or democracy or even science in the classroom? Paula McAvoy examines not only the impact, but a way into this discussion that can perhaps transcend or even co-opt our partisan divide.  She details it in The Political Classroom: Evidence and Ethics in Democratic Education.My conversation with Paula McAvoy: 

In this episode, Zac talks with Scott Nine, executive director of the Institute for Democratic Education in America about Scott’s learning throughout the web series A Year at Mission Hill.

Lying, conniving, manipulative behind the scenes, informal, maneuvers for power are found in education communities as well. It would be naive for any education leader to believe that these dynamics are not in play in their organization. Today our guests talk candidly about playing politics without being eaten alive or losing your soul. While teaching journalism at DePaul University, Marilyn Moats Kennedy founded Career strategies. Author of 6 books and writer of several articles. Michael Smith is Superintendent of Tuscola Community Unit School District #301 in Tuscola, Illinois. Sam Chaltain is a DC-based writer and education activist, and a Senior Fellow at the Institute for Democratic Education in America (IDEA). The author or co-author of six books, Sam is also a regular contributor to Huffington Post and CNN.

Our guests say that our emphasis on I.Q., testing and scores undermines the development of critical qualities your teen needs to succeed in life. What are these skills, where and how are they learned? Tune in and find out if your teen is on the right track. Paul Tough is author of HOW CHILDREN SUCCEED: Grit, Curiosity, and the Hidden Power of Character and is a contributing writer to the New York Times Magazine. Sam Chaltain is a DC-based writer and education activist, and a Senior Fellow at the Institute for Democratic Education in America (IDEA). Kathryn Stamoulis, PhD., is an educational psychologist who specializes in adolescent development.