Podcasts about development education

As you will have heard on many previous episodes of the podcast, with Marie Battiste, Carl Mika, Wakanyi Hoffman, Vanessa Andreotti and others, understanding the ways in which our colonial schooling systems have propogated one particular way of knowing our world, and excluded and often violently suppressed many others is something that I care deeply about. For me, it has to be a key part of any transformative work that we do to, with humility and curiosity, to reorient education systems. But in order to do this, we need people who are able to gather and convene the critical conversations that put these ways of knowing in dialogue with each other. It is therefore the greatest honour to have Professor Catherine Odora Hoppers joining me on the podcast this week. For her entire career Dr Hoppers has been at the forefront of facilitating these vital conversations. In post-Apartheid South Africa, she designed and enabled the process that led to the first national policy on the recognition, development and protection of indigenous knowledge systems. Professor Catherine Odora Hoppers is a scholar and policy specialist on International Development, education, North-South questions, disarmament, peace, and human security. She is a UNESCO expert in basic education, lifelong learning, information systems and on Science and Society; an expert in disarmament at the UN Department of Disarmament Affairs; an expert to the World Economic Forum on benefit sharing and value addition protocols; and the World Intellectual Property Organisation on traditional knowledge and community intellectual property rights.She got a Masters and PhD in International Education from Stockholm University, Sweden. In South Africa, Professor Hoppers was awarded Professor Extraordinarius in 2019 at University of South Africa (Pretoria). She held a South African Research Chair in Development Education at the University of South Africa (2008-2018). Prior to that, she was a technical adviser on Indigenous Knowledge Systems to the Parliamentary Portfolio Committee on Arts, Culture, Science and Technology (South Africa) and led the Task Team to draft the national policy on Indigenous Knowledge Systems. She is a member of the Academy of Science of South Africa (ASSAf, 2002), and was a member of the Academy of Science Special Panel on the Future of Humanities (South Africa).She was the Goodwill Ambassador for Makerere University in Kampala Uganda; and Ambassador for Non-Violence at the Durban Universities' International Centre for Non-Violence. In July 2015, she received the Nelson Mandela Distinguished Africanist Award from HE Thabo Mbeki for her pursuit of the total liberation for the African continent through the promotion of Indigenous Knowledge Systems of Education and in the same year, Prof Hoppers was awarded “Woman of the Year” by the University of South Africa, and was named as a “Leading Educationist” and was honoured in the Gallery of Leadership as the 63 most influential people who have shaped Unisa since its inception in 1873, in a permanent exhibition in Kgorong Building in UNISA. In 2017, Professor Hoppers received the distinction from UNESCO as an Honorary Fellow in Lifelong learning. She is the Founder and Director, Global Institute for Applied Governance in Science, Knowledge Systems and Innovations (https://www.giagsi-ug.org/the-faculty/). She held a Professorship in Education at Gulu University (Uganda) and is now the Canada Research Chair in Transdisciplinarity, Cognitive Justice and Education as part of the Pluralism Strategy Initiative at the University of Calgary (https://www.ucalgary.ca/pluralism/scholars-educators-researchers).She is the author of many important works including the book, Rethinking Thinking: Modernity's "other" and the Transformation of the University with the late Prof. Howard Richards.https://scholar.google.com/citations?user=qWEKG-QAAAAJ&hl=en

ChaptersSummaryIn this conversation, Jason discusses the feelings of uncertainty prevalent in today's society, particularly in relation to grocery prices, political climates, and personal security. He emphasizes the importance of strong relationships, financial stability, and personal growth as ways to navigate these uncertain times. The dialogue also touches on the impact of political discourse on personal relationships and the need for balance in beliefs and values.Linkshttps://www.breakfromthegrind.com/Visit our Stores: https://www.redbubble.com/people/bftg/shophttps://www.teepublic.com/stores/lowtreestudiosVideo https://rumble.com/c/c-6686850https://www.youtube.com/@breakfromthegrindhttps://www.youtube.com/@BFTG-Inspiration DetailsFinding Security in an Uncertain WorldIn today's fast-paced and ever-changing world, it can be challenging to feel secure and at peace. However, there are several factors that can contribute to a sense of security and well-being. Here are some of them:1. Strong Relationships:Family and Friends: Having a strong support system of family and friends can provide a sense of belonging and emotional security.Intimate Relationships: A loving and supportive partner can be a source of great comfort and stability.Social Connections: Building and maintaining strong social connections can help you feel less isolated and more secure.2. Financial Stability:Secure Job: Having a stable job with a reliable income can provide a sense of financial security.Savings and Investments: Building a financial cushion can help you feel more prepared for unexpected expenses or challenges.Debt Management: Managing your debt and avoiding excessive financial burdens can contribute to a sense of security.3. Personal Growth and Development:Education and Skills: Investing in your education and developing new skills can boost your confidence and sense of self-worth.Personal Goals: Setting and achieving personal goals can give you a sense of accomplishment and direction.Self-Care: Taking care of your physical and mental health is essential for feeling secure and well.4. Sense of Purpose:Meaningful Work: Having a job or career that you find fulfilling can provide a sense of purpose and satisfaction.Giving Back: Contributing to your community or helping others can give you a sense of meaning and connection.Personal Beliefs and Values: Having a strong sense of personal beliefs and values can provide a foundation for your life and a sense of security.5. Healthy Lifestyle:Physical Health: Maintaining good physical health through regular exercise and a balanced diet can contribute to a sense of well-being and security.Mental Health: Taking care of your mental health by managing stress, practicing mindfulness, and seeking support when needed is essential for feeling secure and balanced.Remember, feeling secure is a personal journey. What makes one person feel secure may not work for another. It's important to identify what makes you feel safe and confident and to take steps to cultivate those qualities in your life.#uncertainty,...

“Our opportunity is to figure out how to retain and elevate talent within our movement.” - Tobi WeingartThank you for tuning in to episode 188 of The CUInsight Experience podcast with your host, Randy Smith, co-founder of CUInsight.com. This episode is brought to you by Motivosity.  Motivosity is all about building amazing company cultures that help people be happier at work. Through building recognition, connection, and community within the credit union, Motivosity makes your employees more engaged, and in turn, your members are too. My guest on today's show is Tobi Weingart, Chief Program Officer at the National Credit Union Foundation (NCUF). Tobi shares her career journey in credit unions that began after college. She encourages teams to create an environment that supports talent and provides opportunities to the rising stars of our movement. The National Credit Union Foundation is the charitable arm of the industry working to improve people's financial lives.During our conversation, Tobi talks about nurturing and empowering professional development within teams. She discusses the importance of embracing opportunity to retain and elevate talent within the credit union movement. Tobi mentions numerous programs and workshops that ensure everyone in the organization has access to mission-based training. She shares the lasting impact mentors have had on her career and advises those working towards a leadership role. Listen as Tobi talks about the vast benefits of Credit Union Development Education (DE Program) and what leaders can do to create the best environment for developing talent.As we wrap up the episode, Tobi talks about spending time in nature, listening to nostalgic music, and admiring her grandma. Enjoy my conversation with Tobi Weingart!Find the full show notes on cuinsight.com.Subscribe on: Apple Podcasts, Spotify, Stitcher Books mentioned on The CUInsight Experience podcast: Book List How to find Tobi:Tobi Weingart, Chief Program Officer at the National Credit Union Foundationtweingart@ncuf.coop ncuf.coop Tobi: LinkedIn NCUF: LinkedIn | Instagram | Facebook | YouTube | X

Recorded Live at Vision Hi-Tech Training & Expo, Greg Bunch discusses the critical role of education, delegation, and elevation in the automotive industry. Greg shares insights on the challenges of transitioning from technician to shop owner and the necessity of adopting a mindset conducive to business growth. He emphasizes the importance of professional development and the dangers of becoming addicted to problem-solving and the impact on business growth. Greg Bunch, Aspen Auto Clinic, Transformers Institute. Listen to Greg's previous episodes HERE. Show Notes The importance of education (00:00:01) Discusses the significance of education and professional development in the automotive industry. The impact of comfort (00:02:38) Explores the negative impact of seeking comfort and avoiding discomfort on professional development and business growth. The challenge of delegation (00:03:12) Discusses the difficulty of delegating responsibilities and the need for education and training in the process. The need for professional development (00:07:36) Emphasizes the importance of professional development and the lack of formal training in the automotive industry. Elevating and continuing education (00:12:44) Stresses the importance of ongoing education and elevation of employees, even after delegating responsibilities. Educate, Delegate, Elevate (00:16:44) Discussion on the importance of education, delegation, and elevation in business growth and leadership. Control Freaks and Coaching (00:18:03) Exploring the challenges of control freaks in business and the potential impact of coaching on their mindset. The Addiction to Problem Solving (00:19:35) The dangers of becoming addicted to problem-solving and the impact on business growth. The Challenges of Coaching (00:22:14) The stress and challenges coaches face in carrying the success or failures of their clients' businesses. Benefits to Retain Technicians (00:28:20) The importance of creating a positive culture and vision to retain talented technicians in the automotive industry. Thanks to our Partners, AAPEX and NAPA TRACS Set your sights on Las Vegas in 2024. Mark your calendar now … November 5th-7th, 2024. AAPEX - Now more than ever. And don't miss the next free AAPEX webinar. Register now at http://AAPEXSHOW.COM/WEBINAR NAPA TRACS will move your shop into the SMS fast lane with onsite training and six days a week of support and local representation. Find NAPA TRACS on the Web at http://napatracs.com/ Connect with the Podcast: -Follow on Facebook: https://www.facebook.com/RemarkableResultsRadioPodcast/ -Join Our Private Facebook Community: https://www.facebook.com/groups/1734687266778976 -Subscribe on YouTube:

Dr. Salvacion Villafuerte & Mikki Sachiko talked about creating and maintaining good habits.Get insights to help you avoid harmful habits like smoking or bad eating habits.Learn tips to become relentless with your goals, even when there are days you don't feel motivated.As a special offer for our listeners, you can enjoy a 10% discount on IV drips or corporate wellness coaching by simply mentioning this episode!Ready to treat yourself, your employees, or your friends to the wellness experience they truly deserve? Book with us today at 09271824158 or 09177146506For better wellness journey, followhttps://www.instagram.com/skindripclinichttps://www.instagram.com/wellnessiblecoWellnessible wellness training from:Mikki Sachiko is the founder of Wellnessible. She has a professional and educational background in Communications and Journalism and is a US & UK-certified health coach. Mikki's diverse professional background started at the age of 17 and now with almost 15 years of experience working in different industries.Dr. Salvacion Villafuerteis a Registered Psychologist and a Registered Psychometrician. She has a Bachelor of Science in Clinical Psychology, Master of Arts in Psychology, Doctor of Philosophy in Development Education, and she completed her second doctorate--Ph.D. in Clinical Psychology.For more details, please contact info@wellnessible.com.

How old were you when you discovered urban planning? Maybe it was listening to our podcast, attending a community meeting for a proposed development change, or a class you took in school. In today's episode, Nimo and Jas interview Mr. Kevin Miles, a dynamic teacher and DEI facilitator based in Dallas, Texas. By using the Urban Land Institute's UrbanPlan curriculum, press play to hear how he cultivated a five-year education path for 8th-12th grade students at Dallas Townview School of Business and Management.Mr. Miles's lifelong mission is to establish a National Career and Technology Student Leadership Organization (CTSO) and a “feeder pattern” of skilled and diverse Student Leaders to positively impact the future of the built environment that includes the cultural needs of a place, rather than an outdated pipeline model.In addition to teaching, Mr. Miles serves as the Director of External Relations for Townview School of Business and Management. He is also Chair of the Urban Land Institute (ULI) Dallas Fort Worth Pathways to Inclusion (PTI) Committee and works closely with National ULI's DEI team to help promote and develop PTI and BIPOC members.Questions for Kevin Miles? Send him an email at epicc2030@gmail.com or connect with him on LinkedIn.To volunteer or add UrbanPlan to your school, contact urbanplan@uli.org.Thank you for listening and tune in every other Tuesday where Nimo and Jas keep it Four Degrees to the Streets.Follow us on X and Instagram @the4degreespod.Or send us an email to connect with us!

"My work is absolutely political. Working with the community is absolutely political. Working with refugees is absolutely political. Politics is everywhere. But the way politicians exercise it is a dead end." Thalia Dragonas is Emeritus Professor of Social Psychology at the University of Athens, where she was also the Head of the Department for Early Childhood Education. Her research interests have included psychosocial identity and intergroup relations, intercultural education and ethnocentrism in the educational system, prevention and promotion of early psychosocial health, and she worked extensively for the educational reform of the Muslim Minority in Western Thrace. She previously served as a State Member of the Greek Parliament and Secretary on Educational Planning and Intercultural Education at the Ministry of Education, Life-Long Learning and Religious Affairs. However, her commitment to the integration of minorities attracted the opposition of LAOS. Julian talks with Thalia about her community development projects with various marginalised groups in Greece, the difference between integration and assimilation, and her experience of the Greek political system.

In this episode, Stuart De Ville speaks to Niall Crabtree, a game designer at Sigtrap (during the time of recording) and lecturer at The University of Huddersfield, to discuss game dev education, their path into lecturing, and provide top tips for both prospective students and lecturers. Learn more about our own community education initiative on Twitter @gdledu. Visit Our Website - gamedev.london - for meet ups, game jams, competitions and more! Join Our Discord - gamedev.london/join Follow Us On Twitch - twitch.tv/gamedevlondon (Recorded November 2022)

Ariel Camus is the Founder and CEO of Microverse, an online school that helps anyone become a high-paid software developer. The best part? The startup takes advantage of Income Sharing Agreements (ISOs), so there is a $0 upfront cost. Microverse has raised over $20M+ and was part of the Y Combinator 2019 Batch. Thousands of people from over 100 countries apply to join Microverse every month, and hundreds of remotely-employed alumni from Colombia to Nigeria are making 3-10x their previous salary working for companies like Microsoft, VMware, Huawei, and Globant.   Before starting Microverse, Ariel was the Co-Founder and CEO of TouristEye, a mobile app for planning trips and discovering new things to do while traveling. He grew the app to 1M users in 180+ countries before selling it to Lonely Planet in 2013. After the sale, Ariel worked as a Senior Product Manager of Lonely Planet's website, with over 150 million unique visitors annually.Now at Microverse, Ariel is making it easier for people in developing countries to obtain jobs in software development.  Twitter of Host: @mbitpodcastTwitter of Guest: @arielcamusLearn More About Microverse Here: https://www.microverse.org/ 

Personal development and education are one of the most important investments you can make in your business. In this week's episode, Travis and Nestor share their thoughts on the subject!

Personal development and education are one of the most important investments you can make in your business. In this week's episode, Travis and Nestor share their thoughts on the subject!

How can people be empowered through community-led development? In this episode, Esther, our Europe Events Officer, speaks with Naomi Muando, the regional manager of ACET Uganda in Mbale. During the interview, they talk about ACET as an organisation and Naomi's role there. There is a discussion about the community-led initiatives designed to prevent the transmission of HIV/AIDs and reduce stigma around the disease through education. Naomi talks about the rise in teenage pregnancies following the effects of covid-19 lockdowns and how her work seeks to empower women in a very conservative and patriarchal society. Interviewed by Esther Coomber. Music by Lorcan Cudlip Cook. Find out more about the Oxford Society for International Development at oxsid.org

Throughout our lives, we've all had people who have taught us lessons. Once in a while, a special person appears to give us more; a person who invests in a relationship and commits to growing a colleague personally or professionally. This authentic relationship - and the benefits it yields - is at the core of mentorship. In this episode, we're once again joined by Sandy Ziegler – Penn Community Bank Director of Training, Development, & Education – to learn about the power of mentorship for individuals and organizations, discuss how team member development has strengthened the bank, and share some tips for mentors and mentees. ---- If you enjoyed today's episode, be sure to subscribe and leave us a rating. And, as always, keep up with the latest from Penn Community Bank by following us on social media: Facebook Instagram LinkedIn For more information about this podcast, links to past episodes, or to learn more about Community-first banking, just visit PennCommunityBank.com/podcast ---- Mutual Growth is the official podcast of Penn Community Bank - member FDIC. Equal Housing Lender. It is produced for the benefit of current and prospective customers and partner organizations. This program is provided to you solely for educational and entertainment purposes. The information contained herein is based on sources believed to be reliable, but is not represented to be complete and its accuracy is not guaranteed. The opinions, views, and estimates expressed are those of the producer at this date and are subject to change without notice. Please email marketing@penncommunitybank.com regarding booking or repurposing of any part of this podcast.

Building off of part one of our two part series on early childhood development education, we continue the conversation discussing the role and impact of early childhood development centers in our local communities. Episode two features Tammi Graham, Executive Director of First 5 Riverside, and Pamela Robinson, Director of Concilio Child Development Center.

Early childhood development centers remain a key cornerstone of our local community, investing in future leaders and providing essential care for children as their parents work. But how has COVID-19 and its multifaceted impact influenced the sustainability of this industry, especially in our ever-growing region? What are some of the challenges and solutions that need to be considered moving forward? To address some of these questions, the COGCast will feature a special two episode series on early childhood development education. Part one of this two part series features JoAnne Lauer, Assistant Superintendent for Riverside County Office of Education, and Sarah Burnett, Early Childhood Education Professor at Norco Community College. 

This is a speech I delivered at the IDEA 2021 Virtual Conference. My speech touches on the importance of global citizenship, and the need for activism to commit to uplifting all people for the better.

On today's episode, Ashley chats with Dana Murray AKA Babe + Beauty about her unique journey in the Aesthetics Industry and some of her discoveries while working in cosmetic product development.

Transformative, experiential training established to connect people with the value proposition of credit unions using empathy and purpose. What is the DE Program? The Credit Union Development Education (DE) Program is the signature program of the Foundation. The mission of the DE Program is to help established and emerging leaders within the credit union movement understand and leverage credit unions' unique business model to serve members and communities in new and better ways. Since 1982, over 2,000 credit union advocates from 35 countries have attended the U.S. DE Training to earn their CUDE™ designation. Independent, international DE programs have spun off from the U.S. program. These programs have expanded the global DE alumni network to more than 4,500 individuals worldwide.

In today's episode, Susanne Rogers chats with Bobby Mc Cormack from Development Perspectives about education, active citizenship and Ireland's progress in the UN's Sustainable Development Goals.  In other news, we are delighted that Social Justice Matters has been recognised by FeedSpot as one of the 20 social justice podcasts you should be following in 2020. Check out the list here: https://blog.feedspot.com/social_justice_podcasts/

Join me for a very deep exploration into the business & personal life of founder of CAMP Australia, Anthony Phillips. We discuss all things personal development, how Anthony's late mother was a strong influence in the Phillips family's culture of giving & the most challenging AFL player Anthony ever faced. Power of Now – Eckhart Tolle The Phillips Foundation - Phillips Foundation (thephillipsfoundation.org.au) Minimalism Documentary - https://www.netflix.com/title/80114460

Dr. Niyozov grew up in Tajikistan, former Soviet Union, in a small village and a large family. He is a true plurilingual person with a vast international experience in education and research by engaging with numerous cultural groups along the span of his life. These experiences provided an ontoepistemological rationale that has driven the work he currently does with immigrant and refugees and with religious education. In today’s episode, Dr. Niyozov argues that religious education is important because there are subjects that have not been taught in some parts of the academic world or engaged as they have become taboo. It is important to provide the space for different religious dimensions from different parts of the world, engage, question and challenges how education is or not welcoming these experiences. He points out that we need to find spaces for challenging and pushing back ideas and to allow space for conflict and disagreement so we need to be able to handle controversy; this way it takes away the fear of being able to engage in academic conversations respectfully. * Biography: Prof. Sarfaroz Niyozov is an Associate Professor of Curriculum Studies and Teacher Development and Comparative, International and Development Education at OISE, University of Toronto. Prof. Niyozov is highly experienced in teaching and conducting long-term research on marginalized communities in Canada and internationally. Niyozov has authored and co-authored more than 70 publications, including books, journal articles, chapters, editorials and reviews. He teaches courses on cross-cultural teacher development, religious education, comparative education and researching in the Global South. He has held a number of leadership positions at OISE (co-chair of Curriculum & Pedagogy program of CTL (July, 2019-present); director of the Institute for Educational Development at the Aga Khan University, co-director of CIDE Program (2013-2019). He leads and co-leads education interest groups at OISE such as South Asia Education, Muslim Education; Central Eurasia Education groups and is on the Steering Committee of the World Congress of Comparative, International Education Societies. * Cite this podcast (APA): Ortega, Y. (Producer). (2021, February 24). CES5E4 – https://soundcloud.com/chasingencounters/ces5e4-religious-education * Sources: Niyozov, S., & Punja, Z. (2009). The role of spirituality in the life and work of Ismaili teachers. Insights from Central Asia. In J. Lin & J. Miller. (Eds.), Spirituality, religion and peace education. Greenwich CT: IGA Publishing.

Dr. Ruth Hayhoe provides a brief history and background of the concepts of comparative, international and development research and education through a critical lens. She posits that these concepts are more complex than we think, borrowing from dependency theory, she posits that CIDE’s main goal should be about learning from others on equal terms. This way the paradigm that the south must learn from the north can be challenged. She also discusses how imperialism is about structures in the economy and the political arena in culture, in communications and has caused the so-called developing world to be subordinated to the developed world. She proposes that each country has to choose its own political systems based on international cooperation rather than domination from developed countries. *Biography: Dr. Ruth Hayhoe is a professor in the Department of Leadership and Higher Education at the University of Toronto (OISE). Dr. Hayhoe's research has mainly related to Chinese higher education and educational relations between East Asia and the West. She has been interested in the ways in which cultural values and epistemologies from Eastern civilizations may provide a resource for new thinking in global higher education development. She is also interested in the intersection between Asian ways of knowing and women's ways of knowing, and questions of gender in cross-cultural leadership, topics stimulated by her personal experience of institutional leadership in an Asian context *Cite this podcast (APA): Ortega, Y. (Producer). (2020, November 5). CES4E4 – Comparative, International, Development Education and Research. https://soundcloud.com/chasingencounters/ces4e4-comparative-international-development-education-and-research *Sources: Hayhoe, R. (2014). China through the Lens of Comparative Education: The selected works of Ruth Hayhoe. Routledge. Sivasubramaniam, M., & Hayhoe, R. (2018). Religion and Education: Comparative and international perspectives. Symposium Books Ltd.

Hi Everyone, in this episode we have another special guest Serena Tsang, who is the director and owner of award-winning Brilliant Kids Childcare and Preschool in San Francisco. In this episode, we discuss the importance of finding balance and setting down boundaries for your children at an early age. We also discuss why being a Tiger Mom will ultimately harm your children. To learn more about Brilliant Kids, please check out their website. To contact Serena: Email: stsan002@gmail.com Facebook: https://www.facebook.com/serenatsang1992 To get in contact with us: Email: lostandrefoundpodcast@gmail.com Instagram: @lost.and.refound Yan's IG: @fabmomlife Evonne's IG: @smile.wave.repeat --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/lostandrefound/support

Schedule a call with me to learn more about the Stand in Your Power Workshop.    Join the networking group for aspiring female dropouts! The Dropout Social Network. This group is specifically designed to build a community and support system for ladies as they pursue their dropout journey.   Lauren works 1:1 with new and aspiring females dropouts who are ready to take charge of their life and start a business, so that they can make decisions from options and opportunities vs feeling stuck in their job. For more information, visit the website

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.

Norin Taj discusses her relationship with her homeland (Pakistan) and what it means to immigrate to Canada. She describes her identities and the history of the Muslim values she feels identified with her South Asian culture as two complex and intricate entities that cannot be separated. She believes immigrating to Canada has given her the opportunity to do things she always wanted to do: to continue being an educator and a researcher. Norin also elucidates on the ideas of inequality between public education vs. private elite education in Pakistan. While private education requires high levels of accountability (mainly requested by parents), public education remains to be for poor individuals with little to no accountability and students are referred to as mere numbers on dropout rates. Norin left us pondering with two key questions: Should education focus on numbers/budgets or on actual education for the most marginalized? and how can girls’ education make use of better terms for empowerment? *Biography: Norin Taj is a doctoral candidate in Educational Leadership and Policy with a specialization in Comparative, International and Development Education at OISE. Her research interests are in the global policy discourse on girls’ education and its understanding in the South Asian context, particularly in Pakistan. When not working, she enjoys painting and writing poetry. *Cite this podcast (APA): Ortega, Y. (Producer). (2020, September 30). CES4E2 – “Empowering” girls education in Pakistan. https://soundcloud.com/chasingencounters/ces4e2-empowering-girls-education-in-pakistan *Sources: 1.Monkman, K., & Hoffman, L. (2013). Girls’ education: The power of policy discourse. School Field, 11(1), 63-84. 2. Khoja-Moolji, S. (2015). Suturing together girls and education: An investigation into the social (re) production of girls’ education as a hegemonic ideology. Diaspora, Indigenous, and Minority Education, 9(2), 87-107. 3. Meyer, J. W., & Jepperson, R. L. (2000). The ‘actors’ of modern society: The cultural construction of social agency. Sociological theory, 18(1), 100-120.

As businesses across every industry respond to the economic impact of the coronavirus pandemic, the importance of training and employee development has never been more important. In this episode, we're joined by Sandy Ziegler - Penn Community Bank Director of Training, Development, & Education - to discuss the importance of training to Penn Community Bank and how this focus can translate to business owners and employees around the community. In our conversation, we discuss the benefits for learning and development for all businesses, how to make your brand “Pandemic Proof,” and what individuals should be doing today to prepare themselves for the jobs of tomorrow. ---- If you enjoyed today's episode, be sure to subscribe and leave us a rating. And, as always, keep up with the latest from Penn Community Bank by following us on social media: Facebook Instagram LinkedIn For more information about this podcast, links to past episodes, or to learn more about Community-first banking, just visit PennCommunityBank.com/podcast ---- Mutual Growth is the official podcast of Penn Community Bank - member FDIC. Equal Housing Lender. It is produced for the benefit of current and prospective customers and partner organizations. This program is provided to you solely for educational and entertainment purposes. The information contained herein is based on sources believed to be reliable, but is not represented to be complete and its accuracy is not guaranteed. The opinions, views, and estimates expressed are those of the producer at this date and are subject to change without notice. Please email marketing@penncommunitybank.com regarding booking or repurposing of any part of this podcast.

Today we have Shirin, Norin and Lepin who are graduate students at the Ontario Institute for Studies in Education at the University of Toronto. They are the co-chairs for this year’s graduate student conferences. We discussed research engagement, knowledge mobilization and the importance of disseminating research, especially when it comes to graduate studies. As co-chairs, they came to Chasing Encounters not only to promote the conference but to have an in-depth conversation about asking intrinsic questions that help us transform our societies and explore the opportunities we find while doing research. In the end, knowledge mobilization is about connecting, learning and connecting with others who share similar interests. Norin Taj is a PhD candidate in Educational Leadership and Policy (ELP) at OISE. She received her master’s degree in ELP with a specialization in Comparative, International and Development Education. Her research interests are in gender and education. She is looking at the global policy discourses on girls’ education and their understanding in the South Asian context, particularly in Pakistan. When not working, she enjoys painting and writing poetry. Leping Mou is a PhD candidate in Comparative Higher Education at OISE, University of Toronto. His doctoral research focuses on how liberal arts education could contribute to the cultivation of whole persons with capabilities for the 21st century. He is interested in and utilising mixed methods in his research. Shirin Haghgou has worked as an educator and community organizer with newcomer youth in Toronto. Shirin managed the first ever project in Toronto addressing issues of gender identity and sexual orientation within the Farsi speaking diaspora. She is currently pursuing her PhD in the department of Adult Education and Community Development at the University of Toronto. ************************* Cite this podcast (APA): Ortega, Y. (Producer). (2020, March 2). CES3E3 – Graduate student research [Audio podcast]. https://soundcloud.com/chasingencounters/ces3e3-graduate-student-research

Zach and Lydia Aranda, President of Chicanos Por La Causa Southern Arizona, talk about workforce development and economic development, and education policy, along with Douglas Mayor Robert Uribe and Assistant Director of Grand Canyon Institute, Max Goshert.

Cristina has international experience teaching in formal and informal spaces in Japan and in Canada. She was born in Trinidad and is the first woman in the family pursuing a Ph.D. We discussed how the English language has been used for domination and control but also shaped the way we think in a capitalist society. Mainly, these mentalities stem from colonization. To this, Cristina explains how colonialism is very different depending on the contexts, however, there are some patterns that help us understand what happens to the local languages, cultures and knowledges and what counts and what is being valued or not. We engaged in conversations around questioning why some people denigrate local languages and cultures in order to behave and speak properly to fit in this society and be perceived as more intelligent so they can move socially. While mastering English may be practical and gives us power, multilingualism helps us understanding other human beings and other modes of understating the world, and it allows personal and societal transformation. We finish our talk by discussing how decolonization is not only in psychological, material terms but an intentional practice about actions to challenge and change systems on a daily basis. Bio: Cristina Sherry Jaimungal is a scholar pursuing her PhD in Social Justice Education and Comparative, International, and Development Education at the Ontario Institute for Studies in Education (OISE), University of Toronto. Anchored in critical language studies, anti-colonial theory, anti-racism studies, and decolonial praxis, Jaimungal examines the colonial enterprise of English language education. Sources: *Cheuk, F., and Jaimungal, C.S. (March 2018). Paper Presentation “Unsettling Tongues and Tones: Fleshing Out the Colonial Reproduction of English Language Education”. Paper presented at the 2018 Comparative International Education Society Conference, March (25-29), 2018, Mexico City, Mexico. *Dei, G. J. S., & Jaimungal, C. (Eds.). (2018). Indigeneity and Decolonial Resistance: Alternatives to Colonial Thinking and Practice. Stylus Publishing, LLC. *Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States. Routledge. *Lordan, M., George, J., & Dei, S. (Eds.). (2016). Anti-colonial theory and decolonial praxis. Peter Lang Incorporated, International Academic Publishers. *Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. Teachers College Press. Cite this podcast (APA): Ortega, Y. (Producer). (2019, December 18). CES2E9 – Language, Race, and Colonialism [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters/ces2e8-language-race-and-colonialism

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.

Real estate development professionals carry a large load of duties. Learn how to become a Real Estate Developer, career options, training and career paths with the help of Alister Toma.

What happens when a marketer and an architect join forces? Magic is made. No, seriously. This past Fall, Marketing Zen founder and CEO, Shama Hyder teamed up with award-winning architect, Jared Skinner to launch MADE (Marketing, Architecture, Development & Education), an architecture design firm that “bakes branding into the blueprints.” While doomsday prophets predict the end of the brick-and-mortar store, Shama and Jared believe there will always be a place for physical stores that focus on providing experiences. Take Nordstrom for example. At their new location in California, there is nothing available for purchase on site. Instead, personal stylists help customers select a new wardrobe, which can be then be ordered online and delivered to the store that same day. Meanwhile customers can hang out, have a beer, or get a pedicure while they wait for their clothes to arrive. In a similar vein, co-founders, Shama and Jared have set out to disrupt the world of architectural design and change the way people interact with physical spaces. Read more here: https://www.huffingtonpost.com/entry/shama-hyder-and-jared-skinner-shake-up-the-architectural_us_5a444b72e4b0d86c803c74e3

This episode brought our expert guest Ntal Alimasi to discuss ways Congolese and its government could engage in creating mechanisms for accountability and strong governance. Ntal Alimasi is a Capacity Development and Governance Consultant, and has worked with academia, the private sector, government and international organizations, including AFRICARE, A.L. Nellum & Associates, Catholic Relief Services, Save the Children, Christian Children Fund, the International Youth Foundation, USIP, USAID, the US Department of State, the World Bank, and the African Development Bank (AfDB). Alimasi has worked with senior government officials as well as CSOs in Africa, Europe, the Caribbean, and USA. He lectures on Governance in Africa at the US Department of State’s Foreign Service Institute. He has worked in Belgium, Benin, Burkina Faso, Burundi, Central African Republic, Cameroon, Chad, Congo-Brazzaville, DRCongo, France, Gabon, The Gambia, Guinea, Haiti, Kenya, Mali, Niger, Rwanda, Senegal, Togo, Tunisia, and the USA. He provided technical assistance to the International Youth Foundation and its research team on the challenges and opportunities for Congolese youth. Currently President of NAACUS (National Association of African Catholics in the US), Alimasi coordinated the AGOA 2012 CSOs Forum rapporteurs team, and delivered the Civil Society Network’s Communiqué at the AGOA 2012 U.S.-Sub-Saharan Africa Trade and Economic Cooperation Ministerial Forum. Alimasi is a PhD candidate in International and Development Education at the University of Pittsburgh, and holds two master degrees, respectively in Community Economic Development and in Education. He speaks English, French, Swahili, Lingala, Kikongo, Kinyarwanda, Kirundi, and Mashi.

We went to Citywest on a Development Education trip where we were told how to set up our mini NGO's (Non-Governmental Organisations) and then met with some of the members of the NGO's that were there. Lauren and Claire from RTY interviewed one of the members of Burma Action Ireland who tells us of his difficult past in Burma and how he hopes circumstances there will improve. We learnt how we need to be more aware of what's going on in the world and not just in our own locality.

Last week three TY's Ciara, Aoife and Melissa went on a trip with Mrs. L to NUI Maynooth to give a talk to student teachers about Development Education. While they were there they did asked one volunteer to do a podcast. Here it is.....