Podcasts about educational policy studies

FreshEd started a membership community and we want you to join for as little as $10/month. Thanks to some of our newest members including Gretchen Tillitt and Rachael Walshe. https://freshedpodcast.com/support/ -- Today we take stock of the 2024 election in the USA and its potential impact on education. What will a second Trump presidency mean for schools and universities? With me, is the renowned curriculum scholar, Michael W. Apple. Michael W. Apple is the John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. I spoke with him on November 18.

Christopher Span, Professor of Educational Policy Studies at the University of Illinois at Urbana-Champaign, discusses his work, “Sam's Cottonfield Blues” and “Quest for Book Learning: African American Education in Slavery and Freedom.” He discusses why literacy was so feared by white enslavers and crucial to slaves. Detailing how slaves subverted the rules to learn to […]

Dr. Elena Aydarova is an Assistant Professor in the Department of Educational Policy Studies at the University of Wisconsin-Madison and a fellow with the National Education Policy Center. Dr. Aydarova's research examines the interaction between educational policies, education reforms, and policy advocacy. She is an award-winning author of over 40 publications. Dr. Aydarova received postdoctoral fellowships from the National Academy of Education/Spencer Foundation and the American Association of University Women.

Feeling Strained in Your Caregiving Role? Rebuild a Stronger Relationship! Caring for a loved one with a challenging personality can be emotionally draining. This episode offers practical strategies to navigate these complexities and build a more positive caregiving dynamic. Learn how to: Develop empathy and understanding: Discover techniques to see things from your loved one's perspective and address the root causes of difficult behaviors. Set healthy boundaries: Learn how to prioritize your own well-being while effectively caring for your loved one's needs. Communicate openly and compassionately: Develop stronger communication skills to foster a more respectful and supportive relationship. We'll share the inspiring story of a daughter who transformed her caregiving experience by shifting her perspective and prioritizing self-care. Discover how you too can create a healthier relationship dynamic and navigate the challenges of caregiving with greater confidence. Sherri Yarborough is caring for her 93 year old mother. She also started Praxis Senior Caregiving Solutions. She realized that to survive caring for her Mom, she was going to have to rectify their past relationship struggles. This episode, she shares how she made that happen.. She earned her Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Her education as a policy analyst was an invaluable tool for managing the interpersonal changes to the relationship with her mother. Dr. Yarbrough's decade long experience as a family care-giver has taught Dr. Yarbrough the importance of including herself and her needs in the care journey with her mother. Dr. Yarbrough's ability to view a circumstance from multiple perspectives became the genesis for her Praxis for Care. The Praxis for Care is a strategy that helps family care-givers identify what they need in order to meet the needs of a loved one. The Praxis for Care is the foundation for her motto: care-giving is what you do for your loved one; giving-care is what you do for both of you. She created her business to give family care-givers a resource for navigating the demands of caring for a loved one.

The (Not So) Subtle Secret Weapon For Healthy Eating dives into nutritious meal tips from a caregiver who embraces variety. Learn how to incorporate diverse, flavorful foods into your own diet without feeling deprived. Healthy eating poses unique challenges when caring for someone with dementia. Our guest shares invaluable insights on encouraging safe, nutritious meals as eating difficulties arise with cognitive decline. From grocery shopping hacks to creative plate presentations, this episode equips you with strategies to make mealtime more appetizing and less stressful for both you and your loved one. If you're struggling with picky eating or appetite loss in dementia care, tune in for a fresh perspective on healthy, enjoyable eating. Our Guest: Sherri Yarborough is caring for her 93 year old mother. She also started Praxis Senior Caregiving Solutions. She realized that to survive caring for her Mom, she was going to have to rectify their past relationship struggles. This episode, she shares how she made that happen.. She earned her Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Her education as a policy analyst was an invaluable tool for managing the interpersonal changes to the relationship with her mother.  Dr. Yarbrough's decade long experience as a family care-giver has taught Dr. Yarbrough the importance of including herself and her needs in the care journey with her mother. Dr. Yarbrough's ability to view a circumstance from multiple perspectives became the genesis for her Praxis for Care. The Praxis for Care is a strategy that helps family care-givers identify what they need in order to meet the needs of a loved one. The Praxis for Care is the foundation for her motto: care-giving is what you do for your loved one; giving-care is what you do for both of you. She created her business to give family care-givers a resource for navigating the demands of caring for a loved one. ++++++++++++++++++++++++++++++++++++++++ Related Episodes: How Food Affects Our Brain Health Food As Medicine? Dawn Renee's Caregiving Experiences ++++++++++++++++++++++++++++++++++++++++ Sign Up for more Advice & Wisdom - email newsletter. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Please help us keep our show going by supporting our sponsors. Thank you. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Feeling overwhelmed? HelpTexts can be your pocket therapist. Going through a tough time? HelpTexts offers confidential support delivered straight to your phone via text message. Whether you're dealing with grief, caregiving stress, or just need a mental health boost, their expert-guided texts provide personalized tips and advice. Sign up for a year of support and get: Daily or twice-weekly texts tailored to your situation Actionable strategies to cope and move forward Support for those who care about you (optional) HelpTexts makes getting help easy and convenient. ++++++++++++++++++++++++++++++++++++++++ Make Your Brain Span Match Your LifeSpan Relevate from NeuroReserve I've been focusing a lot on taking care of my brain health, & I've found this supplement called RELEVATE to be incredibly helpful. It provides me with 17 nutrients that support brain function & help keep me sharp. Since you're someone I care about, I wanted to share this discovery with you. You can order it with my code: FM15 & get 15% OFF your order. With Relevate nutritional supplement, you get science-backed nutrition to help protect your brain power today and for years to come. You deserve a brain span that lasts as long as your lifespan. ++++++++++++++++++++++++++++++++++++++++ Join Fading Memories On Social Media! If you've enjoyed this episode, please share this podcast with other caregivers! You'll find us on social media at the following links. Instagram Twitter LinkedIn  Facebook

Feeling Strained in Your Caregiving Role? Rebuild a Stronger Relationship! Caring for a loved one with a challenging personality can be emotionally draining. This episode offers practical strategies to navigate these complexities and build a more positive caregiving dynamic. Learn how to: Develop empathy and understanding: Discover techniques to see things from your loved one's perspective and address the root causes of difficult behaviors. Set healthy boundaries: Learn how to prioritize your own well-being while effectively caring for your loved one's needs. Communicate openly and compassionately: Develop stronger communication skills to foster a more respectful and supportive relationship. We'll share the inspiring story of a daughter who transformed her caregiving experience by shifting her perspective and prioritizing self-care. Discover how you too can create a healthier relationship dynamic and navigate the challenges of caregiving with greater confidence. Our Guest: Sherri Yarborough is caring for her 93 year old mother. She also started Praxis Senior Caregiving Solutions. She realized that to survive caring for her Mom, she was going to have to rectify their past relationship struggles. This episode, she shares how she made that happen.. She earned her Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Her education as a policy analyst was an invaluable tool for managing the interpersonal changes to the relationship with her mother. Dr. Yarbrough's decade long experience as a family care-giver has taught Dr. Yarbrough the importance of including herself and her needs in the care journey with her mother. Dr. Yarbrough's ability to view a circumstance from multiple perspectives became the genesis for her Praxis for Care. The Praxis for Care is a strategy that helps family care-givers identify what they need in order to meet the needs of a loved one. The Praxis for Care is the foundation for her motto: care-giving is what you do for your loved one; giving-care is what you do for both of you. She created her business to give family care-givers a resource for navigating the demands of caring for a loved one.

Relationship Challenges & Caregiving. Feeling Strained in Your Caregiving Role? Rebuild a Stronger Relationship! Caring for a loved one with a challenging personality can be emotionally draining. This episode offers practical strategies to navigate these complexities and build a more positive caregiving dynamic. Learn how to: Develop empathy and understanding: Discover techniques to see things from your loved one's perspective and address the root causes of difficult behaviors. Set healthy boundaries: Learn how to prioritize your own well-being while effectively caring for your loved one's needs. Communicate openly and compassionately: Develop stronger communication skills to foster a more respectful and supportive relationship. We'll share the inspiring story of a daughter who transformed her caregiving experience by shifting her perspective and prioritizing self-care. Discover how you too can create a healthier relationship dynamic and navigate the challenges of caregiving with greater confidence. Our Guest: Sherri Yarborough is caring for her 93 year old mother. She also started Praxis Senior Caregiving Solutions. She realized that to survive caring for her Mom, she was going to have to rectify their past relationship struggles. This episode, she shares how she made that happen.. She earned her Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Her education as a policy analyst was an invaluable tool for managing the interpersonal changes to the relationship with her mother.  Dr. Yarbrough's decade long experience as a family care-giver has taught Dr. Yarbrough the importance of including herself and her needs in the care journey with her mother. Dr. Yarbrough's ability to view a circumstance from multiple perspectives became the genesis for her Praxis for Care. The Praxis for Care is a strategy that helps family care-givers identify what they need in order to meet the needs of a loved one. The Praxis for Care is the foundation for her motto: care-giving is what you do for your loved one; giving-care is what you do for both of you. She created her business to give family care-givers a resource for navigating the demands of caring for a loved one.  ++++++++++++++++++++++++++++++++++++++++ Related Episodes: Time Out Caregiver: Resilience, Compassion & Self-Care Accepting Care - A Caregivers Perspective ++++++++++++++++++++++++++++++++++++++++ Sign Up for more Advice & Wisdom - email newsletter. ++++++++++++++++++++++++++++++++++++++++ Please Support Our Sponsors So We Can Continue To Bring The Show to You For Free ++++++++++++++++++++++++++++++++++++++++ Make Your Brain Span Match Your LifeSpan Relevate from NeuroReserve With Relevate nutritional supplement, you get science-backed nutrition to help protect your brain power today and for years to come. You deserve a brain span that lasts as long as your lifespan. ++++++++++++++++++++++++++++++++++++++++ Join Fading Memories On Social Media! If you've enjoyed this episode, please share this podcast with other caregivers! You'll find us on social media at the following links. Instagram Twitter LinkedIn  Facebook Contact Jen at hello@fadingmemoriespodcast.com or Visit us at www.FadingMemoriesPodcast.com

In this episode, Farina King and Eva Bighorse co-host a conversation with Derek Taira who is an associate professor of history and educational policy at the University of Hawaiʻi at Mānoa. He earned his Ph.D. in history and educational policy studies at the University of Wisconsin-Madison. Coming from a long line of public-school teachers, Derek teaches and writes about the histories and politics of education in Hawaiʻi and the U.S. as well as multicultural education. His first book is forthcoming (scheduled to be published by June 2024), which is titled “Forward without Fear: Native Hawaiians and American Education in Territorial Hawaiʻi, 1900-1941,” stemming from the Native Hawaiian phrase of "Imua, Me Ka Hopo Ole." We talk with Derek about the significance of his research, which traces the social and cultural experiences of Kānaka Maoli, or Native Hawaiians, in American schools during the first half of the twentieth century. Derek illuminates how historical awareness helps people to understand the complex ways schools have been both contested sites of conflict and spaces of opportunity for marginalized communities such as Kānaka Maoli. He also considers differences and similarities of diverse Indigenous educational experiences in U.S. schooling systems of settler colonialism.Some additional resources:Indigenous Education Speakers' Series: Derek Taira with the University of Wisconsin-Madison Department of Educational Policy Studies, "Littoral Hawai'i- Situating the American West in Oceania through Hawai'i's History of Education," YouTube video posted November 2, 2022.Derek Taira, "Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi's Public Schools, 1913–1940," Teachers College Record 123, issue 8 (2021): 59-85. https://doi.org/10.1177/01614681211048625Derek Taira short biography and description of research in "2019 NAEd/Spencer Postdoctoral Fellows," National Academy of Education, https://naeducation.org/2019-naed-spencer-postdoctoral-fellows/."COE Faculty Member is Awarded $45K Grant by Spencer Foundation," April 13, 2018, https://coe.hawaii.edu/edef/news/coe-faculty-member-is-awarded-45k-grant-by-spencer-foundation/.Pre-order Derek Taira's book Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941 from the Studies in Pacific Worlds Series of the University of Nebraska Press (June 2024).

Episódio 3 da série sobre colonização alemã na Era Guilhermina (1884-1914). Alguns temas tratados: crise no Reichstag; "colonialismo humanitário" de Albert Dahl e Wilhelm Solf; Segunda Guerra Samoana e boicotes do povo samoano contra empresas alemãs; as ilhas do pacífico como contraponto à decadência europeia em Rousseau, Chamisso e Malinowski; a exotização da Papua e surgimento de seitas naturistas no Arquipélago de Bismarck. August Engelhardt e os cocovoristas. ⁠Apoie o conteúdo independente - http://padrim.com.br/doencastropicais BIBLIOGRAFIA Amberger, Julia. Robert Koch und die Verbrechen von Ärzten in Afrika. Deutschlandfunk, 26.12.2020. https://www.deutschlandfunk.de/menschenexperimente-robert-koch-und-die-verbrechen-von-100.html Conrad, Sebastian. German Colonialism: a Short History. Cambridge: Cambridge University Press, 2012. (sobretudo capítulos 4-8) Dernburg, Bernhard. Zielpunkts des deutschen Kolonialwesens: zwei Vorträge. Berlin: Mittler und Sohn, 1907. Erckenbrecht, Corinna. „Die wissenschaftliche Aufarbeitung der deutschen Kolonialzeit in der Südsee“. Anthropos, Bd. 97, Heft 1, 2002, p. 163-179. Gordon, Naomi. A Critical Ethnography of Dispossession, Indigenous Sovereignty and Knowledge Production in Resistance in Samoa. Dissertação de Mestrado em Educação. Department of Educational Policy Studies. University of Alberta (Canada), 2017. (sobretudo capítulo 2) Meinert, Julika. „Bildgewordene Männerfantasien aus der Kolonialzeit“. Welt. 02.01.2014 https://www.welt.de/kultur/history/article123466309/Bildgewordene-Maennerfantasien-aus-der-Kolonialzeit.html Meleisea, Malama. The Making of Modern Samoa: Traditional Authority and Colonial Administration in the History of Western Samoa. Suva, Fiji: University of the South Pacific Press, 1987. Moses, John A. “The Solf Regime in Western Samoa: Ideal and Reality”. New Zealand Journal of History, April, 1972, P. 42-56. Marie Muschalek. Violence as usual: Policing and the Colonial State in German Southwest Africa. Ithaca: Cornell University Press, 2019 (sobretudo p. 1-13). Schmokel, Wolfe W. Dream of Empire: German Colonialism, 1919-1945. (capítulo 1) MÚSICA DE DESFECHO: ⁠Jay Shootah - "FAAVAE I LE ATUA SAMOA" (2019) TEXTO/PESQUISA/NARRATIVA: Felipe Vale da Silva

Kenneth J. Saltman is Professor of Educational Policy Studies at the University of Illinois Chicago. Ken's work covers neoliberal privatization, politics of education, culture, and subjectivity in education through critical theory and critical educational tradition. He joins us on this episode of Collective Intellectualities to chat about his new book, The Alienation of Fact: Digital Educational Privatization, AI, and the False Promise of Bodies and Numbers, out now on MIT Press.Links to selected works:The Alienation of Fact: Digital Educational Privatization, AI, and the False Promise of Bodies and Numbers (MIT Press, 2022)https://mitpress.mit.edu/9780262544368/the-alienation-of-fact/The Disaster of Resilience: Education, Digital Privatization, and Profiteering (Bloomsbury, 2023)https://www.bloomsbury.com/us/disaster-of-resilience-9781350342439/

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel.

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/secularism

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day

Not all atheists are New Atheists, but thanks in large part to the prominence and influence of New Atheists such as Richard Dawkins, Sam Harris, Daniel Dennett, and Christopher Hitchens, New Atheism has claimed the pulpit of secularity in Western society. New Atheists have given voice to marginalized nonreligious individuals and underscored the importance of science in society. They have also advanced a derisive view of religion and forcefully argued that science and religion are intrinsically in conflict. Many in the public think that all scientists are atheists and all atheist scientists are New Atheists, militantly against religion and religious people. But what do everyday atheist scientists actually think about religion? Drawing on a survey of 1,293 atheist scientists in the U.S. and U.K., and 81 follow-up in-depth interviews, Varieties of Atheism in Science (Oxford Academic Press, 2021) by Professors Elaine Howard Ecklund and David R. Johnson, explains the pathways that led to atheism among scientists, the diverse views of religion they hold, their perspectives on the limits of what science can explain, and their views of meaning and morality. The findings reveal a vast gulf between the rhetoric of New Atheism in the public sphere and the reality of atheism in science. The story of the varieties of atheism in science is consequential for scientific and religious communities and points to tools for dialogue between these seemingly disparate groups. Elaine Howard Ecklund is the Herbert S. Autrey Chair in Social Sciences, Professor of Sociology, and Director of the Boniuk Institute at Rice University, Houston TX. Her research examines social and institutional change, especially when individuals leverage aspects of their religious, racial, and gender identities to change institutions. Elaine is the author of seven books, over 100 research articles, and numerous op-eds. She has received grants and awards from multiple organizations. David R. Johnson is an associate professor of higher education in the Department of Educational Policy Studies at Georgia State University. His research agenda examines how universities are shaped by changes in their institutional environments, especially as it relates to capitalism, religion, and politics. He has previously published in numerous academic journals, a book with Johns Hopkins University Press, A Fractured Profession: Commercialism and Conflict in Academic Science (2017), and co-authored another book with Elaine Ecklund, Secularity and Science: What Scientists around the World Actually Think, from Oxford University Press (2019). In fact, they joined Carrie Lynn on New Books in Secularism in September 2019 to discuss that book; listen here. Carrie Lynn Evans is a PhD student at Université Laval in Quebec City. carrie-lynn.evans@lit.ulaval.ca @carrielynnland

On this episode, Trina speaks with Dr. Decoteau Irby and discusses what it means to achieve racial equity in schools and how parents can support their children and support themselves as they advocate for their children. Decoteau's life work focuses on creating and sustaining organizations that contribute to Black people's self-determined well-being, development, and positive life outcomes. He is an Associate Professor at University of Illinois at Chicago in the Department of Educational Policy Studies. He is the author of Stuck Improving: Racial Equity and School Leadership (Harvard Education Press) and the picture book Magical Black Tears: A Protest Story (Derute Consulting Cooperative). Resources: www.decoteauirby.com

    Dr. Decoteau J. Irby's life work focuses on creating and sustaining organizations that contribute to Black people's self-determined well-being, development, and positive life outcomes. He is an Associate Professor at University of Illinois at Chicago in the Department of Educational Policy Studies. He is the author Stuck Improving: Racial Equity and School Leadership (Harvard Education Press) and the picture book Magical Black Tears: A Protest Story (Derute Consulting Cooperative).   Show Highlights   Parallels between live performance and leadership to overcome the plateaus of learning. Relationships with mistakes and failure create more equitable schools for all our students. Redefine mistakes to take the pressure off and create a better performance. Strengthening the conditions of your school community requires an important commitment. Create transformative experiences between a teacher, a student by connecting the learning process to how we facilitate learning.  Racial equity breakthroughs and how they act as indicators of progress. Break from the status quo most schools are built around and stop celebrating false positives.    “I think that leaders should be really mindful to seek out coaching, to seek out opportunities to learn. I try to give myself a major learning opportunity about every seven years. And that might mean, enrolling myself into a leadership training program that has nothing to do with my work.” -Dr Decoteau Irby   Get the episode transcript here!!     Dr Decoteau Irby's Resources & Contact Info: Decoteau. - Decoteau J. Irby Stuck Improving Racial Equity and School Leadership Lead for Equity Twitter Linkedin Instagram    Read my latest book! Learn why the ABCs of powerful professional development™ work – Grow your skills by integrating more Authenticity, Belonging, and Challenge into your life and leadership.   Read Mastermind: Unlocking Talent Within Every School Leader today! Apply to the Mastermind The mastermind is changing the landscape of professional development for school leaders.    100% of our members agree that the mastermind is the #1 way they grow their leadership skills.   Apply to the mastermind today!   SHOW SPONSORS: HARVARD GRADUATE SCHOOL OF EDUCATION Transform how you lead to become a resilient and empowered change agent with Harvard's online Certificate in School Management and Leadership. Grow your professional network with a global cohort of fellow school leaders as you collaborate in case studies bridging the fields of education and business. Apply today at http://hgse.me/leader.   TEACHFX Imagine providing feedback for every teacher, as often as they'd like, without relying on classroom observations.   TeachFX is an app that supports both student learning and teacher learning. With instructional support at the push of a button, our app provides teachers with objective, personalized, non evaluative feedback about the teaching and learning happening in their classrooms.   From student talk and teacher talk to insights into research-supported teaching practices like questioning technique, wait time, and more, TeachFX provides teachers with new insights into student engagement, academic dialogue, and equity of student voice.   Learn more about TeachFX and find out how to get a free TeachFX account for one of your teachers. Visit TeachFX | BLBS     ORGANIZED BINDER Organized Binder is the missing piece in many classrooms. Many teachers are great with the main content of the lesson. Organized Binder helps with powerful introductions, savvy transitions, and memorable lesson closings. Your students will grow their executive functioning skills (and as a bonus), your teachers will become more organized too. Help your students and staff level up with Organized Binder.   Copyright © 2022 Twelve Practices LLC          

Our official K-12 school curriculum embodies the state's answer to the question: What must children learn so they can function appropriately as adults in our society? Answering this question is always complicated because it is an expression of what we, as a society, value. The past decade, however, has seen public and professional discussion around curriculum reform descend into ideologically-driven, partisan conflict in Alberta. This talk will address what makes curriculum development complex and how and why the process has become so contentious in the past decade. Finally, it will suggest how we might move forward to ensure that Alberta students get the high-quality curriculum they deserve.   Speaker:    Amy von Heyking Moderator:  Beverly Muendel-Atherstone   Amy von Heyking is an Associate Professor in the Faculty of Education at the University of Lethbridge. Her PhD in Educational Policy Studies focused on the history of Alberta school curriculum, particularly citizenship education. She is the author of Creating Citizens: History and Identity in Alberta Schools (2006). She has published books and articles on the history of Canadian schooling, curriculum studies, and history teaching and learning. She served on the Minister of Education's Curriculum Advisory Panel in 2019-20

#author #racialequity #professor #musician #activist CONVERSATIONS WITH CALVIN WE THE SPECIES NEW: DECOTEAU J. IRBY, PhD; Author, Activist, Prof (U. of Illinois), Musician, Consultant, “Stuck Improving-Racial Equity & School Leadership”………….. “A fascinating, introspective interview with Dr Decoteau Irby, so multi-dimensional, ranging from activism (he calls it quiet), author, (including racial equity), musician, ‘creator', consultant and much more…….” 184 Interviews. GLOBAL Reach. Earth Life. Amazing People. PLEASE SUBSCRIBE (You can almost find any subject you want) https://www.youtube.com/c/ConversationswithCalvinWetheSpecIEs ** DECOTEAU J. IRBY, PhD; Author, Activist, Prof (U. of Illinois), Musician, Consultant, “Stuck Improving-Racial Equity & School Leadership; Temple Univ, PhD ‘08 (Urban Ed) YouTube: https://www.youtube.com/watch?v=OS32mYqYL8g CONTACTS: LinkedIn: https://www.linkedin.com/in/decoteauirby/ Website: https://decoteauirby.com/ Amazon: ‘Stuck Improving' book: https://amzn.to/3dXrIgW Twitter: @DecoteauIrby @StuckImproving ** BIO: Decoteau J. Irby is an associate professor of Educational Policy Studies at the University of Illinois at Chicago and founding member of Derute Consulting Cooperative. His life's work focuses on questions of how to create and sustain organizations that ensure Black people's self-determined well-being, development, and positive life outcomes. His academic research examines how equity-focused leadership improves Black children and youth's educational experiences and outcomes. He is the author of several books, including: • Stuck Improving: Racial Equity and School Leadership (2021) published by Harvard Education Press • Magical Black Tears: A Protest Story (2021) published by Derute Consulting Cooperative • Dignity-affirming Education: Cultivating the Somebodiness of Students and Educators (2022) with co-editors Charity Anderson and Charles Payne, published by Teachers College Press, and • Black Participatory Research (2016) co-edited with Elizabeth Drame, published by Springer / Palgrage McMillan Dr. Irby uses design thinking and continuous improvement methods to help leaders and teams design and create organizations that affirm Black people. He volunteers in his neighborhood community garden, is treasurer for his local park advisory council, and spends as much time as possible outdoors with his children and partner. Finally, he is the lead songwriter-guitarist and performer for the band Decoteau Black. Follow him on twitter at @decoteauirby or @stuckimproving. Learn more about his research at www.leadforequity.com ** Conversations with Calvin ALSO ON AUDIO: SPOTIFY http://spoti.fi/3bMYVYW GOOGLE PODCASTS http://bit.ly/38yH3yP edits by Claudine Smith- Email: casproductions01@gmail.com **

As we honour Black History this month in the UK, Umar is in conversation with Decoteau J. Irby, an associate professor in the department of Educational Policy Studies at the University of Illinois and author. They discuss racial systems in schools and improving Black children's academic and socio-emotional experiences and outcomes.Dope Black Dads is a place where we are changing the narrative and having progressive conversations about black fathers with the aim of creating a safe digital space within the community. Join the conversation and the community online through our social channels:Twitter: @DopeBlackDadsInstagram: @DopeBlackDadsFacebook Page: @DopeBlackDadsIf you want to get in touch with us, email us at hello@dopeblackdads.org or follow our conversations in-depth on our Facebook Group by searching 'Dope Black Dads'. Hosted on Acast. See acast.com/privacy for more information.

As we honour Black History this month in the UK, Umar is in conversation with Decoteau J. Irby, an associate professor in the department of Educational Policy Studies at the University of Illinois and author. They discuss racial systems in schools and improving Black children's academic and socio-emotional experiences and outcomes.Dope Black Dads is a place where we are changing the narrative and having progressive conversations about black fathers with the aim of creating a safe digital space within the community. Join the conversation and the community online through our social channels:Twitter: @DopeBlackDadsInstagram: @DopeBlackDadsFacebook Page: @DopeBlackDadsIf you want to get in touch with us, email us at hello@dopeblackdads.org or follow our conversations in-depth on our Facebook Group by searching 'Dope Black Dads'. Hosted on Acast. See acast.com/privacy for more information.

This week we have the honor to meet, 2022 Miss Kentucky - Hannah Edelen. Hannah was born and raised in Springfield, Kentucky. Growing up in a small town, she wanted to branch our for college and decided to attend Northern Kentucky University as a first generation student. At NKU, Hannah wore numerous hats in many organizations such as: Student Body President, Board of Regents, and was also apart of Kappa Delta. Upon graduating from NKU, Hannah joined Teach For America while she obtained her Masters Degree in Educational Policy Studies from the University of Kentucky. Hannah spent the last three years teaching 6th grade social studies at Holmes Middle School, but with her title as Miss Kentucky she is taking some time away from teaching in the classroom. Currently, Hannah is studying for her PhD in Educational Studies and resides in Covington, KY and is currently running for Covington Board of Education. She has a heart of gold and wants an equitable education for all of Covington students. So, you Covington peeps out there - vote Hannah Edelen this November! During this conversation, we learn more about Hannah's role as Miss Kentucky, but most importantly we take a deep dive into her upbringing, her passion for reading, her campaign for Covington's BOE and SO MUCH more. You do not want to miss this one! Make sure you tune in now! How can I support this podcast moving forward? Support this podcast: https://anchor.fm/ignyte-your-why/support Hannah Edelen's Information: LinkedIn: https://www.linkedin.com/in/hannahedelenky/ Email: bookmissky@gmail.com

To celebrate the Black Like Me Podcast winning Madison Magazine's Best of Madison podcast 2022, we are highlighting some favorite episodes from past seasons. For the second episode in the Best of Black Like Me series, it seemed like an appropriate time of year to highlight Black excellence in education. Who better to talk to than Dr. Gee's personal friend and the person who literally wrote the book on African American pedagogy, Dr. Gloria Ladson-Billings. Dr. Gee has an invigorating conversation with Dr. Ladson-Billings that starts with demystifying Critical Race Theory (CRT) and continues through explaining systemic racism. Dr. Ladson-Billings brings career-long expertise to the topic of considering how to teach history equitably and how to look at our current cultural landscape as well. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018. Read more about Dr. Ladson-Billings here. alexgee.com Best of Madison Support the Show: patreon.com/blacklikeme

Dr Decoteau J. Irby is a creator, activist, musician, author, consultant, and professor.He creates teaching and learning experiences, music and stories, and opportunities for people to be in the community.Dr Decoteau is a songwriter, guitarist, and reluctant singer. He creates music that is a timeless blend of deep soul, funk, and psychedelic rock, all within the expansive tradition of Black American music. He taught himself to play the guitar.He is the author of several books, essays, and academic journal articles. He writes to show how Black people have always struggled and progressed against tremendous odds, to reach for liberation.He consults districts, schools, organizations, and community groups in the areas of organizational leadership and improvement for racial equity.Dr Decoteau is an associate professor in the Department of Educational Policy Studies at the University of Illinois at Chicago where he teaches and advises excellent educational leaders and works with colleagues. Our GDPR privacy policy was updated on August 8, 2022. Visit acast.com/privacy for more information.

Order the Leading Equity Book Today! About Carole Collins-Ayanlaja Dr. Carole Rene' Collins Ayanlaja, a native of Indianapolis, IN and a Chicagoan for three decades, holds a Ph.D. in Educational Policy Studies from the University of Illinois at Chicago.  She is a parent, teacher, educational leader, and researcher.  A commitment to educational success for k-12 students through effective teaching and authentic equity-driven leadership is the hallmark of her professional career. She began her educational career as a Chicago Public Schools 6th and 8th grade teacher in the Latinx community.  In 1998 she launched her leadership journey in suburban Cook County, soon thereafter joining Chicago Public Schools.   Prior to joining higher education in 2016, Dr. Collins Ayanlaja served as a public education leader for over 25 years in the capacity of elementary assistant principal and principal; high school assistant principal and principal; district director of curriculum and assessment, chief academic officer, chief assessment officer, and superintendent in Chicago, Suburban Cook County (IL), Ohio, Iowa, and Connecticut. Currently, Associate Professor of Educational Leadership, College of Education, Eastern Illinois University, Dr. Collins, as she is frequently called, prepares graduate candidates for the principalship and superintendency in the state of Illinois. Her research incorporates intersectionalities of race and gender in educational leadership and schooling experiences.  Carole promotes democratic engagement for diverse children and families in equitable learning environments that propel anti-racist pedagogy and inclusive practices. Dr. Collins Ayanlaja engages in broader community work by partnering with schools, community organizations, and businesses to strategically plan, develop, and implement culturally responsive practices by building staff capacity to engage with families and propel programming that ensures access and equity. Her greatest gift and accomplishment are that of being the mother of one young adult son, who recently graduated from Lake Forest College, her alma mater.  Carole is full of gratefulness and gratitude to her Creator for the intellectual capacity and opportunity to be a contributor to our collective field of education. Show Highlights Culturally responsive leadership “Who are you?” Facing history when leading Strategies to deal with challenges Critical questions to ask ourselves as leaders Public relations and social issues Connect with Carole Email LinkedIn Additional Resources Learn more about the Advocacy Room Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities Annihilating Racial Injustice in School Course FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

Decoteau J. Irby, an associate professor in the Department of Educational Policy Studies at the University of Illinois at Chicago joins us with the results of a study that will make you want to...get involved.

About the Episode: Look, finances are complicated enough on a regular day, but beloved, the minute we start factoring in scholarships, grants, loans, G.I. bills, and fees it turns into a whole different monster. This episode we'll hear from two financial aid experts on the different ways that financial aid policies serve as barriers to degree/program completion (especially to our most vulnerable students), and learn different tips we can use to support knowledge transparency for students, their families, and administrators. But on the real, I just need them to make these refund checks hit faster than they do because we got bills to pay homie. Our Guests: Mrs. Denise Spellman attended Undergraduate and Graduate studies at The University of New Orleans. She is currently the Financial Aid Director at Dillard University since 2016, and although employed there as Financial Aid Director for the past 6 years, she has worked in the Financial Aid profession for 36 years. During her tenure, she has held several titles, served as Training Chair for several years for the Louisiana Association of Student Financial Aid Administrators (LASFAA) and presided over LASFAA as President during the 2011 year. She is passionate about her job and the success of students – her goal is to provide “Access to Success” to students and to help streamline the financial aid process in this ever changing financial aid industry. She loves to help others, cook, decorate and create floral arrangements and centerpieces for events. In addition to being the Financial Aid Director, Mrs. Spellman is also a Freelance Sign Language Interpreter and is currently teaching a beginning Sign Language class for the Education Talent Search Program at Dillard University. She is also a Breast Cancer Survivor celebrating 11 years of being Breast Cancer Free and thank God daily for His Grace, Mercy and all of the gifts, talents, skills and abilities that He has bestowed. Jermany Gray is a graduating senior from the City with Soul - Jackson, MS. He attends the illustrious Dillard University where he majors in Political Science with a minor focus on Criminal Justice, Urban Studies, and Public Policy. As Jermany prepares for the next chapter of his life, he hopes to be of service to his community through politics and community advocacy. "With my short existence, I can make a difference" - Connie, Steven Universe Dr. Nia Woods Haydel serves as the Vice President for Alliance Engagement and Institutional Transformation at Complete College America. She provides leadership on initiatives focusing on strengthening partnerships with alliance members, developing strategies to build on existing college completion policy initiatives, and conceptualizing CCA's work around institutional transformation. Prior to her current position, she dedicated over 20 years on college campuses envisioning, planning, and executing strategic initiatives designed to elevate the student experience. Her diverse experiences have influenced her commitment to crafting learning environments that address the holistic needs of students thereby increasing their propensity for success particularly for populations who have been excluded from full participation in higher education. She earned a B.S. in Psychology from the University of New Orleans, M.S. in Higher Education Administration from Texas A & M University, and a Ph.D. in Educational Policy Studies from Georgia State University. She resides in New Orleans, LA with her husband, Chase, and their 3 children, Issis, Chase, and Noelle. --- Send in a voice message: https://anchor.fm/just-a-thought-el/message Support this podcast: https://anchor.fm/just-a-thought-el/support

Jennifer Esposito is Chair of the Department of Educational Policy Studies and is a Professor of research, measurement and statistics. Her research focuses on how race, class, gender and sexuality impact experiences of education and how marginalized groups are represented in popular culture. In this conversation we mainly focus on her recent co-authored book Introduction to Intersectional Qualitative Research. She wrote the book with her frequent collaborator Venus Evans-Winters. Dr. Evans-Winters is a former Professor of Education at Illinois State University in the College of Education with faculty affiliation in Women & Gender Studies, African American Studies, and Ethnic Studies. She is also the Founder of Planet Venus and creator of the Write Like A Scholar program, and has worked with the African American Policy Forum and the SayHerName project, led by Kimberlé Crenshaw. Venus has a vast research purview, focusing on the social and cultural foundations of education, Black feminist thought, critical race theory, educational policy, and qualitative inquiry. Her books include (Re)Teaching Trayvon: Education for Racial Justice and Human Freedom and Black Feminism in Education: Black Women Speak Back, Up, and Out. Their book is a completely unique intervention on the purpose and practice of intersectional qualitative research. The book, they explain, isn't only pedagogical, “it's a political act of resistance.” They are trying to create the conditions for a radical rewriting of the very rules of the game of academia. From their perspective, intersectional qualitative research is an “intentional disruption” of the persistent “deficit narrative” that “keeps white supremacy alive” by presupposing that there is something wrong that must be fixed within BIPOC communities. In Venus' terms, what would it mean to “embolden those who want to use intellectual activism as a weapon” against harm? We've largely been “hoodwinked" by a linear narrative that counts only certain texts and voices and styles as valid in academic study. “What happens,” Venus asks, “when we focus on joy?” On “movement struggles?” On “meaning-making?” We also zoom in on the question of how thinkers collaborate and write effectively together. It takes, they say, a certain capacity for “emotional labour” and for a more meaningful and relational kind of accountability. Learning to write together means sharing our “rituals” and sharing what we think it means to be “a contemplative researcher, an ethical researcher, a mindful researcher, a Black feminist thinker and researcher.” Questioning this insidious assumption that there is, as Jennifer puts it, “only one way of writing” or “thinking critically.” Against this, she says that she feels an intense responsibility to “help [students] rediscover their authentic authorial voice.” That responsibility to students is a central theme of this discussion. They really emphasize this idea that, under this system of neoliberalism that demands the commodification of knowledge and that teaches us there are certain knowledges that are just “worth more on the free market,” they feel like they have to be “up front” with students. What they frequently find, though, is that students already know or sense that there are certain ways of knowing that are more readily rewarded, and yet they still choose to pursue and produce knowledge that helps their communities. Dr. Esposito and Dr. Evans-Winters explain how they've charted a course from being young scholar-activists to the present day, where Venus has, in her words, “broken up with her oppressor,” and Jennifer feels her calling is to stay in the academy and “push against the boundaries and the borders,” to “chip away” while mentoring other folks that will help her chip away at the steep edifice of higher education, in the interest of advancing these core values of authenticity, integrity and accountability.

Get the book, Stuck Improving: Racial Equity & School Leadership Visit the website, StuckImproving.com Follow Decoteau on Twitter @DecoteauIrby About the Author Decoteau Irby, PhD is an associate professor in the Department of Educational Policy Studies at the University of Illinois - Chicago, where he teaches and advises in the College's Urban Education Leadership program area. He researches equity-focused school leadership as a lever to improve Black children's academic and socio-emotional experiences and outcomes.  

LEXINGTON, Ky. (April 14, 2022) – Walking across campus is one of John Thelin's favorite aspects of working at the University of Kentucky for one reason. He loves running into his colleagues and former students. It's that community that he says he will miss the most as his time at UK draws to a close. Thelin, a university research professor in the College of Education's Educational Policy Studies and Evaluation department, is set to retire after 43 years in higher education - 26 of those spent at UK. A regarded authority on the history of higher education and public policy, Thelin's recent book “Essential Documents in the History of Higher Education,” 2nd edition, made Forbes' list of Best Higher Education Books of 2021. In this episode of Behind the Blue, Thelin sits down with two of his former students, Amy Jones-Timoney and Jay Blanton, to recount his time at UK and discuss the future of higher education – both on this campus – and at colleges and universities across the country. "Behind the Blue" is available on iTunes, Google Play, Stitcher and Spotify. Become a subscriber to receive new episodes of “Behind the Blue” each week. UK's latest medical breakthroughs, research, artists and writers will be featured, along with the most important news impacting the university. For questions or comments about this or any other episode of "Behind the Blue," email BehindTheBlue@uky.edu or tweet your question with #BehindTheBlue. Transcripts for this or other episodes of Behind the Blue can be downloaded from the show's blog page. To discover what's wildly possible at the University of Kentucky, click here.

Dr. Decoteau Irby is an associate professor of Educational Policy Studies at the University of Illinois at Chicago. His research examines the relationship between equity-focused school leadership and the quality of Black youth academic achievement and overall well-being. He is the author of Stuck Improving: Racial Equity and School Leadership, which analyzes the complex process of racial equity reform within K12 schools. Dr. Irby's research is applied through his work with Derute Consulting Cooperative, where he helps leaders and teams create anti-racist organizational learning and improvement. In this conversation, Justin and Dr. Irby discuss the universal language and understanding of music and family, and how these really help build a sense of humility. With a gained sense of humility and understanding that we are all smaller parts of a greater story, we each gain regard for others, which produces harmony that is key to DEI work. Decoteau shares that equity is truly at the focus for what he does, and how it then overflows into diversity and inclusion. Finally, Dr. Irby details the upcoming book that he co-edited with Charity Anderson and Charles Payne, Dignity-affirming Education: Cultivating the Sombodiness of Students and Educators. Topics In This Episode Balancing humility with confidence The unifying nature and connection through music DEI in the education space Looking at how equity provides options Discussing reparations and the generational disparities of equity Connect Twitter: https://twitter.com/decoteauirby Derute Consulting Cooperative: http://www.deruteconsulting.com/decoteau-j-irby Stuck Improving: https://stuckimproving.com/ Other Conversations We've Enjoyed Justice Looks Different for Different People The Underrepresented and The Represented Learn more about your ad choices. Visit megaphone.fm/adchoices

Have you ever wondered what the future of edtech will be like? Well, we certainly have – which is why we're excited to bring together a group of edtech experts to discuss just that! Meet the experts below who joined us on our edtech panel discussion.• Dr. Adam Phyall: Director of Technology and Media Services at Newton County Schools and ISTE Board of Directors Member 2022. Connect with Adam on Twitter at @AskAdam3 or via Askadam3.com. • Dr. Rosalyn Washington: Digital Learning Specialist (for Literacy) at Atlanta Public Schools and Adjunct Professor at Georgia State University in Educational Policy Studies. Connect with Rosalyn on Twitter at @ApsitRosalyn or via RosalynWashington.com. • Al Kingsley: CEO of NetSupport and author of 'My Secret #EdTech Diary'. Connect with Al on Twitter at @AlKingsley_Edu or via alkingsley.com.

This episode was sponsored by: - BetterHelp. Get 10% off your first month at https://www.betterhelp.com/peterson and join over 2M people who have taken charge of their mental health In this episode of Opposing Views, Dr. T. Jamerson Brewer, T. J. Schmidt, and I discuss homeschooling: home vs. public education, socializing kids, curriculum ideology, factors to academic success, ideology, and much more. T. Jameson Brewer, Ph.D. is an Assistant Professor of Social Foundations. He received his Ph.D. in Educational Policy Studies from the U of Illinois. T. J. Schmidt earned his Juris doctor from Oak Brook College of Law. As an HSLDA attorney, T. J. helps people with legal questions and challenges surrounding homeschooling. If you enjoyed this, please subscribe! - Find T. Jameson Brewer at @tjamesonbrewer https://twitter.com/tjamesonbrewer And T. J. Schmidt at www.HSLDA.org ———————————— Follow Me On ———————————— Facebook: https://facebook.com/mikhailapete​rson Facebook health groups: https://linktr.ee/mikhailasupportgrou... Twitter: https://twitter.com/MikhailaAleksis​​ Instagram: https://instagram.com/mikhailapeterson Telegram main channel: https://t.me/mikhailapeterson​​ Discussion group: https://t.me/mikhailapetersondiscussion ———————————— Show Notes ———————————— [00:00] Intro [2:30] Introducing T. J. Schmidt [3:00] Why homeschool? [4:30] “We made the decision because we both had a great experience growing up homeschooled" - T. J. Schmidt [05:00] Main arguments against homeschooling [05:30] TJ retells a day of homeschooling with his family [08:00] States where homeschooling is illegal [10:00] Is every parent qualified to teach? [11:00] “Homeschooling isn't easy [or] for everyone, but anyone can homeschool regardless of background" - TJ [12:30] Homeschool, isolation, and echo chambers [13:00] Do people who homeschool make more on average? [15:30] Typically, “homeschool families aren't as well off as their neighbors" - TJ [16:30] Combined schooling methods [18:30] COVID & hybrid homeschooling [20:30] Home vs. public curriculum [21:30] “Most states [have compulsory subjects] It is up to the parent, however, what material they use to teach that" - TJ [23:30] How expensive is it? [26:00] Ideology & teaching [27:30] Parents & trickle-down opinions on (potentially touchy) subjects [28:30] “Homeschooling isn't about [religion]" - TJ [30:00] Wrapping up [32:30] “We are doing [it] because we love our children and we want them to be successful" - TJ [33:00] “There's no research on homeschooling being any more dangerous" - TJ [38:00] Brewer's take on homeschooling [38:30] “It's the quintessential iteration of school choice and it's also one of the oldest forms of schooling" - Jameson Brewer [41:00] “As a parent, I have the option to homeschool. And I have specifically chosen not to because I don't believe [it's] the best way" - JB [42:30] Public school: Origins [43:00] Should certain educational guidelines be endorsed by the government? [43:30] “In almost every state, it is exceedingly easy [to homeschool]" - JB [47:00] Brewer's data-plea to the homeschoolers [47:30] Efficacy of public vs. homeschooling [48:00] Based on self-reports, homeschooled kids “are doing better than their public school peers" - JB [49:30] “Homeschool families typically [make x2 or x3 the] household income" - JB [50:30] Religion, politics, and other homeschool rationales [51:00] Is socialization a problem? [52:30] Public & Homeschooling: 2 shades of echo chamber? [57:00] Should we get to choose what we learn? [58:30] Lower-income households & the value of a quality education [1:02:30] CRT (critical race theory) in public education [1:04:30] Could homeschooling gain cred via compulsory, standardized testing? [1:05:00] “Testing for the sake of testing… isn't typically beneficial" - JB [1:05:30] How can people return to a system they don't believe in? [1:07:30] “I think the media has certainly played a role in hyping up the myth of the failed school" - JB [1:09:00] How is the curriculum chosen? [1:10:30] Curriculum differences [1:12:30] Closing thoughts [1:13:30] “We need to understand that public schools [are] the better opportunity… better than a child kept at home" - JB [01:15:00] Farewells Congratulations to Salissa Souto for successfully guessing today's episode in the telegram group! - https://t.me/mikhailapeterson​​ #Homeschooling #Parenting #Education #EchoChambers #CRT

In this episode, hosts Rachael Shillitoe and Richard Grove, meet with Elaine Howard Ecklund, Professor of Sociology at Rice University and David R. Johnson, Associate Professor of Educational Policy Studies at Georgia State University, to discuss their new book, Varieties of Atheism in Science, out now with Oxford University Press. Elaine and David reflect on the findings of their study which draws on surveys and interviews with atheist scientists in the UK and USA. Chatting with Rachael and Richard, Elaine and David, challenge some of the commonly held assumptions about the interrelation between atheism and science and by exploring atheist scientists' diverse views of religion, their perspectives on the limits to what science can explain, and their views of meaning and morality.

Decoteau Irby is an associate professor in the Department of Educational Policy Studies in the Urban Education Leadership program at the University of Illinois Chicago. He researches equity-focused school leadership as a lever to improve Black children's academic and socio-emotional experiences and outcomes. Decoteau joins host Mike Palmer in a conversation about his research into developing racial equity programs in suburban K12 schools. He outlines the research he writes about in his book, Stuck Improving: Racial Equity and School Leadership from Harvard Education Press. We explore how the results of racial equity programs run by and for white educators in schools like the one Decoteau studied were not good, particularly for black and brown students. We think about the implications of Decoteau's research and its relevance considering the evolving demographics of America. It's a surprising conversation about a relevant topic you won't want to miss! Subscribe to Trending in Education wherever you get your podcasts. Visit us at TrendinginEd for the latest emerging trends in learning.

Welcome to Because We Love U. A podcast dedicated to helping you live a life of wellness. In this episode, co-hosts Stacy Lipowski, Ph. D., and Jade Breeback, MHS PA-C, interview Rev. Dr. Joe Blosser and Dr. Allie Blosser about why giving matters and how to give more responsibly. Rev. Dr. Joe Blosser is the Executive Director of the Center for Community Engagement and Associate Professor of Religion and Philosophy at High Point University. He received his Ph.D. in Religious Ethics from the University of Chicago, M.Div. at Vanderbilt University, and his B.S. at Texas Christian University. He is an ordained minister in the Christian Church (Disciples of Christ). He joined the HPU faculty in 2011 after teaching at the University of Chicago and DePaul University. He primarily teaches Business Ethics, Educational Ethics, Christian Theology, and Civic Responsibility and Social Innovation. Joe is highly involved in the High Point Community of North Carolina. He helped get the High Point Schools Partnership going, and serves on the Board for the Guilford Education Alliance. He also helped found and later served as chair of the board for the Greater High Point Food Alliance. He served for six years on the Board and as the Grants Committee Chair for the High Point Community Foundation, and he serves on the advisory boards for the Community Clinic of High Point, Open Door Ministries, and more. He was awarded the “Spirit of Advocacy” by the United Way of Greater High Point in 2015, named the “Community Partner of the Year” for Communities in Schools in 2018, was recognized by Triad Business as one of our community's 40-under-40, and was the inaugural recipient of the Spirit of High Point University Award in 2018. He currently serves on the NC Commission for Volunteerism and Community Service. Dr. Allie Blosser is Assistant Professor of Education in the Leadership Studies Department, as well as an Honors Faculty Fellow at High Point University. She holds a PhD in Cultural and Educational Policy Studies from Loyola University Chicago, an MA from Michigan State University and a BA from Texas Christian University. She primarily teaches Education and Society, Diversity in Education, Qualitative Inquiry, and Culturally Relevant Pedagogy. Allie is actively involved in serving her surrounding community. She serves on the Board of Directors for several organizations in the High Point/Greensboro, North Carolina area such as Ready for School, Ready for Life, the Enrichment Fund for Guilford County Schools, the National Conference for Community and Justice, and Congresswoman Kathy Manning's Military Academy Nomination Committee. She also researches and publishes on university/community partnerships, is a 2021 NC Educational Policy Fellow, and in 2020 was awarded the Spirit of High Point University Award. Joe and Allie have two children, Seth and Beatrice. The Blosser family resides in High Point, North Carolina. Connect with Because We Love U at the following links: Access Show Notes Follow on Instagram Follow on Facebook Subscribe on YouTube Subscribe on Spotify Subscribe on Apple Podcasts Subscribe on Google Podcasts

#006 - Special guest, Dr. Decoteau Irby, Associate Professor of Educational Policy Studies at the University of Illinois at Chicago, joins Dr. Terrance L. Green on the podcast. Professor Green and Dr. Irby discuss some key concepts from his book "Stuck Improving: Racial Equity and School Leadership" such as Black and Brown Influential Presence and Curated White Racial Discomfort. We also talk about the difference between organizational culture and climate and what that means for doing racial equity work in schools. Finally, in this episode, we talk about the importance of breaking organizational routines as a way to dismantle white supremacy in schools. You can learn more about Dr. Irby's work at https://stuckimproving.com/I hope you enjoy this episode and join our community at:www.raciallyjustschools.comWhen you join the community, I will send you a FREE video on 3 Tips to Make Your Racial Justice Work Better. 

In this episode, our AR Pod team is thrilled to host Dr. Kayla Johnson, an Assistant Professor in the Department of Educational Policy Studies and Evaluation, and the Program Chair of International Education at the University of Kentucky. We invited Dr. Johnson to talk about one of the trickiest topics in the field of Action Research, collaboration!  What is Collaboration in Action Research? It is hard to define the term, but our trio tries to uncover some of the characteristics of collaboration in this episode. Adam and Joe start the discussion by thinking through collaboration using two lenses—top-down and bottom-up (3:46). Kayla and Joe further elaborate on what bottom-up collaboration looks like in the field (6:52), highlighting six traits: communication, humility, patience, socially just power dynamics, making sure people's voices are heard, and identifying people's strengths and ways to contribute in equitable ways, by bringing insights from their projects in Peru (find links to their work below!). Later in the episode, Adam and Joe ask some hard-hitting questions in our lightning round (19:02). Some of the topics discussed are communication in bottom-up collaboration, a sense of humility in the field, patience as an action researcher, and power dynamics in collaboration. Tune in to find out Kayla's responses!   References Johnson, K. M., & Levitan, J. (2021). Rural indigenous students in Peruvian Urban higher education: interweaving ecological systems of coloniality, community, barriers, and opportunities. Diaspora, Indigenous, and Minority Education, 1-22.  Johnson, K. M., & Levitan, J. (2021). Exploring the Identities and Experiences of Rural First-Generation Indigenous Students Using Photo-Cued Interviewing. SAGE Publications Ltd. Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230. Levitan, J., & Johnson, K. M. (2020). Collaboratively developing culturally-grounded curriculum to foster social justice American Journal of Education, Forum. http://www.ajeforum.com/aje-featurecollaboratively-developing-culturally-grounded-curriculum-to-foster-social-justice-by-joseph-levitan-and-kayla-m-johnson/ Johnson, K. M. (2020). Hotdog as metaphor: (Co)Developing stories of learning through photo-cued interviewing. Teachers College Record, 122(9), 1-38. Johnson, K. M., & Levitan, J. (2020). Identity, culture, and iterative curriculum development: Collaborating with girls from Indigenous communities to improve education. International Journal of Student Voice, 7, 1-30.  Levitan, J. (2019). Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration. The Canadian Journal of Action Research, 20(1), 10-29. Johnson, K. M. (2018). “Deliberate (Mis) Representations: A Case Study of Teacher Influence on Student Authenticity and Voice in Study Abroad Assessment. International Journal of Student Voice, 3(4), 1-58. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us a ActionResearchPod@gmail.com.**      

In 1893, an American backed coup d'état overthrew the royal government of Hawai'i, setting the stage for the archipelago's annexation by the United States five years later. On 7th July 1898, President McKinley signed the Newlands Resolution annexing the islands and creating a new US territory in the middle of the Pacific Ocean.  This example of naked imperial aggression set the stage for the economic and political transformation of Hawai'i. The American naval presence was greatly expanded as too was the plantation-based economy. However, Americanization was also felt in the cultural sphere, through the transformation of the education system. How did American rule change the Hawaiian education system? What were the objectives of this transformation? And how did this affect the people of the islands? Dr. Michelle Morgan Michelle Morgan is an associate professor and coordinator of the BSED-history program at Missouri State University.  She completed her PhD in American History with a minor in Educational Policy Studies at the University of Wisconsin-Madison. Her teaching and research focus on the history of American education, the American West, and American empire. Her work explores the roles schools have played in competing definitions of “American” in newly acquired territories, emphasizing the participation of teachers as cultural agents and the ways in which gender and identity shape teachers' roles in classrooms and communities.    Thank you, guys, again for taking the time to check this out. We appreciate each and every one of you. If you have the means, and you feel so inclined, BECOME A PATRON! We're creating patron only programing, you'll get bonus content from many of the episodes, and you get MERCH!   Become a patron now https://www.patreon.com/join/BitterLakePresents?   Please also like, subscribe, and follow us on these platforms as well, (specially YouTube!)   THANKS Y'ALL   YouTube: www.youtube.com/thisisrevolutionpodcast   Twitch: www.twitch.tv/thisisrevolutionpodcast www.twitch.tv/leftflankvets   Facebook: https://www.facebook.com/Thisisrevolutionpodcast/   Twitter: @TIRShowOakland Instagram: @thisisrevolutionoakland   The Dispatch on Zero Books (video essay series): https://youtu.be/nSTpCvIoRgw   Medium: https://jasonmyles.medium.com/i-was-a-teenage-anarchist...   Pascal Robert's Black Agenda Report: https://www.blackagendareport.com/author/PascalRobert   Get THIS IS REVOLUTION Merch here: www.thisisrevolutionpodcast.com   Get the music from the show here: https://bitterlakeoakland.bandcamp.com/.../coronavirus...

On the final episode of Season 5, Dr. Gee has an invigorating conversation with Dr. Gloria Ladson-Billings that starts with demystifying Critical Race Theory (CRT) and continues through explaining systemic racism. Dr. Ladson-Billings brings caree-long expertise to the topic of considering how to teach history equitably and how to look at our current cultural landscape as well. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018. Read more about Dr. Ladson-Billings here. alexgee.com patreon.com/blacklikeme

On tonight's show, I welcome Dana Morrison and Eleni Schirmer to the show to talk about that Other debt crisis in American colleges and universities. You've probably heard about the crisis in student debt that is crushing a whole generation of graduates from American colleges and universities. However, the crushing debt held by colleges and universities threatens to crush American higher education - especially American public higher education - across the county. As we'll get into, that debt crisis stems from state legislature walking away from funding state universities on the one hand, and university presidents going on spending sprees to erect shiny luxury dorms, state-of-the-art gyms, and fancy amenities in a full-on, neoliberal approach to attracting students.  Dr. Dana Morrison, is an Assistant Professor at West Chester University's Department of Educational Foundations & Policy Studies, and an active member of APSCUF (PASSHE faculty union) and the Public Higher Education Workers (PHEW) Network.  Eleni Schirmer is a faculty associate at UW-Madison in Educational Policy Studies, where she researches and teaches about labor movements, social movements and the political economy of education. She is writing a political biography of Wisconsin's largest teachers' union, and its unsteady path towards social justice unionism. Her writing has appeared in The New Yorker, The Nation, Boston Review and elsewhere. 

What do we mean by equity in education and how might we go about achieving it? Our parent guest today is Erica Turner, PhD, a mom of three who is an associate professor in Educational Policy Studies at the University of Wisconsin at Madison. In this week's episode, we explore the Equity in Public Schooling Guide that Erica and collegues developed at the onset of the pandemic to understand issues standing in the way of achieving equitable public schooling for all.  *Episode Notes* Equity vs Equality Public schools: Middle class flight and opportunity hoarding Anti-Blackness in schools Coded language  Color evasive managerialsm in schoools and deepening inequity  Consequences and possibilities of more voices at the table Follow Erica on twitter: @EricaOTurner1

Brad Kirshenbaum is the Director of Innovation for CA Ventures, a global real-estate development firm. He works to enhance the resident experience, property management efficiency, and building NOI by implementing a variety of technologies: both high and low-tech. Prior to joining CA Ventures, he served as the Director of Marketing for Big Brothers Big Sisters of the Midlands and developed an educational curriculum for local mentoring programs centered around college-readiness. He earned his B.A. in History & Economics, as well as his M.A. in Cultural & Educational Policy Studies from Loyola University Chicago. --- Send in a voice message: https://anchor.fm/thinkfuture/message Support this podcast: https://anchor.fm/thinkfuture/support

Good day to you! Welcome to another episode of the Equity Experience podcast - an online community for K-12 educators and school leaders, where we share experiences, wisdom, and strategies for advancing racial educational equity. In Episode 22, we have the pleasure of speaking with Dr. Ashley Smith-Purviance, a professor at Providence College, and researcher who shows the treatment of black girls that are in middle school in predominantly white neighborhoods. We discuss the many challenges that these girls face in predominantly white schools, and the violence against their bodies. We also discuss teacher responses to the violence, how we can help them survive, implications for community organizers, and a program established by Dr. Ashley Smith-Purviance that allows black girls to have a safe space to be themselves and talk about a problem they are having in school or with a peer. Highlights from this podcast include: ::Challenges middle school aged black girls face in a predominately white school. ::Violence against black girls and their bodies. ::Responses from teachers about violence to black girls. ::Programs in schools that help provide a safe place for black girls. ::Equity-centered strategies and best practices for school leaders to consider ::Implications for community organizers and advocates Ashley L. Smith-Purviance is an Assistant Professor in Black Studies and Public and Community Service Studies at Providence College. She received her PhD from the Department of Educational Policy Studies at the University of Wisconsin-Madison. She has also completed a doctoral minor in Gender and Women's Studies. Ashley's research centers the experiences of young Black girls in two predominantly white, suburban middle schools and the development of an identity-based group space she created alongside the students and Black women community members called, Black Girl Magic. Her dissertation, entitled Everyday Anti-Black Girl Violence: Surviving and Learning Amidst Persistent School Violence Against Middle School Black Girls, examines the discipline, punishment, and multiple forms of violence Black girls experience in schools. Her research has been informed by her work as a creator and co-facilitator developing curriculum with elementary and middle school Black girls, in support group spaces at various schools. ************************************ The Equity Experience Podcast is brought to you by Dr. Karla Manning, Founder & President of The Equity Leadership Group, LLC. We help K-12 school leaders and educators create culturally responsive classrooms and schools with our diversity, equity, and inclusion consulting services. I invite you to schedule a discovery call if your organization is interested in our curriculum development, leadership training, or equity auditing services: https://calendly.com/karlamanning/discoverycall20mins --- Support this podcast: https://anchor.fm/karla958/support

In today's episode, I speak with Dr. Mercy Agyepong, who is an assistant professor in sociology of education at New York University. Dr. Agyepong received her PhD in Educational Policy Studies from the University of Wisconsin-Madison, and she shares with us how she bounced back from a 2.16 undergraduate GPA, why she turned down a PhD acceptance from Howard, how she coped with going from a life in New York to a life in Wisconsin, and how she found mentorship outside of her PhD program.If you are a Black woman interested in joining the Cohort Sistas global membership community or you're looking for more information on how to support or partner with Cohort Sistas, please visit our site at www.cohortsistas.com.Find us on Twitter and Instagram, and don't forget to follow the Cohort Sistas podcast, rate, and leave us a quick review wherever you're listening.

Danielle Lorenz is a PhD candidate in the Department of Educational Policy Studies at the University of Alberta which is located in amiskwaciwâskahikan, which is what is currently called Edmonton, Alberta. Danielle's doctoral research focuses on settler colonialism in Alberta's K-12 education system. She is also an Associate Editor for the Canadian Journal of Disability Studies.Hannah Sullivan Facknitz is a graduate researcher and teaching assistant at the University of British Columbia. She was born and raised as a settler in Harrisonburg, Virginia (occupied Monacan land) where she also did her bachelor of arts at James Madison University. In the middle of her time at JMU, she was diagnosed with systemic lupus erythematosus, developing organ damage shortly thereafter and dropped out of college eight weeks from graduating. Now, with Danielle Lorenz, she's hoping the CJDS Cripping Pandemic Learning resources can help protect disabled students in higher ed by empowering instructors to prioritize accessibility preemptively.On this episode, we talk about the set of resources Danielle and Hannah have created and made available on CJDS Cripping Pandemic Resourcing, the ways pandemic learning makes learners with disabilities particularly vulnerable, and why educators should be more inclusive through preemptive planning to support learners with disabilities. Access the Cripping Pandemic Learning in Higher Education here: http://bit.ly/CPR2021 Connect with Danielle and Hannah:Twitter - @daniellelorenz and @HannahntheWolfBlog - https://hannahandthewolf.wordpress.com/

AAI for Good, a global summit hosted by XPRIZE and ITU, about machine translation and cognitive code switching. Today’s episode explores the concept of Cosmo-uBuntu, an approach to technological innovation that addresses issues of global justice and helps us better understand personhood in AI praxis. Hosted by S. Ama Wray, an associate professor at UC Irvine and co-founder of AI for Africa, with guests Vukosi Marivate, Jose Cossa and Jackie Berry, highlight the cultural and individual differences in direct interaction with different technology interfaces based on the cultural reading practices of non-Western and African peoples, with thoughts on how these works can reverse the trend toward exclusively Anglophone digital futures in Africana worlds while conducting proactive restoration of African epistemologies.Dr. S. Ama Wray, is a self-described Performance Architect and is an Associate Professor of Dance at the University of California, Irvine. Through dance methods she innovates across disciplinary lines, collaborating widely with practitioners from music, new media, health, visual art and theater. She is one of the co-Founders of AI 4 Afrika, inspired by AI for Good, and also the Africana Institute for Creativity Recognition and Elevation. In 2018 she received the 2018 Emerging Scholar Award from the African Diaspora SIG of the Comparative International Education Society. Her research into improvisation through the lens of West African performance, specifically Ewe, is burgeoning into a new interdisciplinary field, an integrative study of the optimization of human performance. The outcomes include Embodiology® an inclusive movement and mind method, optimizing creativity, empathy and wellbeing. As a consequence of COVID-19 she has created online wellness practice - Embodying Resilience - to maintain vitality and create community. Her creative praxis as relates to digital domains began in the U.K as recipient of the 2003 National Endowment for Science Technology and the Arts Fellowship, producing the prize-winning Texterritory. Integrating a cellphone performance platform it transforms audiences into co-creators in live performance settings. As founding Artistic Director of JazzXchange Wray continues to elevate jazz music in the concert dance setting, collaborating with artists including: Wynton Marsalis, Bobby McFerrin, Nicole Mitchell, Gary Crosby, OBE, Zoe Rahman and Julian Joseph, OBE. Her academic writing on Embodiology® and also Jazz Dance have been published by Oxford Books, Routledge and Florida University Press.Dr. Vukosi Marivate is the ABSA UP Chair of Data Science at the University of Pretoria. Vukosi works on developing Machine Learning/Artificial Intelligence methods to extract insights from data. A large part of his work over the last few years has been in the intersection of Machine Learning and Natural Language Processing. Vukosi is interested in Data Science for Social Impact, using local challenges as a springboard for research. In this area, Vukosi has worked on projects in science, energy, public safety and utilities. Vukosi is a founder of the Deep Learning Indaba, the largest Machine Learning/Artificial Intelligence workshop on the African continent, aiming to strengthen African Machine Learning.José Cossa, Ph.D., is a Mozambican scholar, writer/author, researcher, poet, blogger, “Twitterer”, podcaster, entrepreneur, and an Associate Professor in the College of Education at Pennsylvania State University. Most recently, Cossa served as a Visiting Associate Professor in the Graduate School of Education at the American University in Cairo and a Senior Lecturer at Vanderbilt University’s Peabody College. Cossa holds a Ph.D. in Cultural and Educational Policy Studies with a depth area in Comparative and International Education from Loyola University Chicago. He is the author of the book Power, Politics, and Higher Education: International Regimes, Local Governments, and Educational Autonomy, the recipient of the 2012 Joyce Cain Award for Distinguished Research on People of African Descent, awarded by the Comparative and International Education Society (CIES), and a member of the MacArthur Foundation 100&Change Panel of Judges for two consecutive competitions (Inaugural Challenge and 2019/2020). Cossa’s research focus is on power dynamics in negotiation over educational policy; unveiling issues inherent in the promise of modernity and working towards decolonizing, de-bordering, de-peripheralizing, and de-centering the world; higher education policy and administration; system transfer; international development; and, global and social justice. In addition, Cossa is currently engaging in a new (exterior to modernity) theorizing, i.e., Cosmo-uBuntu, to offer alternative theoretical grounding to research, analysis, and practice.Dr. Jackie Berry is a Cognitive Scientist studying visual perception, human-computer interaction, and expertise. Dr. Berry was a Fulbright U.S. Scholar at the American University in Cairo for the 2019-2020 academic year where she served as a teacher and researcher. Her work focused on TetLag which is the brief performance dip caused by switching to a different, but familiar, computer interface. Jackie holds a Bachelor of Science in Psychology, a Master of Science in Human Factors Psychology, a Master of Business Administration, and a Doctorate in Cognitive Psychology. She was the first person at Rensselaer Polytechnic Institute to collect online research data and the first African-American to graduate with a Doctorate in Cognitive Psychology from the State University of New York at the University in Albany. Her major research projects include developing a new model of geometric feature detection for English letter recognition, studying task switching in older adults, and investigating attentional capture during visual search. During her Fulbright U.S. Scholar award year Dr. Berry investigated whether Arabic-English biliterates might be better able to switch between different interfaces and configurations for the same task because they must regularly alternate between different orientations of text in reading, writing, and technology use in their daily lives. She wishes to continue this research with other “bidirectional biliterates” such as biliterate speakers of Hebrew and Chinese.Links:xprize.org/blog See acast.com/privacy for privacy and opt-out information.

REGISTER FOR THE LEADING EQUITY VIRTUAL SUMMIT: THE ART OF ADVOCACY About Gabriel Rodriguez, Ph.D. Gabriel Rodriguez is an Assistant Professor at Iowa State University in the School of Education. His interdisciplinary research explores the relationship between educational inequality and race, specifically the interplay between the academic achievement, equality of opportunity, and the identities of Latinx youth and other youth of color in the context of demographically changing schools and communities. He holds a Bachelor of Arts degree in Political Science and Speech Communication, a Master of Arts degree in Political Science, and a Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Show Highlights Being BIPOC and growing up in a White community Niceness LatinX youth in suburban schools Linguistic police What does belonging mean at your school? Strategies for educators in suburban schools Should I teach in urban schools or suburban schools? Connect with Gabriel gabrielr@iastate.edu Suburban schools as sites of inspection: Understanding LatinX youth's sense of belonging in a suburban high school

In part one we discussed how crime is an idea defined by the state, not by morality, how harm is a product of oppression, and most harm committed between black people is not racially motivated therefore the term black on black misleads us in understanding what occurred.  In part 2 we will be speaking with Jacques Lesure. He is currently pursuing a Ph.D. in Educational Policy Studies at the University of Wisconsin-Madison. Earlier this year he had a piece published in Race-Baitr called "The Problem With Using Proximity in Poverty to Dismiss the Fallacies of Black-on-Black Crime." He essentially argues we need to move beyond the liberal and conservative binary of so-called black on black crime that either blames poverty or blames the victim for the problem. https://racebaitr.com/2020/08/05/the-problem-with-using-proximity-poverty-to-dismiss-the-fallacies-of-black-on-black-crime/?fbclid=IwAR3McHsfCXEYQtNCCp15ogglyepqskwbklvDDXTVpvwv98P28TxhhaX6qos

Dr. Amira Millicent Davis, PhD is our guest for this episode of CBBN Business Journals. We were attracted by Dr. Davis’ piece “Give The Drummer Some” Rhythm, Revolution and The Chicago Sun Drummer published in Rise of the Phoenix, Voices From Chicago’s Black Struggle, 1960 -1975, Edited by Useni Eugene Perkins because of its historical significance. For those of you who were born after 1975 or who, like me was a child during that period, will find that the pieces presented in this book will give you some insight into today’s Chicago. Join us as we take a look at some of Chicago’s historical figures starting with The Chicago Sun Drummer. Dr. Davis’ areas of study include Educational Policy Studies at the University of Illinois Urbana-Champaign. She conducted post-doctoral research on supplementary Saturday schools for communities of African ancestry. She has been involved with the drum-dance culture for over 30 years, studying West African dance, drumming, and percussion with nationally and internationally recognized master artists from the African Diaspora. Want to be a guest on an upcoming show? Call us at 773-609-2226. Sonja Cassandra Perdue, Executive Produce, Chicago’s Black Business Radio Network www.ChicagosBlackBusinessRADIONetwork.com Dedicated to the phenomenal Mr. Boise Queen. Listen here: http://bit.ly/2T6rmGe

One of the first decisions that a college student will make is their selection of a major of study. In episode 2 of Speaking of College, Dr. P. talks with college completion expert Dr. Dhanfu Elston about how students can navigate their options for choosing a major.Dhanfu is Chief of Staff and Senior Vice President for Strategy at Complete College America, a national nonprofit organization that is focused on increasing the rates at which individuals earn a college credential. Prior to Complete College America, Dhanfu was Executive Director of Student Success and Transition at Purdue University Calumet. During his more than 25 years in the field of higher education, Dhanfu has become a nationally-recognized champion of college completion policy initiatives at institutions that educate highly diverse and underrepresented student populations. Dhanfu holds a Ph.D. in Educational Policy Studies from Georgia State University, where he conducted research in student retention, intercultural relations, learning communities, leadership development, and Historically Black Colleges and Universities. He earned both an M.A. in Educational Leadership and B.S. in Biology from Clark Atlanta University.The Did You Know segment focuses on how students can get help during an emergency and the Ask Dr. P. segment answers a listener's question about forming a study group. Time Markers02:50-Welcome Dr. Dhanfu Elston06:30-The Basics: Understanding the Options13:25-Did You Know: Getting Help with an Emergency14:00-Ask the Expert: Selecting a College Major26:00-Ask Dr. P: Forming a Study GroupResources Mentioned in this EpisodeComplete College AmericaGallup Poll - U.S. Adults' Decisions about their EducationGot a question about college? Email Dr. P. at amelia@speakingofcollege.com 

Alberta already has the most choice in K-12 education in Canada, with private school pupils being funded to the tune of 70 percent per pupil compared to public school pupils, more than any other province. Charter schools, started in 1994 by Ralph Klein, receive the same level of per pupil funding as public schools, but are run by private parent or corporate boards. No other province in Canada even has charter schools. Since gaining power in the spring of 2019, Alberta's UCP Government has lifted the cap on establishing charter schools and is advocating for a voucher system that would increase the per student public funding to Alberta's private schools from 70 percent to 100 percent. The shift would arguably encourage many more private and religious education schools, more segregation—and more inequality. To top off the “Politics of Education”, Alberta's Government has paused the previous NDP Government's work on curriculum changes and is employing panels of “experts”, including an all-male group of advisors, to determine an outcome. The speaker will provide more background on these issues and give her opinions on why a strong public school system is important to the well-being of our Alberta communities. Speaker: Bridget Stirling Bridget Stirling is a PhD student in the University of Alberta's Department of Educational Policy Studies, where she is interested in children's rights and the politics of childhood. Her doctoral research focuses on education reform movements and education law and policy in Alberta. She serves as a research assistant on Thinking Historically for Canada's Future, a SSHRC-funded Partnership Grant investigating history education in Canada, where she examines the development and politics of teaching standards in history and social studies education. Bridget holds an MA in Intercultural and International Communication from Royal Roads University. In addition to her doctoral studies, Bridget serves as an Edmonton Public School Board trustee. Date and time: Thursday, September 24, 2020 at 10am MST YouTube Livestream: https://youtu.be/7OZpAe-HP0I In order to ask questions of our speaker in the chat feature of YouTube, you must have a YouTube account and be signed in. Please do so well ahead of the scheduled start time, so you'll be ready. Go the YouTube Live link provided in this session flyer and on the top right of your browser click the “sign in” button. If you have Google or Gmail accounts, they can be used to sign in. If you don't, click “Create Account” and follow along. Once you are signed in, you can return to the live stream and use the chat feature to ask your questions of the speaker. Remember you can only participate in the chat feature while we are livestreaming. For further info visit the SACPA website: http://www.sacpa.ca

Alberta already has the most choice in K-12 education in Canada, with private school pupils being funded to the tune of 70 percent per pupil compared to public school pupils, more than any other province. Charter schools, started in 1994 by Ralph Klein, receive the same level of per pupil funding as public schools, but are run by private parent or corporate boards. No other province in Canada even has charter schools. Since gaining power in the spring of 2019, Alberta's UCP Government has lifted the cap on establishing charter schools and is advocating for a voucher system that would increase the per student public funding to Alberta's private schools from 70 percent to 100 percent. The shift would arguably encourage many more private and religious education schools, more segregation—and more inequality. To top off the “Politics of Education”, Alberta's Government has paused the previous NDP Government's work on curriculum changes and is employing panels of “experts”, including an all-male group of advisors, to determine an outcome. The speaker will provide more background on these issues and give her opinions on why a strong public school system is important to the well-being of our Alberta communities. Speaker: Bridget Stirling Bridget Stirling is a PhD student in the University of Alberta's Department of Educational Policy Studies, where she is interested in children's rights and the politics of childhood. Her doctoral research focuses on education reform movements and education law and policy in Alberta. She serves as a research assistant on Thinking Historically for Canada's Future, a SSHRC-funded Partnership Grant investigating history education in Canada, where she examines the development and politics of teaching standards in history and social studies education. Bridget holds an MA in Intercultural and International Communication from Royal Roads University. In addition to her doctoral studies, Bridget serves as an Edmonton Public School Board trustee. Date and time: Thursday, September 24, 2020 at 10am MST YouTube Livestream: https://youtu.be/7OZpAe-HP0I In order to ask questions of our speaker in the chat feature of YouTube, you must have a YouTube account and be signed in. Please do so well ahead of the scheduled start time, so you'll be ready. Go the YouTube Live link provided in this session flyer and on the top right of your browser click the “sign in” button. If you have Google or Gmail accounts, they can be used to sign in. If you don't, click “Create Account” and follow along. Once you are signed in, you can return to the live stream and use the chat feature to ask your questions of the speaker. Remember you can only participate in the chat feature while we are livestreaming. For further info visit the SACPA website: http://www.sacpa.ca

The Sikh Cast is taking a close look at the Black Lives Matter Movement (BLM). The United States is in a moment of turmoil following the death of Minnesota resident George Floyd, leading to an outpouring of protests across the country. Manpreet Singh holds a spirited conversation with special guests Corey Winchester, Harinder Singh, SikhRI's Senior Fellow on Research and Policy and, Asha Marie Kaur SikhRI's Researcher on what the BLM movement means in education, policy and much more. Corey Winchester is a public educator in Evanston, Illinois with an MEd in Cultural and Educational Policy Studies. You can watch his TED talk on education and identity here: https://bit.ly/2MLToE8 ~~~ *Song Credit: I Just want to Live - Keedron Bryant & Johnetta Byrant - WATCH: https://www.youtube.com/watch?v=UIuSLBX74Ac Featuring: Harinder Singh - sikhri.org/people/harinder-singh Asha Marie Kaur - sikhri.org/people/asha-marie-kaur Special: Corey Winchester - https://twitter.com/mrwinniespeaks Hosted By: Manpreet Jassal - https://twitter.com/mjassal #Sikhi #SikhPodcast #BLM #BlackLivesMatter #Education #Policy #Police --- Support this podcast: https://anchor.fm/the-sikh-cast-sikhri/support

Author John Thelin joins us for this week's episode of THINK HUMANITIES. A University Research Professor in the University of Kentucky College of Education Department of Educational Policy Studies and Evaluation, Thelin's latest book, “A History of American Higher Education," was recognized by Forbes Magazine as one of the best 10 books about higher education in 2019.

In this 88th episode of Philosophy Bakes Bread, “School Was Our Life,” Dr. Jane Roland Martin, author of School Was Our Life (2018), joins Eric Thomas Weber and Anthony Cashio to talk about progressive education. Dr. Jane Roland Martin is professor Emerita of Philosophy at the University of Massachusetts Boston. She has published many books on philosophy, education, and gender and received a Guggenheim Award. Her most recent book is titled School Was Our Life, published in 2018 with Indiana University Press. Thank you for joining us today, Jane! Eric’s colleague, Dr. Beth Goldstein, in Educational Policy Studies and Evaluation at the University of Kentucky, called his attention to Martin’s 1991 essay titled “The Contradiction and the Challenge of the Educated Woman,” which inspired him and Anthony to reach out to Dr. Martin, who is an authority in the philosophy of education.  Listen for our “You Tell Me!” questions and for some jokes in one of our concluding segments, called “Philosophunnies.” Reach out to us on Facebook @PhilosophyBakesBread and on Twitter @PhilosophyBB; email us at philosophybakesbread@gmail.com; or call and record a voicemail that we play on the show, at 859.257.1849. Philosophy Bakes Bread is a production of the Society of Philosophers in America (SOPHIA). Check us out online at PhilosophyBakesBread.com and check out SOPHIA at PhilosophersInAmerica.com.

Michael W. Apple is the John Bascom Professor of Curriculum & Instruction & Educational Policy Studies at the University of Wisconsin-Madison (1970-2018). He is the author and editor of over 50 books and the advisor of 119 doctoral students. His influence on global critical pedagogy and inclusive curriculum studies (in particular, a critique of “official … Continue reading "The Challenges Facing Teachers Today: Part 1 of a Conversation with Michael W. Apple" The post The Challenges Facing Teachers Today: Part 1 of a Conversation with Michael W. Apple appeared first on Nothing Never Happens.

Guests: Tony Diaz, El Librotraficante and the Nuestra Palabra Crew talk to Dr. Gabriel Cortez. Typically, we don't archive our pledge drive shows On Demand. However, this particular program provided topics that no one else is sharing on FM Radio while weaving in our pledge pitches. And we made our goal. So, it's also a great reminder that we count on listener support to stay on the air to continue to bring you writers, scholars, activists, other artists and mover and shakers who are making a difference for our community. I was also thrilled to give a shout out to the students, faculty, and staff at Jersey Village High School. I had the pleasure of visiting their ESL classes under the leadership of the brilliant Kim-Ling Sun. It was edifying to get to convene with such intelligent and motivated youth. To donate to support the Nuestra Palabra Radio Show on KPFT Click here and list Nuestra Palabra https://afg.secureallegiance.com/kpft/WebModule/Donate.aspx?P=WEB19&PAGETYPE=PLG&CHECK=wEL8IuUj%2b0riQl%2byqVkEd4HJipnY8PNT Or text “Give” to 713.526.5738. Follow the prompts and list that your supporting Nuestra Palabra. Click her to donate directly to Nuestra Palabra: https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=9CPLMM88TF5BS Bios: Gabriel Alejandro Cortez is the director of the ENLACE Higher Education Leadership Master’s Program and an associate professor in the Department of Literacy, Educational Leadership & Development at Northeastern Illinois University. He earned his doctoral degree in Educational Policy Studies at the University of Illinois at Urbana-Champaign in 2008. The focus of his research is on grassroots activism in public school policy and intercultural relations in Chicago. Born to Mexican immigrants and raised in the West Town neighborhood of Chicago. Gabriel is an active supporter of educational initiatives that help to empower disenfranchised communities with equitable distribution of resources, innovative leadership that responds to the needs of a healthy community, and social justice-based democratic principles. With 10 years of experience in preparing future k-12 and higher education school leaders, he has become an expert on urban/suburban education and its relation to local communities. This includes understanding the phenomena of race, class, cultural identity, human rights, & globalization and their influence on accessibility to educational resources NP Radio airs live Tuesdays 6pm-7pm cst 90.1 FM KPFT Houston, TX. Livestream www.KPFT.org. More podcasts at www.NuestraPalabra.org. The Nuestra Palabra Radio Show is archived at the University of Houston Digital Archives. Our hard copy archives are kept at the Houston Public Library’s Special Collections Hispanic Archives. Producers: Leti Lopez & Marlen Treviño. Board operator: Terrell Quillin Tony Diaz Sundays, Mondays, & Tuesdays & The Other Side Sun 7am "What's Your Point" Fox 26 Houston Tony Tuesdays at 2 Tuesdays 2pm: New columns at "The Cultural Accelerator" at www.TonyDiaz.net Tues 6pm NP Lit Radio 90.1 FM KPFT, Houston www.NuestraPalabra.org 24/7 The Other Side TV www.TheOtherSideTV.com

In this episode, we hear from Walter Stern, an assistant professor in the History and Educational Policy Studies departments at the University of Wisconsin-Madison. He discusses his recent book called Race and Education in New Orleans: Creating the Segregated City. His book, which focuses on the period from 1764-1960, looks at the role that schools played in the segregation of American cities with a particular focus on New Orleans.

In this 87th episode of Philosophy Bakes Bread Eric Thomas Weber and Anthony Cashio interview Dr. John Thelin, University Research Professor of Educational Policy Studies and Evaluation at the University of Kentucky and author of Going to College in the Sixties. John is an historian and author of many books, including his widely read and studied A History of American Higher Education. He was honored in 2004 with a Great Teacher Award and in 2006, he received the University Provost’s Award for Teaching Excellence. In 2007, the American Educational Research Association conferred on him the Exemplary Research Award on Post-secondary and Higher Education Research. John’s further books have included Games Colleges Play, Essential Documents in the History of American Higher Education, as well as a textbook on American Higher Education.  Listen for our “You Tell Me!” questions and for some jokes in one of our concluding segments, called “Philosophunnies.” Reach out to us on Facebook @PhilosophyBakesBread and on Twitter @PhilosophyBB; email us at philosophybakesbread@gmail.com; or call and record a voicemail that we play on the show, at 859.257.1849. Philosophy Bakes Bread is a production of the Society of Philosophers in America (SOPHIA). Check us out online at PhilosophyBakesBread.com and check out SOPHIA at PhilosophersInAmerica.com.

In celebration of Abraham Lincoln’s birthday week and Presidents’ Day, host Bill Goodman is joined by Dr. Greg Waltermire, who portrays Lincoln for Kentucky Chautauqua. Waltermire holds a PhD in Educational Policy Studies & Evaluation from the University of Kentucky and is a minister at Heritage Baptist Church in Lexington. On today's episode, he steps into character and gives us a sneak preview of his Chautauqua performance to provide some lesser-known facts about the life of Lincoln.

In this episode of the Poverty Research and Policy Podcast, Beth Vaade of the Madison Metropolitan School District, Kerry Lawton of the Wisconsin Department of Public Instruction, and Eric Grodsky, a professor of Sociology and Educational Policy Studies at the University of Wisconsin-Madison, discuss their experiences developing and working in research-practice partnerships in education.

Tunisia is known for sparking what many in the West call the Arab Spring, the revolutionary protests that swept across North Africa and the Middle East starting in 2010. My guest today is Tavis Jules. Together with Teresa Barton, he co-authored a new book entitled Educational Transitions in post-revolutionary spaces: Islam, security, and social movements in Tunisia. He argues that the Tunisian revolution had everything to do with education. In our conversation, we discuss the history leading up to the 2010 protests that would peacefully toppled the president as well as the fallout 7 years later. Tavis Jules is an Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago.

My guest is Kathryn Moeller. She is Assistant Professor of Educational Policy Studies and an affiliate of the Department of Gender and Women’s Studies at the University of Wisconsin–Madison. Her newest book is The Gender Effect: Capitalism, Feminism and the Corporate Politics of Development. (https://www.amazon.com/Gender-Effect-Capitalism-Corporate-Development/dp/0520286391) In it she examines how and why U.S. transnational corporations are investing in the lives, educations, and futures of poor, racialized girls and women in the Global South. Is it a solution to ending poverty? Or is it a pursuit of economic growth and corporate profit? Drawing on more than a decade of research in the United States and Brazil, this book focuses on how the philanthropic, social responsibility, and business practices of various corporations use a logic of development that positions girls and women as instruments of poverty alleviation and new frontiers for capitalist accumulation. Using the Girl Effect, the philanthropic brand of Nike, Inc., as a central case study, the book examines how these corporations seek to address the problems of gendered poverty and inequality, yet do so using an instrumental logic that shifts the burden of development onto girls and women without transforming the structural conditions that produce poverty. These practices, in turn, enable corporations to expand their legitimacy, authority, and reach while sidestepping contradictions in their business practices that often exacerbate conditions of vulnerability for girls and women. With a keen eye towards justice, author Kathryn Moeller concludes that these corporatized development practices de-politicize girls’ and women’s demands for fair labor practices and a just global economy. Special Guest: Kathryn Moeller.

Steve, Professor of Educational Policy Studies and leader of University of Illinois at Chicago's Urban Education Leadership program, joins us to discuss all things education.  Steve is one of the leading architects of Chicago Public Schools' (CPS) education resurgence and graduates of his program account for more than 10% of all CPS principals.  Our conversation takes us back a few decades as we discuss education post reconstruction and the idea of a "Golden Age of American Education".     Website http://www.deeperdishchi.com/ Itunes https://itunes.apple.com/us/podcast/deeper-dish-authentic-chicago/id1188432918 Google Play https://play.google.com/music/listen?authuser#/ps/Inoi6zizwvluw43dn2s2lk3f7yy Twitter https://twitter.com/DeeperDishChi Stitcher http://www.stitcher.com/podcast/httpdeeperdishchipodbeancom/deeper-dish

This week, host Jenna Liut is talking about campus hunger.  Although not typically associated with institutes of higher education, evidence suggests that food insecurity among US college students is rising, especially in light of increased enrollment rates and the evolving demographics among students. Just how prevalent is food insecurity on college campuses?  What are some viable long and short term solutions to address this issue?  Joining the show today to discuss these questions and more are three experts on the subject: Sara Goldrick-Rab, Professor of Educational Policy Studies and Sociology at University of Wisconsin Madison and author of the report “Hungry to Learn” which analyzed food insecurity among community college students across the country;  **Nate Smith-Tyge, ** a PhD student at Michigan State University (MSU) and longtime Director of the MSU Student Food Bank;  and Triada Stampas, Vice President for Research and Public Affairs at the Food Bank for NYC. “I think the main problem…is that we have failed to recognize that the undergraduate in American higher education has changed over time, and we have not equipped our colleges and universities, and changed our policies, to meet the needs of today’s students.” [20:10] – Sara Goldrick-Rab  

In many Caribbean countries, students are taught to be so-called “ideal Caribbean persons.” This phenomenon is of interest to some educational researchers because this discourse defines a Caribbean person instead of, say, a Jamaican person or a Haitian person. What this suggests is that a regional social imaginary has usurped the long held need by state governments to cultivate a national imaginary through public schools. So why has there been an increasing emphasis on regional level collaboration and reform initiatives in education that have resulted in or attempt to build regional social imaginaries? My guest today, Dr. Tavis Jules, an Assistant Professor of Cultural and Educational Policy Studies at Loyola University Chicago, argues that the the rise of the Caribbean educational policy space was driven by various regulations constructed by supranational organizations and institutions and then implemented at the national level. He studied this convergence by comparing the discourse in policy documents at the regional and national level. Tavis’ most recent book, Neither world polity nor local or national societies: Regionalization in the Global South – the Caribbean Community, was published by Peter Lang Press in 2012. Today I speak with Tavis about his latest article on the Caribbean Educational Policy Space, which was published in the November issue of the Comparative Education Review.

Are you an educator interested in advancing your career as a K-12 school administrator? Jami Berry discusses the forthcoming changes to the Educational Leadership M.Ed. program. The redesigned program will open doors for more candidates, and help school systems build their capacity in new ways. *Jami Berry, PhD, is a clinical associate professor in the Educational Policy Studies department.

Liberal Fix interviews John B. Diamond, co-author of Despite the Best Intentions: How Racial Inequality Thrives in Good Schools. John is the Hoefs-Bascom Associate Professor in the Dept. of Educational Leadership and Analysis, and a faculty affiliate in the Dept. of Afro-American Studies and Educational Policy Studies at the University of Wisconisn-Madison. Hosted by sociologist Keith Brekhus from Montana along with Liberal Fix Producer Naomi Minogue.  Every week the two of them feature a special guest and/or tackle tough issues with a perspective that comes from outside the beltway. If you are interested in being a guest and for any other inquiries or comments concerning the show please contact our producer Naomi De Luna Minogue via email: naomi@liberalfixradio.com Join the Liberal Fix community, a like-minded group of individuals dedicated to promoting progressive ideals and progressive activists making a difference.

In 2014 the student population tipped and students of color now make up the majority. However the ranks of teachers of color has barely increased. Does it matter? Do we really need more teachers of color? If so, how can we attract and retain more non-white teachers. Follow: @larryferlazzo @gjladson @bamradionetwork Gloria Ladson-Billings is the Kellner Family Chair of Urban Education in the Department of Curriculum & Instruction and Faculty Affiliate in the Departments of Educational Policy Studies, Educational Leadership & Policy Studies, and Afro-American Studies at the University of Wisconsin-Madison.

Abstract: Rhoades explores the ways in which the TUSD Mexican American Studies program is an academic freedom issue, a civil rights issue, and an issue at the core of what it means to be a public land grant university. Gary Rhoades, Professor of Higher Education at the University of Arizona's College of Education. Dr. Rhoades is also associated with the Center for the Study of Higher Education, Educational Policy Studies & Practice. Rhoades’ scholarship focuses on the restructuring of academic institutions and of professions in the academy, as well as on science and technology policy, and comparative higher education. That scholarship is informing his work with the AAUP. In addition to his books, Managed Professionals (1998, SUNY Press), and Academic Capitalism and the New Economy (with Sheila Slaughter, 2004, Johns Hopkins University Press), Rhoades is now working on a new volume, tentatively entitled, Managing to be Different: From Strategic Imitation to Strategic Imagination.