Podcasts about educational studies

Yusuke Uegatani from Hiroshima University High School (Fukuyama, Japan) discusses the article "Decentralising mathematics: Mutual development of spontaneous and mathematical concepts via informal reasoning," published in Educational Studies in Mathematics (Vol. 118). Co-authors: Hiroki Otani, Taro Fujita. Article URL: https://link.springer.com/article/10.1007/s10649-024-10366-w  Yusuke's ORCID scholar page List of episodes

Alina Kadluba from the Technical University of Munich (Germany) discusses the article, "How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics," published in Educational Studies in Mathematics (Vol. 118). Co-authors: Anselm Strohmaier, Christian Schons, Andreas Obersteiner. Article URL: https://link.springer.com/article/10.1007/s10649-024-10357-x Alina's professional webpage List of episodes

Summary: In this conversation, Michael Easley and Dr. Adam Rasmussen discuss the alarming findings of a recent Barna study on the understanding of the Trinity among Americans, particularly within the Christian community. They explore the implications of these findings, the importance of teaching the doctrine of the Trinity, and the cultural influences that shape contemporary beliefs. The discussion emphasizes the need for a return to biblical literacy and the transformative power of understanding the Trinity in the life of believers. Ultimately, they offer hope for the future by encouraging a deeper engagement with scripture and a commitment to living out biblical principles in everyday life. TAKEAWAYS Only 11% of adults in America believe in the Trinity. 16% of self-identified church-going Christians embrace the Trinity. There is a dearth of teaching on the Trinity in local churches. Cultural influences are shaping the spiritual views of Americans. Many Christians are turning to secular figures for theological guidance. God loves to change culture through the church. The answer to societal ills is a return to God. We must experience God's love to effectively share it with others. ABOUT DR. ADAM RASMUSSEN Dr. Adam Rasmussen is a Fellow at the Cultural Research Center and the Dean of the College of Arts & Humanities at Arizona Christian University. He is a magna cum laude graduate of Northwestern College, where he earned a BA in history. He also holds an MA in Educational Ministries from Wheaton College, as well as a PhD in Educational Studies with a focus on leadership and administration from the Talbot School of Theology at Biola University. His research interests include biblical literacy, educational ministries, and Christian apologetics. LINKS MENTIONED The Cultural Research Center  The Cultural Research Center Email List CRC Findings on rejection of the Trinity Watch the highlights and full version of this interview on our Youtube channel. For more inContext interviews, click here.

My guest today is David Staley, associate professor in the Department of History at the Ohio State University, where he teaches courses in digital history and historical methods, and holds courtesy appointments in the Departments of Design where he is taught courses in design history and design futures, and the Department of Educational Studies where he has led the forum on the university. This is his fifth appearance on Historically Thinking, which means I owe him a coffee mug. He has previously been on with co-author Dominic Endicott to talk about their book Knowledge Towns;  with Brent Orrell to talk about "The History of the Future"; explaining the beauties of historical context; and, in our very first conversation together, describing some potential Alternative Universities. This time we'll be talking about his book, Visionary Histories out for a few years now, available for free on Apple Books. In it David has written "twenty histories of the future"–originally essays in the Columbus Underground–which range from the future of artificial intelligence, to democracy, capitalism, education, and leisure. So this means that this will be at least the fourth time that David tries to convince me that historians have something to say about the future other than giving a shrug. [Art generated by MS Copilot; not an accurate representation of David Staley, or his dog.]

Dr. Adam Rasmussen is a Fellow at the Cultural Research Center and the Dean of the College of Arts & Humanities at Arizona Christian University. He is a magna cum laude graduate of Northwestern College, where he earned a BA in history. He also holds an MA in Educational Ministries from Wheaton College, as well as a PhD in Educational Studies with a focus on leadership and administration from the Talbot School of Theology at Biola University. His research interests include biblical literacy, educational ministries, and Christian apologetics. To learn more about the Cultural Research Center and their studies, go to culturalresearchcenter.com Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

Across the globe, we're witnessing a rise in far-right movements. Just a few weeks ago, the far-right AfD party in Germany secured second place. This marks the first time a far-right party has gained this level of power in the country since the Second World War. Germany is not alone in this trend: Italy, Hungary, Finland, Slovakia, Czech Republic and Croatia are now led by far-right governments.It may come as no surprise that many of these new leaders are increasingly hostile toward universities.In India, under Prime Minister Modi, universities have the lowest academic freedom since the 1940s. In Brazil, former president Jair Bolsonaro claimed that public universities transform students into leftists, gays, drug addicts and perverts.Meanwhile in the United States, Vice President JD Vance has called universities the enemy for allegedly teaching that America is "an evil, racist nation.” President Donald Trump even signed an executive order demanding higher education institutions dismantle their DEI (diversity, equity, inclusion) programs. He's also pulled federal funding from universities that allow "illegal protests”. The U.S. president has [also demanded that Columbia University's Middle Eastern, South Asian and African Studies Departments be independently reviewed.But, despite this hostility, universities — and students — have historically been springboards for change. It was student protests 25 years ago that helped lead to the downfall of apartheid in South Africa. More recently, in Bangladesh, student protests helped topple the country's authoritarian leader. This past year, students across the world have raised public awareness of genocide in Gaza.Meanwhile, here in Canada, universities are facing financial pressure because of reductions in international student permits. This drop in revenue has caused alarming budget constraints at universities, revealing a deep reliance on international students as a revenue source.This has led to existential questions about our universities. With today's world in crisis, what should the role of the university be? And why are our public universities so underfunded? And how can they continue to serve their communities?To help tackle these questions, we sat down with two education professors at the University of British Columbia to discuss the function of the university in a democracy — especially in times of crisis.In this, our final episode of Don't Call Me Resilient, we speak with Annette Henry — a Professor in the Department of Language and Literacy Education and cross-appointed to the Institute for Race, Gender, Sexuality and Social Justice. Her work examines race, class, language, gender and culture in education for Black students and educators in Canada.We also speak with Michelle Stack, an associate professor in the Department of Educational Studies whose work looks at educational policy, university rankings and equity and education.At a time when critical conversations in higher education are under attack worldwide, can Canadian universities rise to the challenge and be a force for good?Thank you for spending your time with us.You can find links and more resources related to this episode here. This episode was coproduced by Ateqah Khaki (DCMR associate producer), Marsa Sittheeamorn (student journalist) and Jennifer Moroz (consulting producer). Our sound engineer was Alain Derbez. Josh Mattson provided onsite sound assistance. Thank you to the Journalism Innovation Lab and its crew and the Social Science Research Council of Canada for their generous support.

Did you know that the Seattle Public Library offers any U.S. resident, ages 13-26, a free “Books Unbanned Card,” which allows you to check out any e-books or e-audiobooks from the Library's digital collection, no matter where you live? This is just one example of how people are resisting new restrictions on information and education across the country. In his new book, Teach Truth, Seattle educator and author Jesse Hagopian discusses these restrictions and offers advice on how to defend antiracist education. Hagopian outlines how numerous states and school districts in recent years have enacted policies or laws mandating how to teach about systemic racism and oppression—policies that impact nearly half of all students in the U.S. Thousands of books have been banned from schools. Teachers face termination, attacks, and disciplinary action. You can be punished, including jail time, for providing access to a banned book. These new changes have old roots in McCarthyism's Red Scare and Lavender Scare. They have strongholds in U.S. history. But there is also strong pushback. Hagopian shows how the fight against them also has a rich legacy, from the resistance to anti-literacy laws for enslaved people to the Black Lives Matter at School movement today. Hagopian calls to defend antiracist education, showing how to reclaim suppressed history by creating beloved classroom communities and healthy social movements. Jesse Hagopian has taught in public schools for over 20 years, serves on the Black Lives Matter at School steering committee, organizes for the Zinn Education Project, and founded the Ethnic Studies course at Seattle's Garfield High School. He is an editor for Rethinking Schools magazine, the co-editor of Black Lives Matter at School and Teaching for Black Lives, and the editor of More Than a Score: The New Uprising Against High Stakes Testing. Dr. Ayva Thomas is a P-12 education and systems leader in and beyond her local community. She has been a speaker, panelist, and thought partner for events like the Zinn Education Project's Teaching for Black Lives campaign, the City of Bothell's DEI work, and the City of Kenmore's Juneteenth Celebration. Wayne Au is Dean and Professor in the University of Washington Bothell School of Educational Studies, and he is an editor for the social justice teaching magazine, Rethinking Schools. A former public high school teacher, he writes and speaks about racial justice in education. Au's most recent book is Asian American Racialization and the Politics of U.S. Education. Presented by Town Hall Seattle and Seattle Public Library. Buy the Book Teach Truth: The Struggle for Antiracist Education Elliott Bay Book Company

FreshEd is on holidays. We'll be back with new episodes in February. In the meantime, we are replaying some of our favourite episodes from our archive, which now totals over 380 episodes. The best way for you to explore our archive is on our website, freshedpodcast.com. You'll find hand-picked playlists, transcripts, and even accompanying educational resources. And while you're there, please consider becoming a member of FreshEd for as little as $10/month. Members receive exclusive benefits. -- Today Steve Carney joins me to talk about his new co-written book with Ulla Ambrosius Madsen entitled “Education in Radical Uncertainty: Transgression in Theory and Method.” The book offers a major critique of the field of comparative education and asks us to dwell in experience rather than make value judgements. This is a powerful book in both form and content and demands to be read by anyone working in the field of comparative and international education. Steve Carney is a Professor of Educational Studies at Roskilde University, Denmark. freshedpodcast.com/carney/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/suport

Jodie Hunter from Massey University (New Zealand) discusses the article, "Weaving together the threads of Indigenous knowledge and mathematics," published in Educational Studies in Mathematics, Volume 116. Co-author: Roberta Hunter Article URL: https://link.springer.com/article/10.1007/s10649-023-10256-7  Jodie's professional webpage: https://www.massey.ac.nz/massey/expertise/profile.cfm?stref=463201  List of episodes

This is our Favorite Episode for 2024! Friends Like Us with host Marina Franklin features guests Dr. Donna J Nickel and Nonye Brown-West.  Dr. Donna J. Nickel, an academic from California, discussing her latest book on Claudia Hampton's contributions to affirmative action and black education. The discussion extends to contemporary issues, including the repercussions of ending affirmative action, historical context of race-based discrimination, and the attack on DEI (Diversity, Equity, and Inclusion) initiatives. The episode aims to shed light on the broader history of race and conservative philanthropy while examining current racial and educational policies. Dr. Donna J. Nicol is the Associate Dean of Personnel and Curriculum in the College of Liberal Arts and a professor of history at California State University Long Beach. She is the immediate past department chair and professor of Africana Studies at CSU Dominguez Hills, a post she held from 2017-2023. She earned her doctorate degree in Educational Studies (with a specialization in History and Philosophy of Higher Education and a graduate minor in African American and African Studies) from The Ohio State University in 2007.  Dr. Nicol's research focuses race, conservative philanthropy, and U.S. higher education, and the history of African American women's educational activism. Her work has been published in Race, Ethnicity and Education, The Feminist Teacher (twice), History of Philanthropy, Palimpsest: A Journal of Women, Gender and the Black International, The Encyclopedia of American Women's History, Encyclopedia of Multiracial America, and Habitus of the Hood. In February 2021, Dr. Nicol was a featured guest expert for the Al Jazeera English documentary, The Big Picture: A Race for America. Dr. Nicol has also published opinion columns on racism in philanthropy for Al Jazeera Digital and has appeared on the Insufferable Academics podcast, the Fresh Off the Vote podcast, and the Peace and Justice Radio Show. Prior to becoming an academic, Dr. Nicol spent three years teaching secondary language arts and social studies for Los Angeles Unified School District and seven years in various academic administrative roles at Mt. St. Mary's College and The Ohio State University. She serves on the board of directors for the Historical Society of Southern California, co-principal investigator for the State of Black Los Angeles County Report (2023) and is active in a number of professional academic and social service organizations. Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Author Donna J. Nicol tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974–94) to increase access within the CSU for historically marginalized and underrepresented groups. Nonye Brown-West is a New York-based Nigerian-American comedian and writer. She has been featured in the Boston Globe's Rise column as a Comic to Watch. She has also appeared on Amazon, NPR, PBS, ABC, Sway In The Morning on Sirius XM, and the New York Comedy Festival. Always hosted by Marina Franklin - One Hour Comedy Special: Single Black Female ( Amazon Prime, CW Network), TBS's The Last O.G, Last Week Tonight with John Oliver, Hysterical on FX, The Movie Trainwreck, Louie Season V, The Jim Gaffigan Show, Conan O'Brien, Stephen Colbert, HBO's Crashing, and The Breaks with Michelle Wolf.  

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/communications

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

Drew Nucci (dnucci@wested.org) from WestEd discusses his article, "The role of an online learning environment in teacher care for secondary mathematics students," published in Educational Studies in Mathematics, Volume 117. We also discuss Colleague.AI, which is a curriculum and assessment tool for teachers. WestEd's website Article URL: https://link.springer.com/article/10.1007/s10649-024-10350-4  Colleague.AI: https://www.colleague.ai/  List of episodes

It is 100 years since women were allowed to serve on juries in Queensland, the first state in Australia to introduce what was then a radical reform. What are the challenges today for the composition of juries to reflect the judgment of a defendant's peers and reflect modern democratic values?About the speakerThe Hon Roslyn Atkinson AO is a graduate of The University of Queensland—Bachelor of Arts (Honours) (1970), Bachelor of Educational Studies (1975) and Bachelor of Laws (Honours I) (1985). The Hon Roslyn Atkinson was the recipient of the Ruthning Memorial Scholarship (1984) and several prizes, including the Wilkinson Memorial Prize (1984) for obtaining the highest results in law courses taken over the program of study. She was also awarded the James Archibald Douglas Prize (1985) for highest results in the Bar Practice Course. In 1986 the Hon Roslyn Atkinson was Associate to the Hon Sir Gerard Brennan of the High Court of Australia. After being admitted as a barrister of the Supreme Court of Queensland in 1987, the Hon Roslyn Atkinson commenced practice at the Bar. The Hon Roslyn Atkinson has served as a member (1992–94) and inaugural President of the Queensland Anti-Discrimination Tribunal (1994–97), Hearing Commissioner of the Human Rights and EqualOpportunity Commission (1994–97) and Chair of the Queensland Law Reform Commission (2002–2014). In 2015 the Hon Roslyn Atkinson was appointed an Officer of the Order of Australia for distinguished service to the judiciary and to law reform in Queensland, through contributions to the legal profession and to promoting awareness of issues of injustice and inequality in Australia and internationally. The Hon Roslyn Atkinson was appointed a judge of the Supreme Court of Queensland in 1998 and retired in 2018. Post retirement, she has had a variety of roles including being a Commissioner with the Disability Royal Commission, Chair of Screen Queensland and is currently a member of the Truth-telling and Healing Inquiry.  Support the show

Welcome to the Plant-Based Canada Podcast. In this episode we are joined by Brigitte Gemme to chat about her initiative Vegan Family Kitchen as well as plant-based practices and dementia.Brigitte is passionate about helping more people eat plants, empowering others to take charge of their health and live in alignment with their values. On her website VeganFamilyKitchen.com, she offers a meal planning service and teaches regular workshops about all aspects of healthy vegan cooking and nutrition. Brigitte previously worked in research management in the fields of education, sociology, and clean energy. She completed a Ph.D. in Educational Studies at the University of British Columbia and certificates in Plant-Based Nutrition from the universities of Winchester and Guelph. She lives in Vancouver (Canada) with her husband and two children.Resources:Book: Flow in the Kitchen: Practices for Healthy Stress-Free Vegan Cooking (link to Amazon.ca but can be ordered from any bookstore)Dementia Canada: https://www.canada.ca/en/public-health/services/diseases/dementia.html Brigitte Gemme's Socials:Website including a 1-week dinner plan that uses my batch cooking approach: https://veganfamilykitchen.com/Instagram: https://instagram.com/vegan.family.kitchenFacebook: https://facebook.com/veganfamilykitchenPlant-Based Canada's Socials:Instagram  (@plantbasedcanadaorg)Facebook (Plant-Based Canada, https://m.facebook.com/plantbasedcanadaorg/)Website  (https://www.plantbasedcanada.org/)X / Twitter @PBC_orgBonus PromotionCheck out University of Guelph's online Plant-Based Nutrition Certificate. Each 4-week course will guide you through essential plant-based topics including nutritional benefits, disease prevention, and environmental impacts. You can also customize your learning with unique courses such as Plant-Based Diets for Athletes and Implementing a Plant-Based Diet at Home. As the first university-level plant-based certificate in Canada, you'll explore current research, learn from leading industry experts, and join a community of like-minded people. Use our exclusive discount code PBC2024 to save 10% on all Plant-Based Nutrition Certificate courses. uoguel.ph/pbn.Thank you for tuning in! Make sure to subscribe to the Plant-Based Canada Podcast so you get notified when new episodes are published. This episode was hosted by Stephanie Nishi RD, PhD.Support the show

As a Fellow at the Cultural Research Center and the Dean of the College of Arts & Humanities at Arizona Christian University, Dr. Adam Rasmussen draws upon his 25 years of experience in Christian education to inspire students to thrive under the Lordship of Christ in all aspects of their lives. With a passion for helping students connect their faith with reason and culture, he guides them to make meaningful and relevant connections that go beyond mere academic study. Dr. Rasmussen is a magna cum laude graduate of Northwestern College, where he earned a BA in history. He also holds an MA in Educational Ministries from Wheaton College, as well as a PhD in Educational Studies with a focus on leadership and administration from the Talbot School of Theology at Biola University. His research interests include biblical literacy, educational ministries, and Christian apologetics. To learn more about Dr Rasmussen or the Cultural Research Center, see culturalresearchcenter.com or arizonachristian.edu Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

In episode three, researcher Dr. Rahul Kumar and political economist Dr. Tanner Mirrlees  discuss the rise of education technology and artificial intelligence across colleges and universities, how they impact and disrupt teaching and learning, and how public post secondary education has become an incredibly lucrative business for privately owned EdTech corporations. Reflecting on the impacts of EdTech companies on education, Mirrlees says: “The very same business model that these corporations have developed and advanced in all facets of social life are now being advanced throughout the context of public education. Whereby platform capitalism is becoming the classroom. Surveillance capitalism is becoming the classroom. Data is being aggregated about all of the users of these services, teachers, learners, administrators, everyone.” Describing the interminable cycle of EdTech and AI, Kumar says: “Imagine a triangle where we have pedagogy, privacy and privatization. … pedagogy, we need to teach these things. Oh my goodness, we need graduates to be well versed in it. And that becomes the entry point. Well, you buy this piece of software, which is the private part. And it is going to lead to providing solutions. Meanwhile the tool is being used for surveillance, which allows for better improvements … which leads to that idea of more technology begets more technology.” About today's guests:  Rahul Kumar is an assistant professor at the Department of Educational Studies at Brock University. His current scholarship contributes to the discourse of AI's role in higher education and K-12 system.  He is an active contributor to several prestigious journals and a recipient of several internal and external grants for his research work. Prior to his academic post, Kumar worked in the IT industry and brings his theoretical and practical knowledge to understanding, promoting, and critiquing technology within education. Tanner Mirrlees is a political economist of the communication, media and tech industries, and teaches in the Communication and Digital Media Studies program at Ontario Tech University. Mirrlees is the author or co-author of numerous publications, including Work in the Digital Media and Entertainment Industries: A Critical Introduction (Routledge, 2024), Global Entertainment Media: Between Cultural Imperialism and Cultural Globalization (Routledge, 2013), Hearts and Mines: The US Empire's Cultural Industry (UBC Press, 2016), and EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age (Routledge, 2019). Mirrlees is also the co-editor of Media Imperialism: Continuity and Change (Rowman & Littlefield, 2019), Media, Technology, and the Culture of Militarism (Democratic Communiqué, 2014), and The Television Reader (Oxford University Press, 2012). Transcript of this episode can be accessed at georgebrown.ca/TommyDouglasInstitute Image: Tanner Mirrlees, Rahul Kumar  / Used with permission. Music: Ang Kahora. Lynne, Bjorn. Rights Purchased.  Intro Voices: Ashley Booth (Podcast Announcer); Bob Luker (Tommy)  Courage My Friends Podcast Organizing Committee: Chandra Budhu, Ashley Booth, Resh Budhu.  Produced by: Resh Budhu, Tommy Douglas Institute and Breanne Doyle, rabble.ca.  Host: Resh Budhu.

Sigal-Hava Rotem from Utrecht University (The Netherlands) discusses the article, "Using critical incidents as a tool for promoting prospective teachers' noticing during reflective discussions in a fieldwork-based university course," published in Educational Studies in Mathematics (Vol. 117). Co-authors: Potari and Psycharis Article URL: https://link.springer.com/article/10.1007/s10649-024-10336-2  Sigal's professional webpage List of past episodes

How can we remember to come home to ourselves through every stage of life? Often, life requires us to be brave and step out of our shells if we want to truly live. In what ways are you living bravely? Andrea Trenholm is a Freelance Researcher & Consultant with a Ph.D. in Educational Studies from the University of New Brunswick. Specializing in Indigenous education, settler-Indigenous relations, and treaties, she's currently spearheading a Treaty Education project to bring much-needed resources to public schools in her province, New Brunswick, Canada. Passionate about listening and learning from stories, Andrea applies a narrative, strengths-based approach to all her research. Nine years ago, an infertility diagnosis led Andrea to rethink her path, prompting a shift away from traditional academia to build a flexible research and consulting business. Now, as a grateful mom of two, she balances the joys and challenges of family life with her professional passions. Meditation keeps her grounded, while pushing her physical limits helps her thrive amidst the ups and downs of parenthood and solo-preneurship. With plans to launch her own podcast in the Fall of 2024, Andrea is excited to share more Stories That Move Us. For now, you can find her on: LinkedIn https://www.linkedin.com/in/andrea-trenholm-she-her-5b4563269/ Instragram @andreatrenholm Interested in learning how to create your own podcast? Check out Karaleigh's new Podcast Creation Course here: https://podcastlikeamother.thinkific.com/courses/podcastcreationcourse Learn more about Karaleigh on her website www.karaleighgarrison.com Find the Podcast Like A Mother podcast here: ⁠https://podcasts.apple.com/us/podcast/podcast-like-a-mother/id1718846989⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/multipassionatemama/support

A recent Barna Group study shows that only 4% of Americans hold to a Biblical worldview. Now, more than ever, it is our responsibility and privilege to teach the kids in our lives to be spiritual champions - those who transform culture with Biblical truth.  Our guest, Dr. Adam Rasmussen, brings us great wisdom from a book by his colleague, Dr. George Barna, entitled, Raising Spiritual Champions, and it's designed to help us teach. This book is for anyone who wants to have an impact on the next generation with the Gospel.  Ready to hear how we can raise spiritual champions? Let's go! ADAM RASMUSSEN is a Fellow at the Cultural Research Center and the Dean of the College of Arts & Humanities at Arizona Christian University. He draws upon his 25 years of experience in Christian education to inspire students to thrive under the Lordship of Christ in all aspects of their lives. With a passion for helping students connect their faith with reason and culture, he guides them to make meaningful and relevant connections that go beyond mere academic study. Dr. Rasmussen is a magna cum laude graduate of Northwestern College, where he earned a BA in history. He also holds an MA in Educational Ministries from Wheaton College, as well as a PhD in Educational Studies with a focus on leadership and administration from the Talbot School of Theology at Biola University. His research interests include biblical literacy, educational ministries, and Christian apologetics.   Resources Raising Spiritual Champions Book Website Barna group research on worldview  CRC Website                             CRC Facebook          Deuteronomy 6:4-7 - B2S theme verse; love God with all your heart and teach his commands diligently to your children Hebrews 13:8 - Jesus is the same yesterday, today and forever John 8:31-32 - The truth will set you free (when you remain in my Word) 1 Timothy 4:7 & 2 Timothy 3:1-5 - In the last days people will become lovers of pleasure rather than lovers of God. John 12:49 - Jesus only says what the Father tells him John 15: - Abide in Him and bear much fruit  Isaiah 40:31 - They that wait on the Lord shall renew their strength Romans 5:20-21 - God's grace is greater than our sin   Next Steps Check out Bible2School's resources tab Browse our website to learn more about Bible2School Share this episode with a friend Leave a review on Apple podcasts

Hello and welcome to The Rob Burgess Show. I am, of course, your host, Rob Burgess. On this our 254th episode our guest is Dr. Donna J. Nicol. Dr. Donna J. Nicol is the Associate Dean of Personnel and Curriculum in the College of Liberal Arts and a professor of history at California State University Long Beach. She is the immediate past department chair and professor of Africana Studies at CSU Dominguez Hills, a post she held from 2017 to 2023. She earned her doctorate degree in Educational Studies (with a specialization in History and Philosophy of Higher Education and a graduate minor in African American and African Studies) from The Ohio State University in 2007. Dr. Nicol's research focuses race, conservative philanthropy, and U.S. higher education, and the history of African American women's educational activism. Her work has been published in Race, Ethnicity and Education, The Feminist Teacher (twice), History of Philanthropy, Palimpsest: A Journal of Women, Gender and the Black International, The Encyclopedia of American Women's History, Encyclopedia of Multiracial America and Habitus of the Hood. In February 2021, Dr. Nicol was a featured guest expert for the Al Jazeera English documentary, “The Big Picture: A Race for America.” Dr. Nicol has also published opinion columns on racism in philanthropy for Al Jazeera Digital and has appeared on the Insufferable Academics podcast, the Fresh Off the Vote podcast and the Peace and Justice Radio Show. Prior to becoming an academic, Dr. Nicol spent three years teaching secondary language arts and social studies for Los Angeles Unified School District and seven years in various academic administrative roles at Mt. St. Mary's College and The Ohio State University. She serves on the board of directors for the Historical Society of Southern California, co-principal investigator for the State of Black Los Angeles County Report (2023) and is active in a number of professional academic and social service organizations. Her latest book, “Black Woman on Board: Claudia Hampton, The California State University and the Fight To Save Affirmative Action,” was published May 7 by the University of Rochester Press. A quick editor's note: Since we recorded this episode, Donald Trump agreed to debate Kamala Harris on ABC News on Sept. 10. Follow me on Bluesky: bsky.app/profile/robaburg.bsky.social Follow me on Mastodon: newsie.social/@therobburgessshow Check out my Linktree: linktr.ee/therobburgessshow

In this episode Natalie is joined by certified IFS practitioner Valerie Louis PhD as they discuss spirituality and how we can resource beyond Self to access compassion for ourselves and others. ____________________________ Topics Discussed: 1. Being in companionship with your parts 2. What is spirituality 3. Valerie's spiritual journey 4. Connecting to Spirit as a resource 5. Spirituality and skeptical parts 6. Learning and practicing empathy and compassion 7. Resourcing beyond Self __________________________ Valerie's passion is to be a guide to other healers and helping professionals in their journey to self-belonging by offering compassionate curiosity, context awareness, exquisite attunement, nervous system education, and orienting to the emergent. Her training is rooted in both the academy and in spiritual lineages.   Valerie is a non-denominational Minister of Healing ordained with a background in energy healing and mediumship. She is a Somatic Experiencing Practitioner and a IFS Level 3 Certified Practitioner and holds a MA in Women's Studies and PhD in Educational Studies from the University of Cincinnati. She teaches classes on developing spiritual skills and nervous system capacity and has a private practice focused on helping therapists, healers, educators, spiritual practitioners, and neurodivergent individuals be more connected to themselves and their communities. ____________________________ Valerie Louis: Website: https://www.valerielouis.com/ Email: valerie@valerielouis.com Instagram: @valerielouisphd ____________________________ Want to work with Natalie? Contact her below Website: https://www.ndwellnessservices.com/ Contact: https://www.ndwellnessservices.com/contact  Instagram: @nataliedeering _____________________________ Donate to the podcast Here!    Interested in sponsoring an episode of the podcast? Upgrade your business and let more people know about your amazing services or products by reaching hundreds to thousands of people by sponsoring an episode for only $100!  Please email ndwellness.services@therapysecure.com for more information.  Thank you for the support!    *Please support the podcast by following, rating, and leaving a review*

Ever wondered why some school counseling programs deliver long-lasting results while others fall flat? In this episode of the School for School Counselors podcast, host Steph Johnson addresses the critical need for evidence-based practices in the field of school counseling. Though counselor-created resources are popular, Johnson emphasizes the importance of moving beyond these kinds of resources commonly found online. She discusses the insufficiency of peer-reviewed research in current school counseling interventions and offers reliable alternatives such as cognitive behavioral therapy (CBT), mindfulness-based interventions, and established curriculums like Second Step and MindUP. Additionally, Johnson highlights the potential harm of inadequately researched resources found on platforms like Teachers Pay Teachers. She provides practical advice on where to find validated interventions and underscores the value of collecting long-term data to assess their effectiveness.If you truly want to be a better school counselor, listen in for actionable insights to elevate your school counseling practices, backed by the power of evidence-based approaches that truly make a difference in students' lives.Mentioned in This Episode:School for School Counselors MastermindResources:American School Counselor Association (2019). ASCA schoolcounselor professional standards & competencies. Alexandria,VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdfAmerican School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdfCollaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). Retrieved from https://casel.org/Committee for Children. (n.d.). Second Step program. Retrieved from https://www.secondstep.org/Gallagher, C., Swalwell, K., & Bellows, L. (2019). Editorial processes and quality control in educational materials. Educational Studies, 48(1), 112-128.Kendall, P. C. (1990). Coping Cat program for anxiety disorders. Journal of Clinical Child Psychology, 19(2), 99-107.MacArthur, J., Harris, L., Archonbald, N., & Shelton, K. (2021). Findings on the quality of activities in educational resources. Journal of Educational Research, 54(3), 245-262.National Association of School Psychologists. (n.d.). Professional development. Retrieved from https://www.nasponline.org/professional-developmentSawyer, R., Dick, M., & Sutherland, J. (2020). The correlation between resource aesthetics and cognitive demand. Mathematics Education Review, 62(4), 301-318.The Goldie Hawn Foundation. (n.d.). MindUP curriculum. Retrieved from https://mindup.org/U.S. Department of Education. (n.d.). What Works Clearinghouse. Retrieved from https://ies.ed.gov/ncee/wwc/

This summer, we are featuring stories from diverse perspectives in order to stir curiosity and compassion for others. While we don't necessarily endorse every stated view, we stand by each guest as a fellow image-bearer and a human of inherent value. We invite you to listen with an open mind and open heart as you hear the pain, struggle, and triumph of other children of God. Larissa Malone, Ph.D., is an Associate Professor of Social and Cultural Foundations of Education in the Watson College of Education at the University of North Carolina Wilmington (UNCW). Before joining UNCW, she was an Associate Professor and Chair of the Teacher Education Department at the University of Southern Maine and an Assistant Professor at Greenville University. Dr. Malone earned a doctorate in Cultural Foundations of Education at Kent State University, a MA in Education from Walsh University, and a BA in International Studies from Case Western Reserve University. Dr. Malone also holds a primary teacher certification from the American Montessori Internationale and taught early childhood and early elementary grades, as well as served as an administrator in a bilingual community-based school, before joining the ranks of higher education. Dr. Malone's research centers on the minoritized experience in schooling, inclusive of students, parents, and teachers, and has published in The Journal of Negro Education, Educational Studies, and The Journal of Critical Race Inquiry. She is particularly interested in the intersection of education, race, and tangential disciplines, such as religion, geography, social reproduction, critical race followership, and critical race mothering. Dr. Malone founded Maine Black Educators Collective, a grant-funded organization that holds the mission of supporting Black educators through educational opportunities, social-emotional connection, and advocacy, and received the inaugural Maine Education Association's 2022 Human and Civil Rights Award for this initiative, as well as grants from the National Education Association Foundation, Maine Initiative's Grants for Change, and the Nellie Mae Education Foundation. Dr. Malone's greatest joys are spending time with her family, playing/watching tennis, reading, and politics. Her calling in life is to create a more equitable world through the power of education. --- Send in a voice message: https://podcasters.spotify.com/pod/show/dauntless-grace-exchange/message

According to Forbes, Alabama ranks 19th in the U.S. for first-generation college students (39%). Students whose parents did not attend college are more likely to come from racial minority backgrounds, identify as female, have dependents, and many other reasons. In the final episode of Season 2 of The Problem with Poverty Podcast, we are joined by Brandi Powers, a teacher at our Vivian Conatser-Turner Early Learning Center. Brandi recently received her Bachelor of Science in Educational Studies with a Concentration in Early Childhood from Athens State University. During the discussion, Brandi talks over her journey of becoming a first generation college graduate out of her family. Brandi is amazing example of just because you come from nothing, doesn't mean you can't make something of yourself and change your future for the better. That's a wrap for Season 2! Be sure to catch up on past episodes of The Problem with Poverty Podcast!

SPEAKERSApril Jones, Venus Watson, Boden Robertson, Ryn Bornhoft Boden Robertson  00:00Hello everyone and welcome to qualitative conversations the podcast series hosted by the qualitative research special interest group of the American Educational Research Association. My name is Boden Robertson and I'm a PhD candidate in educational research at the University of Alabama specializing in qualitative methodologies and will serve as the moderator for our episode. Our focus today will be the recent conference on culturally sustaining pedagogy to critique and reimagine teaching qualitative research that was hosted by the College of Education Department of Educational Studies, psychology research methodology, and counseling and funded through the Spencer Foundation. Drs. Stephanie Shelton and Kelly Guyotte at the University of Alabama received a grant for the conference. Put tons of planning and coordination into it and along with invaluable support of April Jones and Carlson Coogler, who are both graduate students here at the University of Alabama. The conference brought an array of scholars to examine culturally sustaining approaches teaching and conducting qualitative research. Our episodes guests today are graduate students in the educational research PhD program at the University of Alabama who are also specializing in qualitative methodologies, and who attended the conference and will and will focus on their experiences from the conference and their process of understanding culturally sustaining pedagogies and their impact. We're very happy to be participating in this today. And we'll start with introductions from our guests, April Jones, Venus Watkins, and Ryn Bornhoft, if you'd please introduce yourselves. April Jones  01:30Hi, everybody. I'm so glad to be here. My name is April Jones. I am a doctoral candidate in the program at the University of Alabama that Boden has just mentioned. My research interests centers, areas of child welfare and juvenile justice specifically surrounding issues of social work and social justice, social justice, along with the marginalized communities that engage with and intersect with those particular systems. Venus Watson  02:01Hi, my name is Venus Watson and I am a PhD candidate at the University of Alabama with a focus on qualitative methodologies. And my research interests include black girlhood, black womanhood, and identity. I'm super excited to be here with you guys today. Ryn Bornhoft  02:22Hello, my name is Renbourn haft I am excited to be here. This is my first time ever recording a podcast. So I am focusing on issues surrounding disability and educational access in informal education settings, such as museums sort of covering both K through 12 and adult to a certain extent since museums have mixed audiences. So I'm looking forward to all our discussions. And I'm a PhD student. Boden Robertson  03:01That's also that's also important, right. Well, thank you. Thank you guys. All for. Thank you all for joining us. So we'll start with, we'll start with the first question, which is, I guess kind of obvious. So in, in your opinion, what does culturally sustaining pedagogy mean? Venus Watson  03:21So in my opinion, culturally sustaining pedagogies, their teaching methods that do more than just accept or include a student's cultural backgrounds in the classroom. So they aim to support and keep those cultural practices and identities alive and growing. This approach understands that students come from diverse cultural backgrounds, and that these differences are valuable. And 

In this episode, Cassie talks with Juliet Fluty, who has been interning with Educational Passages. Juliet is also a student at the University of New England studying Educational Studies and Marine Biology. Over the last couple of months, she has focused on relaunching the Mini Maine miniboat with students in Maine and Ireland. Hear all about the project and learning that has happened so far. For more information about the project, visit educationalpassages.org/boats/minimaine, and more about the trip to Ireland at educationalpassages.org/miniboat-magic-in-ireland/. To access the special VIDEO version of this podcast, visit https://youtu.be/TkgUT8eFpOo. Support the showEducational Passages is a non-profit organization that seeks to connect people around the world to the ocean and each other through unique global experiences.

David Staley is an associate professor in the Department of History at Ohio State University. He teaches courses in digital history and historical methods. He also holds courtesy appointments in two departments, the Department of Design, where he has taught courses in digital history and design futures, and the Department of Educational Studies, where he has led the forum on the university. We talk about the future of higher education and learning, remote learning, and explore some of the ideas in David's latest book, Knowledge Towns. Listen to learn about:>> AI and its potential impact on education >> How will we define a “university” in the future? >> Remote learning >> David's book, Knowledge Towns Our Guest David Staley is an academic, writer, designer, futurist and journalist.  He is an Associate Professor in the Department of History and (by courtesy) the Departments of Design and Educational Studies at The Ohio State University. He is the author of "Alternative Universities: Speculative Design for Innovation in Higher Education", the co-author of "Knowledge Towns: Colleges and Universities as Talent Magnets" and author of "Visionary Histories", a collection of futures essays. He is an Honorary Faculty Fellow at the Center for Higher Education Leadership and Innovative Practice (CHELIP) at Bay Path University, and a fellow at the Center for Science and the Imagination at Arizona State University. In 2022 he was awarded "Best Freelance Writer" by the Ohio Society of Professional Journalists for his "Next" futures column with Columbus Underground. Show Highlights[04:32] David starts off the conversation by talking about how AI will impact and change the future of higher education. [05:12] The Interface. [06:10] One of the top design problems for the remainder of the 21st century. [09:11] What our relationship with AI might look like. [09:40] David gives a few hints on a book idea he's working on. [10:19] The importance of knowing the level of dialogue a learner needs at any given moment. [11:26] David believes that AI will become a pretty important part of the classroom system. [14:01] New forms of knowledge. [14:46] Preparing students for a world of dynamic change. [18:01] David asks Dawan if he thinks students will come to university to solve problems rather than to learn a discipline. [21:26] A Miro Moment. [23:28] David discusses the epistemic culling phenomenon happening in higher education.[27:40] Will we be redefining what a university is? What might that look like? [32:41] Dawan asks, What is higher learning, and how does it serve us? [33:39] David takes us back to the early pandemic years, and the remote class experience. [34:39] Using the experience as a teaching opportunity. [34:53] The generic feeling of taking classes remotely. [35:32] The idea of Place. [36:43] The value of learning together. [37:20] Where will the location of teaching and learning be in the future? [38:07] Will the numbers of remote students continue to increase? [38:41] The emergency nature of online learning during the pandemic, as opposed to designed online learning. [42:26] How does a university bring what is unique about them into the online learning experience? [43:30] David contemplates future online learning looking like tutorials and one-on-one learning. [47:51] David believes that the best teaching and learning happens one-on-one. [49:35] Colleges and universities are talent magnets. [51:29] Place does matter when it comes to universities, but mostly from an economic development standpoint. [53:37] When remote working and learning can happen anywhere, workers and learners will have the choice in where they live, learn, and work. [56:04] Universities and colleges need to rethink their relationship with the place they are located. [57:32] Moving beyond survival to thriving. [59:18] Graceful endings in higher education spaces. LinksDavid on LinkedIn David's articles on Educause David on ResearchGate Associate Professor David Staley Discusses Digital History and the Future Voices of Excellence from Arts and Sciences Creative Mornings Columbus Books by DavidHistorical Imagination Alternative Universities: Speculative Design for Innovation in Higher Education Knowledge Towns: Colleges and Universities as Talent Magnets Computers, Visualization, and History: How New Technology Will Transform Our Understanding of the Past History and Future: Using Historical Thinking to Imagine the Future Brain, Mind and Internet: A Deep History and Future Book RecommendationsThe Next Rules of Work: The Mindset, Skillset and Toolset to Lead Your Organization through Uncertainty, by Gary Bolles The Future of Cities, edited by Joel Kotkin and Ryan Streeter DT 101 Episodes A Design Thinking Practitioner's Shift into Higher Education and the Potential for Design Thinking in Higher Education with Fred Leichter — DT101 E4 Learning Design + Designing for How People Learn with Julie Dirksen — DT101 E42 5.5 Things Every Designer Should Know About: The Future of Higher Education with Bryan Alexander — DT101 E97

In this episode, Dan and Lauren discuss the latest issue of New Directions for Student Leadership with special issue co-editors Rian Satterwhite, Director of the Office of Service Learning & Leadership at the University of Nevada, Las Vegas and teaching faculty at Claremont University, Kate Sheridan, Associate Director of Alumni and Employer Networks in the Center for Career Development at Duquesne University and Dr. Whitney McIntyre Miller, associate professor of leadership studies in the Attallah College of Educational Studies at Chapman University. The trio recently edited NDSL issue #179, released in the Fall of 2023, and titled “Teaching Sustainability in Leadership Education.” The group discusses the push for both research and action in sustainability utilizing the UN Sustainability Development Goals as a framework.

Mike Ahn   Dr. Mike Ahn is the Interim Dean of Spiritual Development at Biola University. He oversees chapel programs, worship teams, the annual Biola Torrey Conference, The Biola Hour podcast, and serves on the pastoral care team. He is a graduate of Talbot School of Theology (M.Div., Spiritual Formation, and Ph.D., Educational Studies). His visit is sponsored by the Office of Intercultural Engagement and the Office of Christian Formation.

In this digest episode we hear summaries from Kelly Demirjian, Joshua Pope, Loella Lapat, and Samuel Otten about the following articles: [01:00] Stephan, M., Register, J., Reinke, L., Robinson, C., Pugalenthi, P., & Pugalee, D. (2021). People use math as a weapon: Critical mathematics consciousness in the time of COVID-19. Educational Studies in Mathematics, 108(3), 513-532. https://link.springer.com/article/10.1007/s10649-021-10062-z [06:38] Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288-311. https://pubs.nctm.org/view/journals/jrme/45/3/article-p288.xml [11:10] Brand, B. R., Glasson, G. E., & Green, A. M. (2006). Sociocultural factors influencing students' learning in science and mathematics: An analysis of the perspectives of African American students. School Science and Mathematics, 106(5), 228-236. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1949-8594.2006.tb18081.x [16:08] Amorós-Poveda, L., & Bernárdez-Gómez, A. (2023). Edutuber and Gender in STEM. Education Sciences, 14(1), 40. https://www.mdpi.com/2227-7102/14/1/40 Special Issue on Incremental PD for Math Teachers, accepting articles through August 31: https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71 List of episodes

Susan Pendergrass speaks to Eric Wearne about The National Hybrid Schools Project. The National Hybrid Schools Project is the national clearinghouse for research, data, practices, and networking for the burgeoning hybrid home school movement. Eric Wearne is Associate Professor in the Education Economics Center at Kennesaw State University and Director of the Hybrid Schools Project. He is the author of Defining Hybrid Homeschools in America: Little Platoons (Lexington Books, 2020). His work has been published by the Peabody Journal of Education, the Journal of School Choice, Catholic Social Science Review, City Journal, and Law & Liberty, among others. He was previously Provost at Holy Spirit College, Associate Professor of Education Foundations at Georgia Gwinnett College, Director of Data Analysis and Deputy Director of the Governor's Office of Student Achievement in Atlanta, and a high school English and Debate teacher. He holds a PhD in Educational Studies from Emory University, a MA in English Education from the University of Georgia, and a BA in English from Florida State University. Produced by Show-Me Opportunity

Growing up with a mom who has a successful career, starting as a grade school teacher moving her way up to earn a masters and then a Doctorate to teach at the University level. In this episode you will hear about what it means to be the first to do something in your family, being willing to put your career second at times for your partners career, and following where God is calling you! Recently completing her Ph.D. in Educational Studies at the University of Nebraska - Lincoln, Laurie Friedrich brings insights from five years of elementary teaching experience and twenty years as a teacher educator. As co-PI of the Technology Education in Digital and Global Environments (Tech EDGE) grant, Laurie plans professional technology conferences and coaches elementary teachers for new literacies integration. She has also taught, supervised, and coached at the Kit and Dick Schmoker Reading Center. She is currently implementing the Triarchic Model of Teacher Preparation at the University of Nebraska Lincoln arising from her line of research, supporting preservce teachers and their cooperating teachers with technology coaching. In addition, she serves as a technology facilitator for TEC 21 empowering Lutheran Elementary teachers with new literacies integration. These roles compliment her role as First Lady of Concordia University Nebraska. Her research interests include the role of new literacies in elementary literacy education, coaching to extend professional development, and technology integration in literacy methods courses for preservice and inservice teachers. To View This Episode- https://youtu.be/eNuvaT26hUg#whoknewinthemoment #Professor #Tec21 #Doctor #Teacher #Educator

In this episode, Danny sits down to talk with Stephen Yates, who serves as an Assistant Pastor to Families and Students at Intown Community Church in Atlanta, GA, and is a visiting instructor at his alma mater, Covenant Theological Seminary, and the PCA's NEXT Institute. He is currently pursuing a PhD in Educational Studies from Trinity Evangelical Divinity School. Stephen talks about hopes in youth ministry as a practitioner. He shares hopeful and purposeful ways that theological depth is implemented in youth ministry with students and adult small group leaders. Stephen also talks about the difficulties in implementing theological depth for youth ministry and some hopeful solutions and ways to persevere to overcome them, as well as personal ways he perseveres in ministry. “Students are much smarter than we have often given them credit for.”Follow @therootedministry on Instagram Listen to more episodes of the Rooted Youth Ministry Podcast! Rooted Youth Ministry Archives - Rooted Ministry

My guests today, Dr. Caitlin Ryan and Dr. Jill Hermann Wilmarth, are co-authors of the professional book Reading the Rainbow as well as many scholarly articles. They will help us think about the whys and hows of LGBTQ-inclusive curriculum and texts in K-8 settings. Later, I am joined by my colleague Gina Dignon to discuss practical takeaways for both teachers and school leaders. Read a full transcript of this episode and learn more about the show athttps://www.jenniferserravallo.com/podcast More on The GLSEN 2021 National School Climate SurveyGLSEN School Climate SurveyThe Trevor Project School Climate SurveyReading the RainbowGender: Your Guide: A Gender-Friendly Primer on What to Know, What to Say, and What to Do in the New Gender CultureCritical Literacy and Transgender Topics in an Upper Elementary Classroom: A Portrait of PossibilityFollow Caitlin Ryan on Twitter @Caitlin_m_RyanFollow Jill Hermann-Wilmarth on Twitter @Bosstetter_edu****More about Caitlin Ryan:Caitlin L. Ryan is an associate professor of reading education in the College of Education at East Carolina University in Greenville, NC. She previously taught literacy enrichment programs to grades K–5 in the Washington, DC, Public Schools. Her research interests center on the relationships among children's literature, literacy, social positioning, and educational equity, especially at the elementary school level.More about Jill Hermann-Wilmarth: Jill M. Hermann-Wilmarth, a former elementary school teacher, is a professor of social foundations in the Department of Teaching, Learning, and Educational Studies at Western Michigan University in Kalamazoo, MI. Her research and teaching examine issues of identity inside and outside of classrooms using the lenses of literacy, social justice, and critical and deconstructive theories. She is currently at work on her first children's novel.Special thanks to Alex Van Rose for audio editing this episode. Support the show

Lauren Hastings is a speech-language pathologist, private practice owner, business coach, podcaster, and Ph.D. student. In 2016, Lauren began full-time work in her practice, Hear to Speak, in South Fulton (Atlanta) Georgia which serves the pediatric population using a community-based model. She expresses her love for her profession and the African-American community through her weekly podcast, Speech Tea. She enjoys co-hosting the podcast with her colleague, Lauren Prather, discussing topics impacting minorities and breaking down special education concepts in understandable terms. Currently, she is obtaining her Ph.D. in Educational Studies in Diverse Populations with a concentration in Health Disparities at the University of Alabama Birmingham and restructured her practice to include advocacy services. IG: @sassySLP Facebook: Lauren Hastings, SLP Tiktok: @sassySLP Youtube: Hear to Speak Academy www.heartospeakacademy.com  ________________________________________________________ This episode is brought to you by TheraPlatform. If you're a therapist in private practice looking to spend more time with clients and less time on admin tasks, it may be time to consider automation software. TheraPlatform is an all-in-one EHR, practice management and teletherapy software built specifically for therapists and it's designed to automate day-to-day tasks.  TheraPlatform offers a free, 30-day trial with no credit card required. Visit theraplatform.com today. For TheraPlatform: www.theraplatform.com For 30 day trial: https://www.theraplatform.com/freetrial?utm_source=telepracticetodaypodcast&utm_medium=telepracticetodaypodcast&utm_campaign=FreeTrialHeader  Visit TheraPlatform today: https://www.theraplatform.com/freetrial?utm_source=telepracticetodaypodcast&utm_medium=telepracticetodaypodcast&utm_campaign=FreeTrialHeader  _______________________________________________________ You can listen to this episode wherever you stream podcasts and at www.3cdigitalmedianetwork.com/telepractice-today-podcast If you want to be a content creator and have ideas for a webinar, course, podcast, or blog, please join us at the 3C Digital Media Network. To get started, contact K. Todd Houston, Founding Partner & CEO, at todd@3cdigitalmedianetwork.com and get the conversation started!

Exploring the role of identitarian politics in the privatization of Newark's public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers. Analyzing the unsuccessful effort of Cory Booker—Newark's leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker's rival and ultimate successor Ras Baraka's eventual galvanization of the charter movement, Arena argues that Baraka's black radical politics cloaked a revanchist agenda of privatization.  John Arena's book Expelling Public Schools: How Antiracist Politics Enable School Privatization in Newark (U Minnesota Press, 2023) reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

Exploring the role of identitarian politics in the privatization of Newark's public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers. Analyzing the unsuccessful effort of Cory Booker—Newark's leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker's rival and ultimate successor Ras Baraka's eventual galvanization of the charter movement, Arena argues that Baraka's black radical politics cloaked a revanchist agenda of privatization.  John Arena's book Expelling Public Schools: How Antiracist Politics Enable School Privatization in Newark (U Minnesota Press, 2023) reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. 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

Exploring the role of identitarian politics in the privatization of Newark's public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers. Analyzing the unsuccessful effort of Cory Booker—Newark's leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker's rival and ultimate successor Ras Baraka's eventual galvanization of the charter movement, Arena argues that Baraka's black radical politics cloaked a revanchist agenda of privatization.  John Arena's book Expelling Public Schools: How Antiracist Politics Enable School Privatization in Newark (U Minnesota Press, 2023) reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

Lit Hub's Most Anticipated of 2021.  Winner of the Studs and Ida Terkel Award. A year in the life of a Chicago high school that has one of the highest proportions of refugees of any school in the nation. “A wondrous tapestry of stories, of young people looking for a home. With deep, immersive reporting, Elly Fishman pulls off a triumph of empathy. Their tales and their school speak to the best of who we are as a nation—and their struggles, their joys, their journeys will stay with you.” —Alex Kotlowitz, author of There Are No Children Here. For a century, Chicago's Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking among themselves more than thirty-eight different languages. For these refugee teens, life in Chicago is hardly easy. They have experienced the world at its worst and carry the trauma of the horrific violence they fled. In America, they face poverty, racism, and xenophobia, but they are still teenagers—flirting, dreaming, and working as they navigate their new life in America.  Elly Fishman's book Refugee High: Coming of Age in America (The New Press, 2021) is a riveting chronicle of the 2017–8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique education needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn't understand. Equal parts heartbreaking and inspiring, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. 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

Annie Dean is 25 years old. She was homeschooled until her senior year in high school. She graduated from Kings High School in 2016 and graduated college in 2020 with a Degree in Special Education.    Annie graduated on May 13, 2023 with her Masters's Degree in Educational Studies. Her Masters Thesis Integrative Project focused on Homeschool vs. Public/Private School.    Annie is currently working at a Career Tech High School where she teaches 20 Special Education students and supports them in their Career Tech labs (Web Apps, Construction, HVAC).    Despite working in public school, Annie is very passionate about homeschooling and parental rights in education. Her parents founded Great Homeschool Conventions. Whenever she is  available, she travels with Great Homeschool Conventions to give an extra hand to her parents.    Annie is a huge believer that every child has different educational needs and with the right support/resources they can achieve academic success.       Thank you for listening to the A+ Parents podcast. If you love the show, don't forget to subscribe, share and leave us a review. Also, follow us online at www.aplusparents.com  www.mrdmath.com or on our social channels @MrDMathlive @aplusparentspodcast   Also, host Dennis DiNoia has a new book out NOW called “Teach: Becoming Independently Responsible Learners. Order your copy: https://aplusparents.com/teach   OR on Amazon   https://www.amazon.com/dp/B09X2B3MG8/ref=cm_sw_r_sms_api_i_DDH16A3BD5X79CSFSQXB   To learn more about Mr.D Math Live Homeschool classes, visit:   https://mrdmath.edu20.org/visitor_class_catalog?affiliate=10252228

America has relied on public schools for 150 years, but the system is increasingly under attack. With declining enrollment and diminished trust in public education, policies that steer tax dollars into private schools have grown rapidly. To understand how we got here, The Death of Public School: How Conservatives Won the War Over Education in America (Basic Books, 2023) argues, we must look back at the turbulent history of school choice. Cara Fitzpatrick uncovers the long journey of school choice, a story full of fascinating people and strange political alliances. She shows how school choice evolved from a segregationist tool in the South in the 1950s, to a policy embraced by advocates for educational equity in the North, to a conservative strategy for securing government funds for private schools in the twenty-first century. As a result, education is poised to become a private commodity rather than a universal good. The Death of Public School presents the compelling history of the fiercest battle in the history of American education--one that already has changed the future of public schooling. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. 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

Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments. In Segregation by Experience: Agency, Racism, and Learning in the Early Grades (U Chicago Press, 2021), the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them. Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

Amy and Dr. Gina Colvin discuss Māori history, culture, and why feminism may not be necessary in a Māori context.Gina Colvin is a New Zealander of Māori, English, Irish, Welsh, German and French descent. Until the July of 2016, she was in the permanent position of Lecturer at the University of Canterbury. Dr. Colvin served UC for 12 years across Political Science and Communication, School of Māori and Cultural Development, and more recently the School of Educational Studies and Leadership.Gina's primary academic interest is in the history and future of ideas. Whether faith, belief, ideologies, symbols, representations or discourses, all communicate powerful ideas that at the same time express hope for, or hope in some kind of social action. Whether expressed in educational, religious, or political contexts my research interests are in understanding how and why particular ideas flower, change, get disrupted, are silenced, or become dogmas, and how these same ideas translate into social, political, and cultural realities.

Welcome back, everybody. Thank you for joining me again this week. I'm actually really excited to dive into another topic that I really felt was important that we address. For those of you who are new, this actually might be a very steep learning curve because we are specifically talking about a treatment skill or a tool that we commonly use in CBT (Cognitive Behavioral Therapy) and even more specifically, Exposure and Response Prevention. And that is the use of imaginals or what we otherwise call scripts. Some people also use flooding.  We are going to talk about this because there are a couple of reasons. Number one, for those of you who don't know, I have an online course called ERP School. In ERP School, it's for people with OCD, and we talk about how to really get an ERP plan for yourself. It's not therapy; it's a course that I created for those who don't have access to therapy or are not yet ready to dive into therapy, where they can really learn how to understand the cycle of OCD, how to get themselves out of it, and gives you a bunch of skills that you can go and try. Very commonly, we have questions about how to use imaginals and scripts, when to use them, how often to use them, when to stop using them, when they become compulsive and so forth.  In addition to that, as many of you may not know, I have nine highly skilled licensed therapists who work for me in the state of California and Arizona, where we treat face-to-face clients. We're actually in Los Angeles. We treat patients with anxiety disorders. I also notice that during my supervision when I'm with my staff, they have questions about how to use imaginals and scripts with the specific clients. Instead of just teaching them and teaching my students, I thought this was another wonderful opportunity to help teach you as well how to use imaginals and why some people misuse imaginals or how they misuse it. I think even in the OCD community, there has been a little bit of a bad rap on using scripts and imaginals, and I have found using scripts and imaginals to be one of the most helpful tools for clients and give them really great success with their anxiety and uncertainty and their intrusive thoughts.  Here we are today, it is again a start of another very short series. This is just a three-week series, talking about different ways we can approach imaginals and scripts and how you can use it to help manage your intrusive thoughts, and how you can use it to reduce your compulsions.  It is going to be three weeks, as I said. Today, we are starting off with the amazing Krista Reed. She's been on the show before and she was actually the one who inspired this after we did the last episode together. She said, “I would love to talk more about imaginals and scripts.” I was like, “Actually, I would too, and I actually would love to get some different perspectives.” Today, we're talking with Krista Reed. Next week, we have the amazing Shala Nicely. You guys already know about Shala Nicely. I'm so happy to have her very individual approach, which I use all the time as well. And then finally, we have Dr. Jon Grayson coming in, talking about acceptance with imaginals and scripts. He does a lot of work with imaginals and scripts using acceptance, and I wanted to make sure we rounded it out with his perspective.  One thing I want you to think about as we move into this series or three-part episode of the podcast is these are approaches that you should try and experiment with and take what you need. I have found that some scripts work really well with some clients and others don't work so well with other clients. I have found that some scripts do really well with one specific obsession, and that doesn't do a lot of impact on another obsession that they may have. I want you just to be curious and open and be ready to learn and take what works for you because I think all of these approaches are incredibly powerful.  Again, in ERP School, we have specific training on how to do three different types of scripts. One is an uncertainty script, one is a worst-case scenario script, and the last is an acceptance script. If you're really wanting to learn a very structured way of doing these, head on over to CBTSchool.com and you can sign up for ERP School there. But I hope this gets you familiar with it and helps really answer any questions that you may have.  Alright, let's get over to the show. Here is Krista Reed. Kimberley: Welcome back, Krista Reed. I am so happy to have you back on the show. Krista: Thank you. I am elated to be able to chat with you again. This is going to be great. Kimberley: Yeah. The cool thing is you are the inspiration for this series. Krista: Which is so flattering. Thank you.  IMAGINAL OR SCRIPT? Kimberley: After our last episode, Krista and I were having a whole conversation and you were saying how much you love this topic. I was like, “Light bulb, this is what we need to do,” because I think the beautiful piece of this is there are different ways in which you can do imaginals, and I wanted to have some people come on and just share how they're doing it. You can compare and contrast and see what works for you. That being said, number one, do you call it an imaginal, do you call it a script, do you think they're the same thing, or do you consider them different? Krista: I do consider them differently because when I think about script, I mean, just the word script is it's writing, it's handwriting in my opinion. I mean, scripture is spoken. That's something a little bit different, but scripting is writing. When I think of an imaginal, that is your imagination. I know that I already shared with you how much I love imaginals because in reality, humans communicate through stories. When we can, using our own imagination, create a story to combat something as challenging as OCD, what a powerful concept. That's exactly why I just simply love imaginals. Kimberley: I can feel it and I do too. There's such an important piece of ERP or OCD recovery or anxiety recovery where it fills in some gaps, right? Krista: Yes, because imaginals, the whole point, as we know, it's to imagine the feared object or situation. It could evoke distress, anxiety, disgust. Yet, by us telling those stories, we're poking the bear of OCD. We're getting to some of that nitty gritty. Of course, as we know that, not every obsession we can have a real-life or an in vivo exposure. We just simply can't because of the laws of science, or let's be real, it might be illegal. But imaginals are also nice for some people that the real-life exposure maybe is too intense and they need a little bit of a warmup or a buy-in to be able to do the in vivo exposure. Imaginal, man, I freaking love them. They're great.  Kimberley: They're the bomb.  Krista: They really are.  HOW TO DO IMAGINALS FOR OCD Kimberley: You inspired this. You had said, “I love to walk your listeners through how to do them effectively. I think I remember you saying, but correct me if I'm wrong, that you had seen some people do them very incorrectly. That you were very passionate because of the fact that some people weren't being trained well in this. Is that true or did I get that wrong? Krista: No, you absolutely got it right. Correct and incorrect, I think maybe that is opinion. I'll say that in my way, I don't do it that way. That's a preference. But this is an inception. We're not putting stories into our clients' minds. The OCD is putting these stories into our clients' minds. If you already have a written-out idea of a script, of like fill in the blanks, you are working on some kind of inception, in my opinion. You are saying that this is how your story is supposed to be. That's so silly. I'm not going to tell you how your story is supposed to be. I don't know how your imagination works. When we think of just imagination, there's so many different levels of imagination.  Let's say for instance, if I have somebody who comes into my office who is by trade a creative writer, that imaginal is probably going to be very descriptive, have a lot of heavy adjectives. Just the way it's going to be put together is going to be probably like an art in itself because this is what that person does. If you have somebody who comes in and creativity is not something that is part of a personality trait, and then I have a written fill-in-the-blank thing for them, it's not going to be authentic for their experience. They're going to potentially want to do what I, the therapist, might want them to do. It's not for me to decide how creative or how deep that person is to go. They need to recognize within themselves, is this the most challenging? Is this the best way that you could actually describe that situation? If that answer is yes, it's my job as a therapist to just say okay. Kimberley: How would one know if it's the most descriptive they could be? Is it by just listening to what OCD has to say and letting OCD write the story, but not in a compulsive way? Share with me your thoughts.  Krista: I think that that's almost like a double-edged sword because that of itself can almost go meta. How do I know that my story is intense enough? Well, on the surface we can say, “Is it a hard thing to say.” They might say yes, and then we can work through. But if I'm really assessing like, “Is it hard enough, is it hard enough,” and almost begging for them to provide some type of self-reassurance, they might get stuck in that cycle of, is this good enough? Is this good enough? Can it be even more challenging?  Another thing I love about imaginals is the limit doesn't exist, because the limit is just however far your imagination can take you. Let's say that I have a session with a client today and they're creating an imaginal. I'm just going to give a totally random obsession. Maybe their obsession is, “I am afraid that I'm going to murder my husband in his sleep,” harm OCD type stuff, pretty common stuff that we do with imaginals. They do the imaginal and they're able in session to work through it. It sounds like it was good. In the session, what they provided was satisfactory to treatment. And then they come back and say, “I got bored with the story,” which a lot of people think that that's a bad thing. That's actually a good thing because that's letting you know that you're not in OCD's control of that feared response and you're actually doing the work. However, they might still have the obsession. I was like, “Okay, so you were able to work through this habituate or get bored of that. Now, let's create another imaginal with this obsession.” Because it's all imagination, the stories, you can create as many as you possibly can or as you possibly want to.  I'm actually going to give you a quote. He's a current professor right now at Harvard. He is a professor of Cognitive and Educational Studies. If you look this guy up, his name is Dr. Howard Gardner—his work is brilliant. He has this fantastic quote that I think is just a bomb when it comes to imaginal stuff. His quote is: “Stories constitute the single most powerful weapon in a leader's arsenal.” Think about that. What a powerful statement that is. Isn't that just fantastic? Because we can hear that as the stories OCD tells us as being hard. Okay, cool story, bro, that is your weapon OCD, but guess what? I'm smarter than you and I brought a way bigger gun and this gun isn't imaginal and I'm going to go ahead and one up you. If I come back that next week in my therapist's office and I'm able to get bored with that, I can make a bigger gun. Kimberley: I love that. It's true, isn't it? I often will say, “That's a good story. Let me show you what I've got.” It is so powerful. Oh my gosh. Let's actually do it. Can you walk us through how you would do an imaginal? Krista: This is actually something that I created on my own taken from just multiple trainings and ERP learning about imaginals, because one of the things that I was realizing that a lot of clients were really struggling with is almost over-preparing just to do the imaginal. Sometimes they would write out the imaginal and then we would work through that. But what I was finding is sometimes clients were almost too fixated on words, reading it right, being perfect, that they were almost missing out on the fact that these are supposed to be movies in our mind. Kimberley: Yeah. They intellectualize it. Krista: Exactly. I created a super simple format. I mean, we really don't have a lot of setup here. It's basically along the lines of the Five Ws. What is your obsession and what is your compulsion? Who is going to be in your story? Who is involved? Where is your story taking place? When is your story taking place? And when is already one of those that's already set because I tell people we can't do anything in the past; the past has already existed. You really need to be as present as possible. But the thing is that you can also think. For instance, if my obsession is I'm going to murder my husband in his sleep tonight, part of that might be tonight, but part of that might also be, what is going to be my consequence? What is that bad thing that's going to happen? Because maybe the bad thing isn't necessarily right now. Maybe that bad thing is going to be I'm not going to have a relationship with my children and what if they have grandchildren? Or what if I'm going to go to hell? That might not necessarily exist in the here and now, but you're able to incorporate that in the story. When is an interesting thing, but again, never in the past, needs to start in the present, and then move forward.  And then also, I ask how. How is where I want people to be as descriptive as possible. For instance, if I say, and this is going to sound gritty, you're fearful that you're going to murder your husband tonight. Be specific. How are you going to murder your husband? Because that's one of the things that OCD might want us to do. Maybe it is just hard enough to say, “I'm going to murder my husband.” But again, we're packing an arsenal here. Do you want to just say that? Because I can almost guarantee you OCD is already telling you multiple different ways that it might happen. Which one of those seems like it might be the hardest? Well, the hardest one for me is smothering my husband with a pillow. Okay, that's going to be it. That's literally my setup. That's literally my setup, is I say that. Actually, I have one more thing that I have to include. I have all that as a setup and then I say, “Okay, at the very end, you are going to say this line, and it's, ‘All of this happened because I did not do the compulsion.'” If I were going along with the story of I murdered my husband, I suffocated him with a pillow, and in my mind, the worst thing to happen is I don't have a relationship with my kids and grandchildren, and the compulsion might be to pray—I'll just throw that out—the last line might be, “And now, I don't have a relationship with my children or grandchildren all because I decided to not pray when the thought of murdering my husband came up in my mind.” That is the entire setup.  And then I have my clients get their phones out and push record. They don't have to do a video, just an audio is perfectly fine. I know some therapists that'll do it just once, but I actually do it over and over again. Sometimes it could be a five-minute recording, it could be a 20-minute recording, it could be a 40-minute recording. The reason for that being is if we stop just after one, we might be creating accommodation for that client, because I want my clients to be in that experience. That first time they tell that story after that very brief setup, they're still piecing together the story. Honestly, it's really not until about the third or fourth time that they've repeated that exact same story that they're really in it. I am just there and every time they finish—I'll know they finish because they say, “And this happened all because da da da da da”—I say, “Okay, what's your number?” That means what's your SUDS? And they tell me they're SUDS. I might make a little bit, very, very minimal recommendations. For instance, if they say, “I murdered my husband,” I say, “Okay, so this time I want you to tell me how you murdered your husband.” Again, they say the exact same story, closing their eyes all over again, this time adding in the little bit that I asked for. We do that over and over and over again until we reach 50% habituation. Then they stop recording. That is what they use throughout the week as their homework, and you can add it in so many different ways.  Again, keeping along with this obsession of “I'm afraid I'm going to kill my husband tonight,” I want you to listen to that with, as you probably have heard this as well, just one AirPod in, earbud, whatever, keep your other ear outside to the world. This is its way to talk back to OCD. Just something along the lines of that. I want you to the “while you're getting ready for bed.” Because if the fear exists at night and your compulsions exist at night, I want you to listen to that story before you go to bed. It's already on your mind. You're already in it, you're already poking the bear of OCD. It's like, “Okay, OCD, you're going to tell me I'm going to kill my husband tonight? Well, I'm going to hear a story about me killing my husband tonight.” Guess what? The bad thing's going to happen over and over and over again.  It's such a powerful, powerful, powerful thing. Because it's recorded, you can literally listen to it in your car. You can listen to it on a plane. You can listen to it in a waiting room. I mean, there's no limit.  Kimberley: It's funny because, for those of you who are on social media, there was this really big trend not long ago where they're like what they think I'm listening to versus what I'm actually listening to, and they have this audio of like, “And then she stabbed her with the knife.” It's exactly that. Everyone thinks you're just listening to Britney Spears, but you're listening to your exposure and it's so effective. It's so, so effective. I love this. Okay, let's do it again because I want this to be as powerful as possible. You did a harm exposure. In other episodes, we've done a relationship one, we've done a pedophile one. Let's pick another one. Do you have any ideas?  Krista: What about scrupulosity? Kimberley: I was just going to say, what about scrupulosity? Krista: That one is such a common one for imaginals. We hear it very frequently, “I'm going to go to hell,” or even thinking about different other religions like, “Maybe I'm not going to be reincarnated into something that has meaning,” or “It's going to be a bad thing. Maybe I'm insulting my ancestors,” or just whatever that might be. Let's say the obsession is—I already mentioned praying—maybe if I don't read the Bible correctly, I'm going to go to hell. I don't know. Something along the lines of that. If that's their obsession, chances are, there's probably somebody that maybe they have a time where they're reading the Bible or maybe that we have to add in an in vivo where they're going to be reading or something like that. A setup could potentially be, what is your obsession? “I'm afraid that any time I read my Bible, I'm not reading it correctly and I'm going to go to hell.” What is your compulsion? “Well, my compulsion is I read it over and over and over again and I reassure myself that I understand it, I'm reading it correctly.” Who's going to be in your story? This one you might hear just, “Oh, it's just me.” Really, OCD doesn't necessarily care too much if anybody else is in this story. Where are you? “I'm in my living room. It's nighttime. That's when I read my Bible.” When is this taking place? “Oh, we can do it tonight.” Let's say it's tonight.  Interestingly enough, when you have stuff that's going to go to hell, that means, well, how are you getting to hell to begin with? Because that's not just something that can happen. Sometimes in these imaginals, the person has to die in order to get there, or they have to create some type of fantastical way of them getting to hell.  I actually had a situation, this was several years ago, where the person was like, “Well, death doesn't scare me, but going to hell scares me,” because, in some cultures and some religions, it's believed that there are demons living amongst us and so forth. “It's really scary to think about, what if a demon approaches me and takes me immediately to hell and I don't get to say goodbye to my family, my family doesn't know.” Just even like that thought. We were able to incorporate something very similar to that.  Just to make up an imaginal on the spot, it could be, I'm reading my Bible. I'm in my living room, I'm reading my Bible, and the thought pops up in my brain of, did you read that last verse correctly? I decide to just move on and not worry about reading my Bible correctly. Well then, all of a sudden, I get a knock at the door and there's these strange men that I've never seen in my life, and they tell me that they're all demons, and that because I didn't review the Bible correctly, I'm going to go to hell. I would go on and on and probably describe a little bit more about my family not missing me, I don't get to see my kids grow up, I don't get to experience life, the travel, and the stuff that's really important to me, incorporate some of those values. I don't get to live my value-based life. And then at the very end, I was summoned and taken to hell by demons, all because I had the thought of reading my bible correctly and I decided not to.” Kimberley: I love it, and I love what I will point out. I think you use the same model as me. We use a lot of “I” statements like “I did this and I did that, and then this happened and then I died,” and so forth. The other thing that we do is always have it in present tense. Instead of going, “And then this happens, and then that happens,” you're saying as if it's happening. Krista: Yeah. Because you want it to feel real to the person. In all honesty, and I wonder what your experience has been, I find some of the most difficult people to do imaginals with our children. Even though you would think, “Oh, they're so imaginative anyways,” one of the biggest things I really have to remind kids is, I want you to be literally imagining yourself in that moment. Again, I see this with kids more than adults, but I think it just depends on context and perspective. We'll say, “Well, I know that I'm in my living room,” or “I know that I'm in your office, so this isn't actually happening to me in this moment.” You almost have to really work them up and figure out, what's the barrier here? What are you resisting? Kimberley: That's a good question. I would say 10 to 20% of clients of mine will report, “I don't feel anything.” I'll do a Q and A at the end of this series with common questions, but I'm curious to know what your response is to a client who reads like, “I kill my baby,” or “I hurt my mom,” or “I go to hell,” or “I cheat on my husband,” or whatever it is, but it doesn't land. What are your thoughts on what to do then? Krista: A couple of things pop up. One, it makes me wonder what mental compulsions they're doing. And then it also makes me wonder, are we going in the right direction with the story? Because again, like I mentioned before, if a client comes back and they've habituated to one thing, but they're still having the obsession, well, guess what? We're just telling stories. Because the OCD narrative is typically not just laser-focused—I mean, it can be laser-focused, but usually, it has branches—you can pick and choose. I'm going to go ahead and guarantee, that person who is terrified of killing their husband ensure they're not going to see their grandchildren and children. I'm going to go ahead and waiver that there's probably other things that they're afraid of missing.  Kimberley: Yes. That's what I find too, is maybe we haven't gotten to the actual consequence that bothers them. I know when I've written these for myself, we tend to fall into normal traps of subtypes, like the fear that you'll harm somebody or so forth. But often clients will reveal like, “I'm actually not so afraid that I'll harm somebody. I'm really afraid of what my colleagues and family would think of me if I did.” So, we have to include that. Or “I'm afraid of having to make the call to my mom if I did the one thing.” I think that that's a really important piece to it, is to really double down on the consequence. Do you agree? Krista: Oh, I agree a hundred percent. You got to figure out what is that core fear. What are you really, really trying to avoid? With harming somebody, is it the consequences that might happen afterwards? Is it the feeling of potentially snapping or losing control? Or is it just knowing that you just flat out, took the life of somebody and that that was something that you were capable of? I mean, there's so many different themes, looking at what does that feared self like, what does that look like, and maybe we didn't hit it last time. Kimberley: Right. Krista: I know this is going to sound silly and I tell my clients this every once in a while, is I'm not a mind reader. What I'm asking you, is that the most challenging you can go and you're telling me yes, I'm going to trust you. I tell them, if you are not pushing yourself in therapy to where you can grow, I'm still going to go to bed home and sleep tonight just fine. But I want you to also go home and go to bed and sleep just fine. But if you are not pushing yourself, because we know sleep gets affected super bad, not just sleep, but other areas, you're probably going to struggle and you might even come back next week with a little bit more guilt or even some shame. I don't want anybody to have that. I want people to win. I want people to do well in this. I know this stuff is scary, but I'm going to quote somebody. You might know her. Her name is Kimberley Quinlan. She says, “It's a beautiful day to do hard things.” I like to quote her in my practice every once in a while.  Kimberley: I love her. Yes, I agree with this. The way you explained it is so beautiful and it's logical the way you're explaining it too. It makes sense. I have one more question for you. Recently, I was doing some imaginals with a client and they were very embarrassed about the content of their thoughts. Ashamed and guilty, and horrified by their thoughts. I could see that they were having a hard time, so I gave them a little inch and I went first. I was like, “Alright, I'm going to make an assumption about what yours is just to break the ice.” They were like, “Oh yeah, that's exactly what it is.” There was a relief on their face in that I had covered the bases. We did all of the imaginal and we recorded it and it was all set. And then at the end I said, “Is there anything that we didn't include?” They reported, “Yeah, my OCD actually uses much more graphic words than what you use.” I think what was so interesting to me in that moment was, okay, I did them the favor by starting the conversation, but I think they felt that that's as far as we could go. How far do you go? Krista: As far as we need.  Kimberley: Tell me what that means. Krista: Like I mentioned before, the limit does not exist and I mean, the limit does not exist. This is going to sound so silly. I want you to be like a young Stephen King before he wrote his first novel and push it. Push it and then go there. Guess what? If that novel just doesn't quite hit it, write another one, and then another one, and let's see how far you can go. Because OCD is essentially a disorder of the imagination, and you get to take back your imagination by creating the stories that OCD is telling us and twisting it. I mean, what an amazing and powerful thing to be able to do. I'm sure you're the same in that you know that there's a lot of specialists that don't believe in imaginals, don't like imaginals, especially when it comes to issues with pedophilia OCD. I think we also need to not remind our clients because that would be reassurance, but to tell these specialists, we're not putting anything into our client's heads that aren't there to begin with. Just like you said, if your client is thinking like real sick, nasty core, whatever, guess what? We're going to be going there. Are you cutting off the heads of babies in your head? Well, we're going to be talking about stories where you're cutting off the heads of babies. If that's what's going on, we're going to go there. Kimberley: What's really interesting, and this was the example, is we were talking about genitals and sexual organs and so forth. We're using the politically correct term for them in the imaginal. Great. Such a great exposure. Vagina and penis, great. Until again, they were like, “But my OCD uses much more graphic words for them.” I'm like, “Well, we need to include those words.” Would you agree your imaginals don't need to be PC? Krista: I hope my clients watch this, and matter of fact, I'm going to send this to them, just to be like, no, no. Krista's imaginals with her clients. Well, not my imaginals. Imaginals that are with my clients. Woah, sometimes I'm saying bye to my client. I'm like, “I think I need a shower.” Kimberley: Again, when people say they don't like imaginals or they think that it's not a good practice, I feel like, like you said, if OCD is going to come up with it, it gives an opportunity to empower them, to get ahead of the game, to go there before it gets there so that you can go, “Okay, I can handle it.” I would often say to my clients, “Let's go as far as we can go, as far as you can go, so that you know that there's nothing it can come up with that you can't handle.” Krista: I think that where it gets even more complex is when we're hitting some of the taboo stuff. Not only pedophilia, but something like right now that I'm seeing a lot more of in my office is stuff relating to cancel culture. This fear that what if I don't use somebody's pronouns correctly? What if I accidentally say an inappropriate racial slur? I will ask in session and I'll be super real. It's hard for me to hear this stuff because this goes outside of my values. Of course, it goes outside of their values. OCD knows that. That's why it's messing with them. I'll say, “Okay, so what is the racial slur?” My clients are always like, “You really want me to say it?” I said, “We're going to say it in the imaginal.” I realized how hard that is to stomach for therapists. But in my brain, the narrative that OCD is pushing, whether it is what society views as OCD or taboo OCD, it doesn't matter. We still have to get it out. It is still hard for that client. If that's hard for that client to think of an imaginal or a racial slur, it is almost the exact same amount of distress for somebody maybe with an imaginal that I'm afraid I'm getting food poisoning.  We, as clinicians, just because we're very caring and loving people, sometimes we can unintentionally put a hierarchy of distress upon our clients like, okay, I can do this imaginal because this falls with my values, but I don't know if I can do this imaginal because pedophilia is something that's hard for me to do and I don't want to put my client through that. Well, guess what? Your client is already being put through that, whether you like it or not. It's called OCD. Kimberley: Right. Suppressing it makes it come on stronger anyway. Love that. I think that the beauty of that is there is a respectful value-based way of doing this work, but still getting ahead of OCD. Is that what you're saying? Krista: Absolutely. OCD tries to mess with us and think, what if you could be this person? Well, like I mentioned before, if a story is like a weapon, well, I'm going to tell a story to attack OCD because it's already doing it to me. Kimberley: Yeah. Tell us where people can hear more from you, get your resources because this is such great stuff. Krista: Thank you. I'd say probably the best way to find me and my silly videos would be on my Instagram @anxiouslybalance. Kimberley: Amazing. And your private practice? Krista: My private practice, it's A Peaceful Balance in Wichita, Kansas. The website is apbwichita.com. Kimberley: Thank you so much. I'm very grateful for you for inspiring this whole series and for also being here as a big piece of the puzzle. Krista: Thank you. I'm grateful for you that you don't mind me just like this. I'm grateful for you for letting me talk even though clearly, I'm not very good at it right now. You're amazing. Kimberley: No, you're amazing. Thank you. Really, these are hard topics. Just the fact that you can talk about it with such respect and grace and compassion and education and experience is gold.  Krista: Thank you. At the end of the day, I really truly want people to get better. I know you truly want people to get better. Isn't that just the goal? Kimberley: Yeah. It's beautiful. Krista: Thank you. 

I am SO honored to have the amazing Dr. Chelsea Jackson Roberts, Peloton yoga & meditation instructor, on today's episode. We talk about the power of coming back to the breath in the midst of our busy lives, and yoga as a LITERAL practice and a figurative practice throughout the day. Dr. Chelsea Jackson Roberts has her PhD in Educational Studies and has focused on the education of yoga across communities, and exploring the practice of yoga in many accessible forms. I strongly recommend checking out her yoga & meditation classes on Peloton (my favorite meditation is the PATIENCE one), and following her at @chelsealovesyoga on Instagram.  In the episode, I mention how "The Perfect Breath" (5.5 seconds in & out) has spiritual meaning. Here's a great article about that: https://www.spiritualityhealth.com/articles/2020/05/26/breath-as-prayer