Podcasts about Harvard Educational Review

Ron Grady is a researcher, educator, and author of Honoring the Moment in Young Children's Lives: Observation, Documentation, and Reflection . He is the former editor in chief at Exchange Press and serves on the editorial boards of the Harvard Educational Review and NAEYC's Voices of Practitioners. Find out more on his website https://childology.co/

This week, host Kathy speaks with Patrick Conway, Director of the Boston College Prison Education Program. He previously worked as a criminal defense investigator at public defender offices in Washington, DC and Boston before transitioning to prison rehabilitation. From Portland, Maine, Conway came to BC and earned a doctorate from the Lynch School of Education and Human Development in 2022. In his publication on the Harvard Educational Review, Conway highlights the transformative power of education for people in prison, aiming to expand the reach of BC's Prison Education Program and enhance its impact on both incarcerated students and the broader community. For today's episode, Patrick brought along his former student Markeese Mitchell, who shares his story participating in the prison program and life at BC. Tune in to hear about their experience in BC's Prison Program and the impact they hope to have on people in the Boston community. Check back next week for new episodes!

Dan Krutka (University of North Texas) is on a mission to support students, teachers and parents to think critically and make informed decisions about the digital tech in their lives.Dan talks about the idea of the ‘Technoskepticism Iceberg' as a framework to identify the technical, psychosocial and political dimensions of technology.Accompanying reference >>>  Pleasants, J., Krutka, D., & Nichols, T. (2023). What relationships do we want with technology? Toward technoskepticism in schools. Harvard Educational Review, 93(4):486-515

36:29 Denying Control Refusing to Control Diversifying Control Controlling Control A POSSIBLE SAFEGUARD AGAINST DESPOTISM WHO WILL CONTROL THE FATE OF THE INDIVIDUAL footnote: Harvard Educational Review, Fall 1948, page 212 Fearfuldogs.com https://fearfuldogs.thinkific.com/courses/ABAforpets  --- Support this podcast: https://podcasters.spotify.com/pod/show/debbie-jacobs/support

Today, we're diving into a topic that has reshaped education and practice for decades. It's the question of training future students and current professionals in many so-called literacies. Although everyone is talking about AI skills at the moment, this discussion is not new. A seminal moment was the publication by the New London Group in 1996, where they introduced the concept of multiliteracies. They argued for an expanded understanding of literacy that goes beyond traditional reading and writing skills to include digital, visual, and cultural literacies, to name just a few, acknowledging the impact of globalisation and technological advancements. Based on this, we could argue that training and education in academia and the professional world should not only focus exclusively on the different literacy skills but also empower learners to develop their literacy management skills. Stay tuned as we unpack the concepts of multiliteracy and literacy management and explore how they can revolutionise degree programmes in social work management.References:Bräuer, G., Hollosie-Boiger, C., Lechleitner, R., & Kreitz, D. (2023). Literacy Management als Schlüsselkompetenz in einer digitalisierten Welt: Ein Arbeitsbuch für Schreibende, Lehrnde und Studierende. Verlag Barbara Budrich. https://doi.org/10.3224/84742742The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160uUncover even more insights and valuable information by visiting the blog profmanagement.de. Thank you for tuning in! If you enjoyed this episode, we'd be thrilled if you could leave us a glowing review on Apple Podcasts. Got a thought or opinion about this episode? Have a suggestion for a future topic? Send an audio file or voice note to hi@profmanagement.de. For all other comments, send us a tweet or DM at @profmanagement on Twitter or Instagram.

Lissa Soep is a Senior editor for audio Producer and Research Director at Youth Radio, the Oakland, California-based, youth-driven production company that serves as NPR's official youth desk. The Youth Radio stories Lissa has produced with teen reporters have won two Peabody Awards, three Murrow Awards, an Investigative Reporters and Editors Award, and the Robert F. Kennedy Journalism Award. Lissa, as she's known, has written for Harvard Educational Review, Boing Boing, NPR and Edutopia, among others, and is the author of a glorious new book that reminds and informs us that we carry within us the language of loved ones who are gone and how their words can be portals to other times and places. The book is Other People's Words: Friendship, Loss and the Conversations that Never End. Just out from Spiegel & Grau. The QWERTY podcast is brought to you by the book The Memoir Project: A Thoroughly Non-Standardized Text for Writing & Life. Read it, and begin your own journey to writing what you know. To learn more, join The Memoir Project free newsletter list and keep up to date on all our free webinars and instructive posts and online classes in how to write memoir, as well as our talented, available memoir editors and memoir coaches, podcast guests and more.

In which Dan discusses the nature of technology with Dan Krutka, an associate professor at the University of North Texas, a prolific academic writer, and one of the founders of Civics of Technology, a project and online community founded on something Dan calls technoskepticism.  Whether you're an educator or just someone who enjoys thinking about how technology impacts our lives, this conversation is for you. After exploring the question of phones in schools, Dan and Dan unpack technoskepticism and why and how we (and our students) can think more deeply about our interaction with technology.Mentioned:Civics of Technology"What Relationships Do We Want with Technology?", Harvard Educational Review by Pleasants, Krutka, Nichols"Anti-Social Media: Teaching Slow Responses to Fast Media", Social Education by KrutkaThe Anxious Generation by Jonathan HaidtThe Shallows: What the Internet is Doing to Our Brains by Nicholas CarrFrankenstein by Mary ShelleyThe works of Ruha BenjaminA World Without Email: Reimagining Work in an Age of Communication Overload by Cal NewportThe Social DilemmaMusic by Lights in LA

In this one, we examine Oracles, and the possibility they may have used Ideomotor phenomena, a form of Autosuggestion.Patreon: https://www.patreon.com/MummyMoviePodcast BibliographyAnderson, A, Nielbo, K, L, Schjoedt, U, Pfeiffer, T, Roepstorff1, A, and Sørensen, J. (2018). Predictive minds in Ouija board sessions. Phenom Cogn Sci, 18, 578-588.Biklen, D. (1992). Communication unbound: Autism and praxis. Harvard Educational Review, 60, 291-315.British Museum. (2019). British Museum collection database. Retrieved from https://www.britishmuseum.org/research/collection_online/search.aspxBrooklyn Museum. (2019). Brooklyn Museum open Collection. Retrieved from https://www.brooklynmuseum.org/opencollection/search/?advancedBurgess, C, A, Kirsch, I, Shane, H, Niederauer, K, L,1 Graham, S, M, and Bacon, A. (1998). Facilitated communication as an ideomotor response. Psychological Science, 9.1, 71-74.Černý, J. (1962). Egyptian Oracles. In Parker, R, A (Ed), A Saite oracle papyrus from Thebes in the Brooklyn museum: papyrus Brooklyn 47.218.3 (pp. 35-49). Providence: Brown University PressLegrain, G. (1917). Le logement et transport des Barques Sacrées et des statues des dieux dans quelques temples égyptiens. Bulletin de l'institut Français d'archéologie orientale, 13, 1–76.Jacobson, J, Mulick, J, and Schwartz, A. (1995). A history of facilitated communication: Science, pseudoscience, and anti-science, science working group on facilitated communication. American Psychologist, 50, 750-765.Louvre Museum. (2020). Louvre Museum Collection. Retrieved From https://www.louvre.fr/en/moteur-de-recherche-oeuvresMcDowell, A G. (1990). Jurisdiction in the workmen's community of Deir El-Medina. Leiden: Nederlands Instituut Voor Het Nabije Oosten.Parker, R, A. (1962). A Saite oracle papyrus from Thebes in the Brooklyn Museum: papyrus Brooklyn 47.218.3. Providence: Brown University PressRay, J, D. (1981). Ancient Egypt. In Loewe, M and Blacker, C (Eds). Divination and Oracles (pp. 176-90). London: George Allen and Unwin LTD.Ray, H. (2015). The mischief-making of ideomotor action. Scientific review of alternative medicine, 3, 34-43.Ritner, R, K. (2009). The Libyan anarchy: Inscriptions from Egypt's Third Intermediate Period. Atlanta: Society of Biblical Literature.Römer, M. (1994). Gottes- und priesterherrschaft in Ägypten am ende des Neuen Reiches: Ein religionsgeschichtliches phänomen und seine sozialen grundlagen. Ägypten und Altes Testament: Studien zu geschichte, kultur und religion Ägyptens und des Alten Testaments 21. Wiesbaden: Harrassowitz Verlag.Shin, Y. K., Proctor, R. W, and Capaldi, E. J. (2010). A review of contemporary ideomotor theory. Psychological Bulletin, 136, 943–974.Stoneman, R. (2011). The ancient oracles: Making the gods speak. New Haven: Yale University Press.Winand, J. (2003). Les décrtes oraculaires pris en l'honneur d'Henouttaouy et de Maâtkarê (Xe et VIIe Pylônes). Cahiers de Karnak, 11, 603–709. Get bonus content on Patreon Hosted on Acast. See acast.com/privacy for more information.

Today we dive into the reading wars. We aren't going to explore the best way to learn how to read. Rather, we are going to unpack how the Science of Reading has been used to push an agenda of standardization and privatization. My guest is Elena Aydarova, an assistant professor in the educational policy studies department at the University of Wisconsin, Madison. She has two recent publications on the Science of Reading: One in Harvard Educational Review entitled "'Whatever you want to call it': Science of Reading Mythologies in the Education Reform Movement" and a second forthcoming article entitled “What you see is not what you get: Science of reading reforms as a guise for standardization, centralization, and privatization." https://freshedpodcast.com/aydarova/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

This episode of the Getting Smart Podcast is part of a new short monthly series where Mason Pashia is joined by Dr. Jason Cummins, a previous guest and a friend of the podcast, to speak with indigenous leaders and academics to discuss how indigenous ways of knowing and leading can, and should, shape the education system.   In this episode, they are joined by Dr. Susan Faircloth to discuss the relationship between education and sovereignty, the National Indian Education Study, identity and home, and indigenous leadership. Awaachiáookaate', or Jason Cummins Ed.D is an enrolled member of the Apsaalooke Nation, and recently served as the Deputy Director for the White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Native Americans and Strengthening Tribal Colleges and Universities, Office of the Secretary. Previously, he was the principal at Crow Agency Public School. As an Indigenous scholar and school leader he has innovatively worked to lead schools towards authentically serving Native American students PreK-12 and their communities by implementing culturally sustaining, trauma-informed, and restorative approaches.  Dr. Susan Faircloth, the former director of the School of Education at Colorado State University. An enrolled member of the Coharie Tribe of North Carolina, she focuses her research on Indigenous education; education of culturally and linguistically diverse students with special educational needs; and moral and ethical dimensions of school leadership. Faircloth has published widely in such journals as Educational Administration Quarterly, Harvard Educational Review, The Journal of Special Education Leadership, International Studies in Educational Administration, Values and Ethics in Educational Administration, Tribal College Journal of American Indian Higher Education, Rural Special Education Quarterly, and Journal of Disability Policy Studies. She has also authored, co-authored, edited and contributed chapters to several books on topics related to Indigenous education. Links: Q&A about the National Indian Education Study Susan Faircloth Scholarship List Dr. John Tippeconnic III Indian Education for All Act National Indian Education Study - Setting the Context  

Dr. Justin A. Gutzwa (they/them) is an Assistant Professor of Higher, Adult, and Lifelong Education at Michigan State University. Shaped by their experiences as a queer, nonbinary, trans scholar, Justin employs critical theories and qualitative methods to dismantle deficit-based understandings of queer and trans communities in postsecondary education, particularly trans-Communities of Color. Justin's research has also interrogated systemic minoritization in postsecondary STEM education spaces. Their work has been published in various prominent education and science journals, including Harvard Educational Review, the Journal of Diversity in Higher Education, and the Journal of Women & Gender in Higher Education.While transgender and nonbinary individuals are becoming more visible across different media forms, undergraduate trans and nonbinary students are still largely an invisible minority on most college and university campuses across the United States. Adverse experiences are common for trans and nonbinary undergraduate students across campuses, and they often receive little to no support from services on campus.Learn more about CITI Program: https://about.citiprogram.org/ Resources: https://sahe.colostate.edu/transgender-students-experiences-in-postsecondary/#:~:text=Transgender%2C%20gender%20nonconforming%2C%20and%20gender,services%20of%20student%20affairs%20professionals.https://legacy.lambdalegal.org/know-your-rights/article/trans-in-college-faq

We talk with Drs. Nicole Mirra and Antero Garcia. These two scholars are long-time collaborators, and, if I did the math right, have co-authored 25 books, conference proceedings, journal articles, together. Both of our guests today are associate professors in Graduate Schools of Education on opposite coasts of the United States: Nicole at Rutgers, The State University of New Jersey, and Antero is at Stanford University, in Palo Alto, California. Their collaboration spans about a decade, and has most recently resulted in a book entitled CIVICS for the World to Come: Committing to Democracy in Every Classroom. Today, I get the wonderful privilege to pick their brains about their collaboration, civic engagement, why its important to center the ingenuity of young people and how to dream up a more just future. Works discussed: Civics for the World to Come: Committing to Democracy in Every Classroom a book by Nicole Mirra and Antero Garcia. (2023). https://wwnorton.com/books/9781324030218 Garcia, A., & Mirra, N. (2023). Other suns: Designing for racial equity through speculative education. Journal of the Learning Sciences, 32(1), 1–20. https://doi.org/10.1080/10508406.2023.2166764 Mirra, N., & Garcia, A. (2022). Guns, Schools, and Democracy: Adolescents Imagining Social Futures Through Speculative Civic Literacies. American Educational Research Journal, 00028312221074400. https://doi.org/10.3102/00028312221074400 Mirra, N., & Garcia, A. (2020). “I Hesitate but I Do Have Hope”: Youth Speculative Civic Literacies for Troubled Times. Harvard Educational Review, 90(2), 295–321. https://doi.org/10.17763/1943-5045-90.2.295

Slavery has been called America's original sin, yet its depiction in American history and schools remains surprisingly controversial.  Clint Smith has travelled the country to document the ways in which that story is told, shining a light not just on who we were, but who we are. Clint Smith is a staff writer at The Atlantic.  He is the author of the narrative nonfiction book, “How the Word Is Passed: A Reckoning With the History of Slavery Across America,” which was a #1 New York Times bestseller, winner of the National Book Critics Circle Award for Nonfiction, the Hillman Prize for Book Journalism, the Stowe Prize, the Dayton Literary Peace Prize, and selected by the New York Times as one of the 10 Best Books of 2021. He is also the author of the poetry collection “Counting Descent,” which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. His forthcoming poetry collection, “Above Ground,” which will be published March 28, 2023.  Clint has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been appeared in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere.  Previously, Clint taught high school English in Prince George's County, Maryland where he was named the Christine D. Sarbanes Teacher of the Year by the Maryland Humanities Council. He is the host of the YouTube series Crash Course Black American History.  Clint received his bachelor's degree in English from Davidson College and his Ph.D. in Education from Harvard University.See omnystudio.com/listener for privacy information.

Welcome to the first episode of 2023! We are thrilled to be starting another year and have a great line-up of guests for you. Before we kick things off, I'd like to encourage any graduate student who wants to make a narrative-based podcast about their research to apply for a FreshEd Flux Fellowship. The application deadline is Feb 17. So if that's you, head over to FreshEdpodcast.com/flux for more details. Also, FreshEd will be holding an online Annual General Meeting on February 20 at 8:30 am Eastern Standard Time. This will be an opportunity for our listeners to learn about the inner workings of FreshEd. You can ask us questions, meet the team, and provide input into our future direction. More details will be shared on our website soon. Stay tuned and I hope you can join us. -- Today we focus on a hugely important issue but one that is generally absent within the organizations and structures that make up the global education architecture. The issue is race. My guests today, Francine Menashy and Zeena Zakharia, have spent years speaking with staff members at various global education organizations – you know, places like UNESCO, UNCIEF, the World Bank, and the Gates Foundation. They also scrutinized hundreds of publications these organizations have published. Francine and Zeena come to the conclusion that few if any of these organization deal with race and racial power relations between the global north and south in any meaningful way. Francine Menashy is an associate professor at the University of Toronto and Zeena Zakharia is an assistant professor at the University of Maryland, College Park. Their new article in Harvard Educational Review is entitled White Ignorance in Global Education. It's open access until March 9. https://freshedpodcast.com/menashy-zakharia/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latino-studies

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

Today's book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press). Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California's Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122. Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10. Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341. This podcast on structural inequality in higher education Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today's knowledge-producers working inside and outside the academy. Learn more about your ad choices. Visit megaphone.fm/adchoices

Order the Leading Equity Book Today! Kristina Brezicha, Ph.D. ​Kristina Brezicha is an assistant professor of educational leadership at Georgia State University. She holds a dual-title Ph.D. from The Pennsylvania State University in Educational Theory and Policy and Comparative International Education. Brezicha's research interests focus on how education supports individuals' abilities to equitably participate in the democratic processes at both the local and national levels. Her research considers domestic and international contexts. Specifically, she has studied how immigrant students' experiences of in/exclusion in their schools has shaped their knowledge, attitudes, habits and dispositions towards the political process in the U.S. and Canada. She has also examined how teachers, educational leaders and school boards have facilitated educational opportunities for diverse student populations. She has presented her work at conferences such as American Educational Research Association annual meeting, University Council for Educational Administration Convention and Comparative and International Education Society Conference. Before pursuing her doctorate, Brezicha taught kindergarten through fifth-grade special education students in New York City. She holds a Masters of Arts in Politics and Education from Teachers College, Columbia University and a Masters of Science in Urban Education from Mercy College.​ Chandler Miranda, Ph.D. Professor Chandler Miranda is an urban ethnographer and education scholar who studies the educational experiences of recently arrived immigrant youth in urban public schools. Her research offers a hopeful look at uncommon schools while critiquing U.S. education policies rooted in ideologies of monolingualism, white supremacy, and xenophobia.  Miranda's work investigating teacher rhetoric following the 2016 presidential election is published in Anthropology & Education Quarterly (2017) and two co-authored articles that examine the experiences of immigrant students and their families in adverse political climates appear in Harvard Educational Review (2019 and 2021). In 2020, Leadership and Policy in Schools published “Segregation or Sanctuary,” in which Professor Miranda and her colleague argue for the possibilities of counterpublics for immigrant students. In 2022, Equity & Excellence in Education published a cross-case analysis comparing immigrant youth experiences of belonging in urban and rural schools. She has presented this research at the American Educational Research Association, the University Council for Educational Administration, and the American Anthropological Association. Her collaborative work has allowed her to publish critical case studies to look across time, place, and population to advance the field of immigrant education. Miranda's teaching experience spans high school to graduate courses.  She taught 9th-12th grade science for seven years in three different schools for English learners in the U.S and Colombia before pursuing a Ph.D.  She taught pre-service teachers at Queens College before accepting her current position at Barnard.  Show Highlights Immigrant-origin youth New Americans A sense of belonging Othering vs. Belonging Sense of belonging missteps Strategies for creating a sense of belonging for immigrant students Connect with Kristina and Chandler Kristina's Faculty Page Chandler's Faculty Page Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students' Feelings of Belonging Additional Resources Amplifying Student Voices January 19-21 Book Dr. Eakins Watch The Art of Advocacy Show Learn more about our Student Affinity Groups Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

This week host Mal Davis connects with Dr. Travis Bristol, associate professor of teacher education and education policy at the University of California, Berkeley's School of Education. Dr. Bristol is an accomplished researcher, with his research appearing in peer-reviewed journals including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Teachers College Record, and Harvard Educational Review. He co-edited (with Conra Gist) The Handbook of Research on Teachers of Color and Indigenous Teachers, which was published by the American Educational Research Association (AERA). Dr. Bristol and host Mal Davis talk about how schools of education can better equip themselves to create a more culturally aligned and equitable teaching force of the future. As always make sure to check out the episode, subscribe, share the podcast, and SHOW LOVE!!

On today's episode we chat with Clint Smith a staff writer at The Atlantic. He is the author of the narrative nonfiction book, How the Word Is Passed: A Reckoning With the History of Slavery Across America, and the poetry collection Counting Descent. Episode Transcription About this month's guest: Clint has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere. He is a former National Poetry Slam champion and a recipient of the Jerome J. Shestack Prize from the American Poetry Review. Clint's books: How the Word Is Passed: A Reckoning with the History of Slavery Across America Counting Descent Use promo code: LIBROPODCAST when signing up for a Libro.fm membership to get an extra free credit to use on any audiobook. Audiobooks mentioned in this episode: The Love Songs of W.E.B. Du Bois by Honoree Fanonne Jeffers The Movement Made Us by David J. Dennis Jr. & David J. Dennis Sr. An Immense World by Ed Yong Lost & Found: A Memoir by Kathryn Schulz The Prophets by Robert Jones, Jr. Dirty Work by Eyal Press

Frankie's guests include serial entrepreneur, CEO, and business mentor Jay McDonald, author, professor, and technology researcher Cassidy Puckett, and Chef Hunter FieriJay McDonald, MBA currently serves as Chairman of the Board for ECI Group in Atlanta and also as Chairman of the Board of Stafford Development Company. Jay has over 40 years of experience in the Atlanta area as a CEO, Entrepreneur and Business Advisor in a variety of industries, including commercial and investment banking, software and technology, as well as marketing and sales. He is a member of the prestigious Forbes Coaches Council and author of Strategic Jaywalking: The Secret Sauce To Life & Leadership Excellence.https://jaymcdonald.com/Dr. Cassidy Puckett, Ph.D. is an assistant professor in the Department of Sociology at Emory University. Using a mixed-methods approach, she examines the relationship between technological change and inequality in education, occupations, and healthcare. Her work has appeared in academic journals including Harvard Educational Review, Social Science Computer Review, Social Science and Medicine, Teachers College Record, and Qualitative Sociology.https://cassidypuckett.com/Hunter Fieri, the self-proclaimed "Prince of Flavortown" is making a name for himself in the culinary world as host of the mini-documentary "What Plants Can Do". This mini-doc is designed to raise awareness of the value of plant-fueled foods and deepen appreciation for all that nature provides, showcased through ZENB's whole-plant approach for its popular pasta made entirely from whole yellow peas. Fieri takes viewers on a farm-to-table journey as he learns more about the role legumes like yellow peas play in modern cuisine. https://zenb.com/hunter

Often, we overlook the power of young people to create change. Yes to Youth is a podcast series getting to know changemakers who started early and are making a real impact, in spite of and often because of their age and identity. Yes to Youth is presented by Let's Care in collaboration with LearnServe International. Your host is Matt Scott, creator of Let's Care and longtime LearnServe volunteer. Today's episode features a bonus episode centering Clint Smith III, recipient of LearnServe's 2022 Civic Champion Award and featuring the voices of LearnServe Co-Director and CEO Scott Rechler and alumni Charlotte Rose LaMotte, Ra'mya Davis, Chris Cole, and Kayla Waysome. Civic Champion Awardee Clint Smith Clint Smith is a staff writer at The Atlantic. He is the author of the narrative nonfiction book, How the Word Is Passed: A Reckoning With the History of Slavery Across America, which was a #1 New York Times bestseller and was selected by the New York Times as one of the 10 best books of 2021. He is also the author of the poetry collection Counting Descent, which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. Clint has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere. He is a 2014 National Poetry Slam champion and a 2017 recipient of the Jerome J. Shestack Prize from the American Poetry Review. Previously, Clint taught high school English in Prince George's County, Maryland where, in 2013, he was named the Christine D. Sarbanes Teacher of the Year by the Maryland Humanities Council. While teaching, Clint served as a LearnServe Advisor, nominating and supporting students through the LearnServe Fellows, Incubator, and Abroad Programs.He is the host of the YouTube series Crash Course Black American History. Clint received his B.A. in English from Davidson College and his Ph.D. in Education from Harvard University. Born and raised in New Orleans, he currently lives in Maryland with his wife and their two children. For more on LearnServe International, visit www.learn-serve.org. For more on Let's Care, visit www.lets.care. --- Send in a voice message: https://anchor.fm/letsyoucare/message

Often, we overlook the power of young people to create change. Yes to Youth is a podcast series getting to know changemakers who started early and are making a real impact, in spite of and often because of their age and identity. Yes to Youth is presented by Let's Care in collaboration with LearnServe International. Your host is Matt Scott, creator of Let's Care and longtime LearnServe volunteer. Today's episode features a bonus episode centering Clint Smith III, recipient of LearnServe's 2022 Civic Champion Award and featuring the voices of LearnServe Co-Director and CEO Scott Rechler and alumni Charlotte Rose LaMotte, Ra'mya Davis, Chris Cole, and Kayla Waysome. Civic Champion Awardee Clint Smith Clint Smith is a staff writer at The Atlantic. He is the author of the narrative nonfiction book, How the Word Is Passed: A Reckoning With the History of Slavery Across America, which was a #1 New York Times bestseller and was selected by the New York Times as one of the 10 best books of 2021. He is also the author of the poetry collection Counting Descent, which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. Clint has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere. He is a 2014 National Poetry Slam champion and a 2017 recipient of the Jerome J. Shestack Prize from the American Poetry Review. Previously, Clint taught high school English in Prince George's County, Maryland where, in 2013, he was named the Christine D. Sarbanes Teacher of the Year by the Maryland Humanities Council. While teaching, Clint served as a LearnServe Advisor, nominating and supporting students through the LearnServe Fellows, Incubator, and Abroad Programs.He is the host of the YouTube series Crash Course Black American History. Clint received his B.A. in English from Davidson College and his Ph.D. in Education from Harvard University. Born and raised in New Orleans, he currently lives in Maryland with his wife and their two children. For more on LearnServe International, visit www.learn-serve.org. For more on Let's Care, visit www.lets.care. --- Send in a voice message: https://anchor.fm/yestoyouth/message

"Redefining Geek takes a new and surprising look at what it means to be good with technology at a time when technologies are rapidly changing. Based on empirical evidence from a decade-long study with a diverse group of students across the country, Cassidy Puckett shows that being tech-savvy in the digital age isn't about having a natural ability, but instead is a process of continual learning that requires five simple habits."Cassidy Puckett is an Assistant Professor in the Department of Sociology at Emory University. She received her Ph.D. in Sociology from Northwestern University. She is the author of Redefining Geek: Bias and the Five Hidden Habits of Tech-Savvy Teens (University of Chicago Press, 2022). Her research has also appeared in sociological and interdisciplinary journals, including Harvard Educational Review, Qualitative Sociology, Social Science Computer Review, and Social Science & Medicine.Cassidy's research focuses on the relationship between technological change and inequality. More specifically, she uses a mixed-methods approach to explain differences in adolescents' ability to learn new technologies—what she calls their “digital adaptability” and measures on a 15-item Digital Adaptability Scale—and looks at how differences in digital adaptability influence educational, occupational, and health inequalities.Links from the episode:Her Website: https://cassidypuckett.com/Order: https://press.uchicago.edu/ucp/books/book/chicago/R/bo137270726.html See acast.com/privacy for privacy and opt-out information.

Dr. Suraj Uttamchandani is a visiting research scientist at the Indiana University Center for Research on Learning and Technology. In today's episode, we'll discuss his experience as an undergraduate mathematics major and how policies in the United States like Religious Freedom Restoration Act directly informed his scholarship, which is at the intersection of educational equity, the learning sciences, and critical qualitative methodologies. In our conversation, we talk about educational intimacy – a construct that came out of his dissertation, as he was trying to put a finger on the forms of the learning that were happening in an LGBTQ+ youth group. We talk about his participation as a volunteer in the group, and how his methodological training within and outside of the learning sciences prepared him to take on this work. He is currently exploring non-Western orientations to learning and development with the South Asian learning sciences Research collective. What I found most compelling in this conversation with Suraj is the invitational nature of his work, and the connections between his lived experiences and how he goes about his research. We also talk about the revisionist nature of learning – how what we put down on paper is just a mere capture of our current thinking, and how taking a retrospective lens to our own work helps us see how we've moved forward or deepened our initial ideas. I hope you enjoy this episode and look forward to your reactions and responses to our conversation. As always, email us with your comments, questions. Our email is HumansLSpod@gmail.com. Episode transcript. Works discussed: Uttamchandani, S. (2018). Equity in the learning sciences: Recent themes and pathways. In J. Kay & R. Luckin (Eds.), International Conference of the Learning Sciences (ICLS) 2018, Volume 1 (pp. 480-487). International Society of the Learning Sciences. Uttamchandani, S. (2021). Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group's advocacy efforts. Journal of the Learning Sciences 30(1), 52-75. https://doi.org/10.1080/10508406.2020.1821202 Tuck, E. (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15

In this episode, our AR Pod team is excited to host Dr. Davin Carr-Chellman, Associate Professor of Education at the University of Dayton, as well as a third-generation watchmaker, a philosopher, and carpenter. This episode covers a range of topics that we reflect on in our daily lives as action researchers. For example, how do we build good relationships? How do we navigate our transformation from an outsider to an insider during an action research project? In navigating our role as a researcher/community participant, how do we reflect on our positionality in order to foster transformation? These topics are hard and time-consuming processes. In this episode, Adam, Davin and Joe reflect on some of these profound topics such as the researchers' positionality (5:10), the role of trust within AR (5:23), transformation (of insider and outsider) (5:54), the idea of empowerment in AR (6:37), ecologies and systems of relationships in AR (19:54), and relationship building (26:26). To learn more, tune in! References Delgado-Gaitan, C. (1993). Researching Change and Changing the Researcher. Harvard Educational Review, 63(4), 389–412. https://doi.org/10.17763/haer.63.4.b336053463h71081 Davin's work: Wargo, E., Budge, K., Carr-Chellman D., & Canfield-Davis, K. (2021). Leadership for rural school district improvement: The case of one statewide research practice partnership. Journal of Research in Rural Education, 37(1). https://doi.org/10.26209/jrre3701 Levitan, J. & Carr-Chellman, D.J. (2018). Learning, selfhood, and pragmatic identity theory: Towards a practical and comprehensive framework of identity development in education. Journal of educational thought, 51(2). Levitan, J., Carr-Chellman, D., & Carr-Chellman, A. (2017). Accidental ethnography: A method for practitioner-based education research. Action Research, 1476750317709078. Carr-Chellman, D.J. & Kroth, M. (2017). The Spiritual disciplines as practices of transformation. International Journal of Adult Vocational Education and Technology. V.8, Issue 1 Carr-Chellman, D.J. (2016). Freirean principles for e-learning. eLearn Magazine. vol. 2016, Issue 12. Doi: 10.1145/3022733.3026475 **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**    

Education historian Erika M. Kitzmiller has conducted research in the city of Philadelphia, its public schools, and the Free Library for nearly two decades. The result of her investigation is The Roots of Educational Inequality, a decades-spanning report of the factors contributing to one school's path from first-rate institution to its 2014 closure. An assistant professor of education at Columbia University's Barnard College, her writing has appeared in the Harvard Educational Review, Dissent, The Philadelphia Inquirer, and Reuters, among other places. Her work has received funding from the National Academy of Education, the National Science Foundation, and the Russell Sage Foundation. In conversation with: Ted Domers, School District of Philadelphia, Assistant Superintendent, Germantown High School Teacher Janel Moore-Almond, School District of Philadelphia Graduate and Teacher, Carver High School Akira Drake Rodriguez, Assistant Professor, Weitzman School of Design, University of Pennsylvania (recorded 2/24/2022)

Ep44 It's always inspiring to learn from a scholar who centers comunidad in her work. La Profesora talks with Dra. Dolores Delgado Bernal about her incredible contributions to promoting assets-based frameworks in the study of Latinx/a/o educational pathways. She reminds us that no idea is ever fully finished, that we are always evolving in our thinking, and that we can disrupt toxic norms in academe through community. Believe the Hype is back with Dr. David Martinez, a member of our Academic Hype Team! David uplifts Dra. Araceli Hernandez-Laroche, who has created the South Carolina Centro Latino for the University of South Carolina-Upstate community AND the local community. Believe the Hype about Dra. Hernandez-Laroche! ******************************** Side Notes: Learn more about MALCS here: https://malcs.org/  Learn more about the fight for Mexican American Studies in Tucson here: https://latinxintelligentsia.libsyn.com/writing-past-the-limits Calderon, D., Delgado Bernal, D., Perez Huber, L., Malagon, M. C., & Velez, V.N. (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539. DOI: 10.17763/haer.82.4.l518621577461p68 Garcia, N.M. & Delgado Bernal, D. (2021).Remembering and revisiting pedagogies of the home. American Educational Research Journal, 58(3), 567-601. DOI: 10.3102/0002831220954431 Listen to Episode 3 Scholar Activism to learn more about the fight for Mexican American Studies in Tucson here: https://latinxintelligentsia.libsyn.com/episode-3-scholar-activism Support John Lira's Congressional campaign to serve the People of Texas-23rd! Learn more about him at www.liraforcongress.com  

Wir sind wieder zurück und haben eine super spannende Folge rund um das Thema Vermeidungslernen mitgebracht! Wir sprechen darüber, wie Meideverhalten entsteht, warum es so löschungsresistent ist und welche lerntheoretischen Konzepte dahinter stecken. Außerdem stellen wir euch die verschiedenen Trainingsansätze vor, die bei Meideverhalten angewendet werden können und teilen auch unsere ganz persönlichen Erfahrungen mit unseren Hunden im Bereich Vermeidungslernen. Es lohnt sich also reinzuhören!|| Kontakt:dogaboutlife@gmail.com|| Instagram: @dogaboutlifePatrizia: @fuxliebe Alice: @minniefairytailAnna: @loewenpfoten|| Logo Credits:Katleen Ackers https://katleenackers.de/|| Foto Credits:@stadt.pfoten|| Music Credits:Music from https://www.zapsplat.com || Buchtipp: Gansloßer/Krivy, Hundeverhalten verstehen - Mein Hund hat Angst, 2016. || Webinartipp: Mrozinski Normen (2021) Webinare: https://nomro.de || Quellen: || Celina del Amo, Geräuschangst meistern, 2016. || Bolbecher, Gisela et al., Ganzheitliche Verhaltenstherapie bei Hund und Katze, 2015. || Dr. Feddersen-Petersen, D.U. (2004). Hundepsychologie. Franckh-Kosmos Verlag || Gansloßer/Krivy, Hundeverhalten verstehen - Mein Hund hat Angst, 2016. || Krypotos A.M., Effting M., Kindt M. & Beckers T. (2015) Avoidance learning: a review of theoretical models and recent developments. Frontiers Behavioral Neuroscience, 9 (189). https://doi:10.3389/fnbeh.2015.00189 || Mowrer, O. H. (1947). On the dual nature of learning—a re-interpretation of "conditioning" and "problem-solving." Harvard Educational Review, 17, 102–148. || Möller, Duale Reihe – Psychiatrie, Psychosomatik und Psychotherapie, 2013 Georg Thieme Verlag KG || Mrozinski Normen (2021) Webinar: Ängstliche Hunde (29.10.2021): https://nomro.de || Page, H. A., & Hall, J. F. (1953). Experimental extinction as a function of the prevention of a response. Journal of Comparative and Physiological Psychology, 46(1), 33–34. https://doi.org/10.1037/h0061408 || Seligman, M. E. P., and Johnston, J. C. (1973). “A cognitive theory of avoidance learning,” in Contemporary Approaches to Conditioning and Learning, eds F. J. McGuigan and D. B. Lumsden, (Washington, DC: Winston & Sons Inc), 69–110. || Solomon, R. L., & Wynne, L. C. (1953). Traumatic avoidance learning: Acquisition in normal dogs. Psychological Monographs: General and Applied, 67(4), 1–19. https://doi.org/10.1037/h0093649 || https://www.canis-kynos.de/Informationen-Artikel-zum-Teilen-Angst-bei-Hunden.html || http://www.sunrise-versand.de/media/pdf/moeller_dr_psychiatrie_leseprobe.pdf || https://de.wikipedia.org/wiki/Konfrontationstherapie

Jacques remembers one of the most influential educational thinkers of the last 60-or-so years; Paulo Freire, who was born 100 years ago in recife in Brazil, influenced two generations of development and emancipation activists.     This started with his literacy work in Brazil in the early 1960s and after his exile from his country under the military dictatorship in 1964, spreading right across Latin America and working with the World Council of Churches, all over the world.     The publication of his 'Pedagogy of the Oppressed' in 1970 inspired large numbers of  educators both in the formal and informal sectors and his writings became obligatory inclusions in the curricula of social work, community development and social change across the world.     Jacques has personally worked with Freire and remembers his 'conscientisation' approach vividly as well as its integration in many formal university courses he has taught in. It would be very useful to go back to this work and reintroduce it during the rather troublesome times we live in at present.    https://en.wikipedia.org/wiki/Paulo_Freire  Freire, P. (1970). Pedagogy of the Oppressed. New York, Continuum. Freire, P. (1970). Cultural Action for Freedom. [Cambridge], Harvard Educational Review. Freire, P. (1973). Education for Critical Consciousness. New York, Seabury Press. Freire, P. (1975). Conscientization. Geneva, World Council of Churches. Freire, P. (1976). Education, the Practice of Freedom. London, Writers and Readers Publishing Cooperative. Freire, P. (1978). Pedagogy in Process: The Letters to Guinea-Bissau. New York, A Continuum Book: The Seabury Press. Freire, P. (1985). The Politics of Education: Culture, Power, and Liberation. South Hadley, Mass., Bergin & Garvey.Freire, P. and I. Shor (1987). Freire for the Classroom: A Sourcebook for Liberators Teaching. Freire, P. and H. Giroux & P. McLaren (1988). Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Freire, P. and I. Shor (1988). Cultural Wars: School and Society in the Conservative Restoration, 1969–1984.

Clint Smith reads an excerpt from "How the Word Is Passed," backed by an original Storybound remix with Taber Arias, and sound design and arrangement by Jude Brewer. Clint Smith is a staff writer at The Atlantic. He is the author of the narrative nonfiction book, "How the Word Is Passed: A Reckoning With the History of Slavery Across America," which was a #1 New York Times bestseller and was longlisted for the National Book Award. He is also the author of the poetry collection "Counting Descent," which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. Clint has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere. He is a 2014 National Poetry Slam champion and a 2017 recipient of the Jerome J. Shestack Prize from the American Poetry Review. Taber Arias is an artist from Portland, OR who's been making music since 2015. He also makes instrumentals under the name "hi, ily" on all streaming platforms. Support Storybound by supporting our sponsors: Norton brings you Michael Lewis' The Premonition: A Pandemic Story, a nonfiction thriller that pits a band of medical visionaries against a wall of ignorance as the COVID-19 pandemic looms. Scribd combines the latest technology with the best human minds to recommend content that you'll love. Go to try.scribd.com/storybound to get 60 days of Scribd for free. Acorn.tv is the largest commercial free British streaming service with hundreds of exclusive shows from around the world. Try acorn.tv for free for 30 days by going to acorn.tv and using promo code Storybound. Match with a licensed therapist when you go to talkspace.com and get $100 off your first month with the promo code STORYBOUND Visit betterhelp.com/Storybound and join the over 2,000,000 people who have taken charge of their mental health with the help of an experienced professional ButcherBox sources their meat from partners with the highest standards for quality. Go to ButcherBox.com/STORYBOUND to receive a FREE turkey in your first box. Storybound is hosted by Jude Brewer and brought to you by The Podglomerate and Lit Hub Radio. Let us know what you think of the show on Instagram and Twitter @storyboundpod. *** This show is a part of the Podglomerate network, a company that produces, distributes, and monetizes podcasts. We encourage you to visit the website and sign up for our newsletter for more information about our shows, launches, and events. For more information on how The Podglomerate treats data, please see our Privacy Policy.  Since you're listening to Storybound, you might enjoy reading, writing, and storytelling. We'd like to suggest you also try the History of Literature or Book Dreams. Learn more about your ad choices. Visit megaphone.fm/adchoices

What is an intriguing difference between a four-year-old's versus a forty-year old's approach to the world? Only one of them is inquisitive and inventive with a rich inner explorer. However, by the time the curious and inventive four-year-old enters their late teens, there is a remarkable depletion in their sense of exploration. There's something about the way we educate and raise children that drains their inquiring minds from investigating life's mysteries and tackling problems that interest them.On this episode, Senior Lecturer in Psychology and Founding Director of the Program in Teaching at Williams College and author of multiple books including The Intellectual Lives of Children, Dr. Susan Engel, discusses what fuels children's curiosity: a sense of inquiry and inventiveness. To raise self-sufficient children who possess strong executive function means to figure out ways to hang back while nurturing their inner Dora the Explorer.About Susan EngelSusan Engel is Senior Lecturer in Psychology and Founding Director of the Program in Teaching at Williams College. She is co-founder of an experimental school in NY State, where she was the educational advisor for 18 years. Her research interests include the development of narrative, curiosity, and invention. Her current research examines how children pursue ideas. Her scholarly work has appeared in journals such as Cognitive Development, Harvard Educational Review, and the American Education Research Journal. Her writing on education has appeared in The New York Times, Bloomberg View, The Nation, The Atlantic Monthly, Salon, Huffington Post, and The Boston Globe. Her books include: The End of the Rainbow: How educating for happiness (not money) would transform our schools, The Hungry Mind: The origins of curiosity in childhood, and The Children You Teach: Using a Developmental Framework in the Classroom. Her ninth book, The Intellectual Lives of Children, was published by Harvard University Press, this past January.  She and her husband Tom have three sons and two very young grandchildren. Books: The Intellectual Lives of ChildrenThe Hungry Mind: The Origins of Curiosity in ChildhoodThe End of the Rainbow: How Educating for Happiness (Not Money) Would Transform Our SchoolsAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Jacques remembers one of the most influential educational thinkers of the last 60-or-so years; Paulo Freire, who was born 100 years ago in recife in Brazil, influenced two generations of development and emancipation activists.     This started with his literacy work in Brazil in the early 1960s and after his exile from his country under the military dictatorship in 1964, spreading right across Latin America and working with the World Council of Churches, all over the world.     The publication of his 'Pedagogy of the Oppressed' in 1970 inspired large numbers of  educators both in the formal and informal sectors and his writings became obligatory inclusions in the curricula of social work, community development and social change across the world.     Jacques has personally worked with Freire and remembers his 'conscientisation' approach vividly as well as its integration in many formal university courses he has taught in. It would be very useful to go back to this work and reintroduce it during the rather troublesome times we live at present.    https://en.wikipedia.org/wiki/Paulo_Freire  Freire, P. (1970). Pedagogy of the Oppressed. New York, Continuum. Freire, P. (1970). Cultural Action for Freedom. [Cambridge], Harvard Educational Review. Freire, P. (1973). Education for Critical Consciousness. New York, Seabury Press. Freire, P. (1975). Conscientization. Geneva, World Council of Churches. Freire, P. (1976). Education, the Practice of Freedom. London, Writers and Readers Publishing Cooperative. Freire, P. (1978). Pedagogy in Process: The Letters to Guinea-Bissau. New York, A Continuum Book: The Seabury Press. Freire, P. (1985). The Politics of Education: Culture, Power, and Liberation. South Hadley, Mass., Bergin & Garvey.Freire, P. and I. Shor (1987). Freire for the Classroom: A Sourcebook for Liberators Teaching. Freire, P. and H. Giroux & P. McLaren (1988). Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Freire, P. and I. Shor (1988). Cultural Wars: School and Society in the Conservative Restoration, 1969–1984.      

This series is being brought to you in celebration of Dr. Denise Swett and her love, commitment and service to higher education.  As a seasoned professional and dear friend, Denise touched the lives of thousands of students and administrators.  In this episode, San Lu and Gail Rulloda of Napa Valley College shared their approach to leadership in their work with Disability Support Programs & Services (DSPS). San and Gail generously shared an extensive list of resources for us to use in our work:Duncan-Andrade, J. (2009). Note to Educators: Hope Required When Growing Roses in Concrete. Harvard Educational Review, 79(2), 181–194. https://doi.org/10.17763/haer.79.2.nu3436017730384wStanton-Salazar, R. D. (2011). A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth. Youth & Society, 43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877Becoming Student-Ready College: A New Culture of Leadership for Student SuccessMiller, P. M., Brown, T., & Hopson, R. (2011). Centering Love, Hope, and Trust in the Community: Transformative Urban Leadership Informed by Paulo Freire. Urban Education, 46(5), 1078–1099. https://doi.org/10.1177/0042085910395951Chosen Strategies for Revolutionary LeadershipNevarez, C.  & Wood, J.L., (2013) Leadership Theory and the Community College: Applying Theory to PracticeSubini, A. et al. (2013) Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/abilityFerri, B. A., Annamma, S. A., Connor, D. J. (2007) Critical Conversations Across Race and Ability

I'm wrapping up my chat about public schools and a bit about the documentary Waiting for Superman.But it's always great to see the other side and this article was helpful in doing such:Harvard Educational Review 

We start off our awesome conversation with Amy about our shared hatred of LinkedIn while acknowledging the necessary evil of social media.  This writing angel uses her ‘third space' to connect the inner writer, specifically in immigrants encountering language barriers, to their fields of expertise.  We discuss racial disparities in academia to accent bias.  Why isn't the English language considered sexy when spoken in a Chinese accent when the Boston accent recently polled as one of the sexiest in America?  Have your mind blown and tummy tickled by this thought-provoking but hilarious episode.Amy Cheung is a Lecturer in the Writing and Communication Center at MIT. Her research examines identity development and the relation of identity(ies) to the experience of education and civic inclusion. She has taught in courses and workshops on qualitative research methods, qualitative data analysis, and reflective professional practice. Previously, Amy served as a Co-chair and Editor of the Harvard Educational Review. She holds a B.A. in Sociology from Amherst College, M.Ed in International Educational Development and Graduate Certificate in TESOL from Boston University, and Ed.D in Culture, Communities, and Education from the Harvard Graduate School of Education. Outside of the university, Amy is an advocate for Boston's Chinatown, having variously served as a non-profit professional, board member, and volunteer in the community.  She is also a proud Quincy (‘Quin-Zee') native. 

  Clint Smith is a staff writer at The Atlantic. He is the author of the narrative nonfiction book, How the Word Is Passed: A Reckoning With the History of Slavery Across America, which was a #1 New York Times bestseller, and the poetry collection Counting Descent, which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. He has received fellowships from the Andrew W. Mellon Foundation, New America, the Emerson Collective, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review, and elsewhere. Clint is a 2014 National Poetry Slam champion and a 2017 recipient of the Jerome J. Shestack Prize from the American Poetry Review. His two TED Talks, The Danger of Silence and How to Raise a Black Son in America, collectively have been viewed more than 9 million times. He currently teaches writing and literature in the D.C. Central Detention Facility. He is also the host of the YouTube series Crash Course Black American History. Clint received his B.A. in English from Davidson College and his Ph.D. in Education from Harvard University. Born and raised in New Orleans, he currently lives in Maryland with his wife and their two children.

Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. I have one sponsor which is an awesome nonprofit GiveWell.org/StandUp for more but Please subscribe now for as little as 5$ and gain access to a community of over 800 awesome, curious, kind, funny, brilliant, generous souls. Clint Smith is a staff writer at The Atlantic. He has previously received fellowships from New America, the Art For Justice Fund, Cave Canem, and the National Science Foundation. His essays, poems, and scholarly writing have been published in The New Yorker, The New York Times Magazine, The New Republic, Poetry Magazine, The Paris Review, the Harvard Educational Review and elsewhere. His first full-length collection of poetry, Counting Descent, was published by Write Bloody Publishing in 2016. It won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association, was a finalist for an NAACP Image Award, and was selected as the 2017 'One Book One New Orleans' book selection. Clint’s debut nonfiction book, How the Word Is Passed, explores how different sites across the country reckon with, or fail to reckon with, their relationship to the history of slavery. It will be published by Little, Brown in June 2021. Clint is a 2014 National Poetry Slam champion and a 2017 recipient of the Jerome J. Shestack Prize from the American Poetry Review. He was named to the 2018 Forbes 30 Under 30 list as well as Ebony Magazine's 2017 Power 100 list. His two TED Talks, The Danger of Silence and How to Raise a Black Son in America, collectively have been viewed more than 9 million times. Previously, Clint taught high school English in Prince George’s County, Maryland where, in 2013, he was named the Christine D. Sarbanes Teacher of the Year by the Maryland Humanities Council. He currently teaches writing and literature in the D.C. Central Detention Facility. He is also the host of Crash Course’s Black American History series. Clint received his B.A. in English from Davidson College and his Ph.D. in Education from Harvard University. Born and raised in New Orleans, he currently lives in Maryland with his wife and their two children. He can be found on Instagram, Twitter, and Facebook. Pete on YouTube Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page  

Eric Darnell Pritchard is an award-winning writer, cultural critic, and an Associate Professor of English at the University at Buffalo. He is also faculty at the Bread Loaf School of English at Middlebury College. Eric is the author of Fashioning Lives: Black Queers and the Politics of Literacy and editor of “Sartorial Politics, Intersectionality, and Queer Worldmaking,” a special issue of QED: A Journal in GLBTQ Worldmaking. Pritchard’s writings on fashion, popular culture, literacy, rhetoric, and pedagogies have been published in multiple venues including the International Journal of Fashion Studies, Harvard Educational Review, Visual Anthropology, Literacy in Composition Studies, and ARTFORUM. Currently, he is completing two books: a historical ethnography of Black queer feminist literacy activism and a biography of 1980s international fashion superstar Patrick Kelly. In this episode, Eric shares a story about his family who suffered two house fires (one when he was an infant) and how family photographs gained an even more important significance his my elders that has been passed down in various ways. Learn more about Eric's work here: https://www.ericdarnellpritchard.com/ Original music by Sean Bempong.

Episode SummaryErin and Rachel offer a less favorable take on Disney’s Pinocchio (1940) than the 100% Rotten Tomato rating of this film might suggest. They discuss the historical context of WWII in which the film was released and consider how this relates to the film’s themes about morality and family relationships. Episode BibliographyAllan, R. (1999). Walt Disney and Europe: European Influences on the Animated Feature Films of Walt Disney. Indiana University Press.Barrier, M. (1999). Hollywood cartoons: American animation in its Golden Age. Oxford University Press.Collodi, C. (1926). The adventures of Pinocchio. (C. D. Chiesa, Trans.). (Original work published 1883). Retrieved from https://en.wikisource.org/wiki/The_Adventures_of_Pinocchio/Chapter_1Gilligan, C. (1977). In a different voice: Women's conceptions of self and of morality. Harvard Educational Review, 47(4), 481-517.Kohlberg, L. (1963). The development of children's orientations toward a moral order: I. Sequence in the development of moral thought. Vita Humana, 6(1), 11–33.Koski, G. (2014, November 11). How Pinocchio set the standard for feature animation. The Dissolve. Retrieved fromhttps://thedissolve.com/features/movie-of-the-week/815-how-pinocchio-set-the-standard-for-feature-animati/Maltin, Leonard. (2000). The Disney Films. Disney Editions.Miller, D.D. & Martin, P. (1956). My Dad, Walt Disney: Part 6 “Disney’s Folly.” Saturday Evening Post, 229(20). Retrieved from http://www.saturdayeveningpost.com/wp-content/uploads/satevepost/Disneys-Folly1.pdfPak, E. (2019). Walt Disney’s rocky road to success. Retrieved from https://www.biography.com/news/walt-disney-failuresPinocchio (1940 Film). In Wikipedia. Retrieved from https://web.archive.org/web/20200207091436/https://en.wikipedia.org/wiki/Pinocchio_(1940_film)Robinson, T. & Rabin, N. (2014, November 11). Pinocchio’s Dark Horror－and Darker Source Material. The Dissolve. Retrieved from https://thedissolve.com/features/movie-of-the-week/816-pinocchios-dark-horrorand-darker-source-material/Sharpsteen, B., & Luske, H. (Directors). (1940). Pinocchio [Film]. Walt Disney Productions. Solomon, C. (1989). Enchanted drawings: The history of animation. Alfred A. Knopf.Susman, G. Disney's 'Pinocchio': 25 Things You Didn't Know About the Animated Classic.  Moviefone. Retrieved from https://www.moviefone.com/2015/02/07/disney-pinocchio-facts/The Adventures of Pinocchio. In Wikipedia. Retrieved from https://web.archive.org/web/20200106070844/https://en.wikipedia.org/wiki/The_Adventures_of_Pinocchio

Sarah is an educator and scholar working at the intersection of practice and research. Her work is grounded in the goal of transforming schools and classrooms into more humanizing places to teach and learn. She began her career in 2005 as an English teacher and instructional coach at a high school in Washington, D.C.. In the spring of 2017, with the support of a Spencer Foundation/National Academy of Education fellowship, she completed a doctorate at the Harvard Graduate School of Education. Currently, she directs a teacher preparation program at the High Tech High Graduate School of Education, an accredited graduate institution associated with a network of racially and linguistically diverse charter schools in San Diego, California. She has written for a wide range of publications, including The Washington Post, The New York Times, The Los Angeles Times, Chalkbeat, Education Week, Edutopia, and Educational Leadership, as well as scholarly journals such as The Journal of Educational Change and The Harvard Educational Review. My recent book, coauthored with Jal Mehta, is In Search of Deeper learning: The Quest to Transform the American High School.  In 2019, the book won the Grawemeyer award in Education. Links Sarah's Website: https://www.sarahfine.net/ Check out the book, In Search of Deeper Learning - https://www.amazon.com/Search-Deeper-Learning-Remake-American/dp/0674988396 Sarah on Twitter - https://twitter.com/sarahmfine

In this quick episode, Tiffany talks about the importance of demonstrating grit, determination and intestinal fortitude. In today's world, it's so easy to hear the words "guard your mental health" and assume it means to not fight through circumstances and situations. Here's your reminder to keep going, even when it gets difficult. We have big dreams to make reality! I'm here to help you through it. Link to the Harvard Educational Review: https://www.hepg.org/her-home/issues/harvard-educational-review-volume-87-number-4/herbooknote/grit --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/podsandpr/message

Dan Battey from Rutgers University discusses the article, "Racial (mis)match in middle school mathematics: Relational interactions as a racialized mechanism," published in Harvard Educational Review. (Co-authors: Leyva, Williams, Belizario, Greco, and Shah.) Article URL: https://www.hepg.org/her-home/issues/harvard-educational-review-volume-88-number-4/herarticle/racial-(mis)match-in-middle-school-mathematics-cla Dan's Professional Webpage Complete list of episodes

I had the opportunity to sit down with Jay Wamsted. Jay has been a math teacher at Benjamin E. Mays High School in southwest Atlanta for fourteen years. His writing has been featured in various journals and magazines, including “Harvard Educational Review,” “Mathematics Teacher” and “Sojourners.” He can be found online at The Southeast Review, Under the Sun and the TEDx YouTube channel, where you can watch his 2017 talk During this hour long conversation, Jay and I discuss what it is like as white educators to teach in predominantly African American schools. We discuss politics, being called out, being tested by our students, the good experiences, and the bad ones. We share personal stories about building trust with students, and about simply being vulnerable as we learn to navigate our whiteness. We also discuss things such as the white saviour complex, and the privileges and biases we bring  into the classroom. Links: Jay Wamstead on twitterEmail at wamsted@gmail.comArticles: FORGIVENESS IS NOT THE EASY WAY OUT OF RACISMWe Only LicensedEating the Elephant: Ending Racism & the Magic of Trust Tedx TalkSojourners blog 

Born and raised in Queens, NY, Eric Darnell Pritchard is an award-winning writer, cultural critic, and an Associate Professor of English at the University at Buffalo, State University of New York. A self-described "Black queer feminist alchemist," he writes and teaches about literacy and rhetoric and their intersections with fashion, beauty, popular culture, identity, and power. He is author of Fashioning Lives: Black Queers and the Politics of Literacy (Southern Illinois University Press, 2016), winner of three book awards, and editor of “Sartorial Politics, Intersectionality, and Queer Worldmaking,” a special issue of QED: A Journal in GLBTQ Worldmaking (Michigan State University Press, 2017).His writings have been published in multiple venues including the International Journal of Fashion Studies, Harvard Educational Review, Visual Anthropology, Literacy in Composition Studies, Public Books, Ebony.com, ARTFORUM, and The Funambulist: Clothing Politics Issue 1 and Issue 2. Eric's work and service within the communities he loves and is sustained by has also been honored. Most recently, he received the 2018 Esteem Award for National Service to the LGBTQ Community at the 11th Annual Esteem Awards in Chicago, Illinois. 

This is a segment of episode #214 of Last Born In The Wilderness “The Unforeseen: Neoliberal Ideology & Paving The Road Towards Fascism w/ Henry Giroux.” Listen to the full episode: http://bit.ly/LBWgiroux Read Stephen Rohde’s review of Henry’s book ‘The Terror of the Unforeseen’ and purchase a copy: http://bit.ly/2LSXjzn In this segment of my discussion with Henry A. Giroux, McMaster University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy, and author of ‘The Terror of the Unforeseen,’ Henry explains how neoliberalism paved the way for the rise of far right ideologies and populists around the world. As demonstrated in the elections of, and policies enacted by, such leaders as Donald Trump in the United States, Jair Bolsonaro in Brazil, and Viktor Orbán in Hungary, a “neoliberal fascism” is emerging globally. As Henry elaborates in his book ‘The Terror of the Unforeseen,’ “neoliberalism creates an all-encompassing market guided by the principles of privatization, deregulation, commodification, and the free flow of capital. Advancing these agendas, it weakens unions, radically downsizes the welfare state, and wages an assault on public services such as education, libraries, parks, energy, water, prisons, and public transportation. As the state is hollowed out, big corporations take on the functions of government, imposing severe austerity measures, redistributing wealth upward to the rich and powerful, and reinforcing a notion of society as one of winners and losers.” (http://bit.ly/2LSXjzn)  To further this point more succinctly, Henry states “neoliberalism became an incubator for a growing authoritarian populism fed largely by economic inequality.” (http://bit.ly/2Om8oL8) As societies become subsumed politically, economically, and culturally by the logic of a neoliberal ideology, the outcome is widespread social fragmentation and disintegration. This in turn has manifested into a groundswell of authoritarian and fascist politics in nations that have been traditionally defined as “open and free democratic societies.” As Henry challenges us in this interview, unless we critically address neoliberal capitalism and the impact this ideology has played in lives of countless human beings across the world, we cannot even begin to adequately understand and effectively resist this trend of rising of far right populist movements globally. Professor Henry Giroux is a regular contributor to a number of online journals including Truthout, Truthdig, and CounterPunch. He has published in journals including Social Text, Third Text, Cultural Studies, Harvard Educational Review, Theory, Culture, & Society, and Monthly Review. His primary research areas are cultural studies, youth studies, critical pedagogy, popular culture, media studies, social theory, and the politics of higher and public education.  He is particularly interested in what he calls the war on youth, the corporatization of higher education, the politics of neoliberalism, the assault on civic literacy and the collapse of public memory, public pedagogy, the educative nature of politics, and the rise of various youth movements across the globe. An internationally renowned writer and cultural critic, Henry has authored, or co-authored over 65 books, written several hundred scholarly articles, delivered more than 250 public lectures, been a regular contributor to print, television, and radio news media outlets, and is one of the most cited Canadian academics working in any area of Humanities research. WEBSITE: https://www.lastborninthewilderness.com PATREON: https://www.patreon.com/lastborninthewilderness DONATE: https://www.paypal.me/lastbornpodcast DROP ME A LINE: Call (208) 918-2837 or http://bit.ly/LBWfiledrop EVERYTHING ELSE: https://linktr.ee/patterns.of.behavior

[Intro: 7:14] In the episode, I speak with Henry A. Giroux, McMaster University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy, and author of ‘The Terror of the Unforeseen.’ How has neoliberalism paved the way for the rise of far right ideologies and populists around the world? As demonstrated in the elections of, and policies enacted by, such leaders as Donald Trump in the United States, Jair Bolsonaro in Brazil, and Viktor Orbán in Hungary, a “neoliberal fascism” is emerging globally. As Henry elaborates in his book ‘The Terror of the Unforeseen,’ “neoliberalism creates an all-encompassing market guided by the principles of privatization, deregulation, commodification, and the free flow of capital. Advancing these agendas, it weakens unions, radically downsizes the welfare state, and wages an assault on public services such as education, libraries, parks, energy, water, prisons, and public transportation. As the state is hollowed out, big corporations take on the functions of government, imposing severe austerity measures, redistributing wealth upward to the rich and powerful, and reinforcing a notion of society as one of winners and losers.” (http://bit.ly/2LSXjzn)  To further this point more succinctly, Henry states “neoliberalism became an incubator for a growing authoritarian populism fed largely by economic inequality.” (http://bit.ly/2Om8oL8) As societies become subsumed politically, economically, and culturally by the logic of a neoliberal ideology, the outcome is widespread social fragmentation and disintegration. This in turn has manifested into a groundswell of authoritarian and fascist politics in nations that have been traditionally defined as “open and free democratic societies.” As Henry challenges us in this interview, unless we critically address neoliberal capitalism and the impact this ideology has played in lives of countless human beings across the world, we cannot even begin to adequately understand and effectively resist this trend of rising of far right populist movements globally. Professor Henry Giroux is a regular contributor to a number of online journals including Truthout, Truthdig, and CounterPunch. He has published in journals including Social Text, Third Text, Cultural Studies, Harvard Educational Review, Theory, Culture, & Society, and Monthly Review. His primary research areas are cultural studies, youth studies, critical pedagogy, popular culture, media studies, social theory, and the politics of higher and public education.  He is particularly interested in what he calls the war on youth, the corporatization of higher education, the politics of neoliberalism, the assault on civic literacy and the collapse of public memory, public pedagogy, the educative nature of politics, and the rise of various youth movements across the globe. An internationally renowned writer and cultural critic, Henry has authored, or co-authored over 65 books, written several hundred scholarly articles, delivered more than 250 public lectures, been a regular contributor to print, television, and radio news media outlets, and is one of the most cited Canadian academics working in any area of Humanities research. Episode Notes: - Learn more about Henry and his work: https://www.henryagiroux.com - Read Stephen Rohde’s review of ‘The Terror of the Unforeseen’ and purchase a copy: http://bit.ly/2LSXjzn - Read Henry’s op-ed ‘Neoliberalism Paved the Way for Authoritarian Right-Wing Populism’ at Truthout: http://bit.ly/2Om8oL8 - The songs featured in this episode are “Professor At Large” and “Rip Kalibma God” by Marco Polo from the album Baker’s Dozen: Marco Polo. WEBSITE: https://www.lastborninthewilderness.com PATREON: https://www.patreon.com/lastborninthewilderness DONATE: https://www.paypal.me/lastbornpodcast DROP ME A LINE: Call (208) 918-2837 or http://bit.ly/LBWfiledrop EVERYTHING ELSE: https://linktr.ee/patterns.of.behavior

Harper B. Keenan is currently a postdoctoral fellow in Leadership in Teacher Education at Stanford University. He will join the Faculty of Education at the University of British Columbia as the Quartermain Professor of Gender & Sexuality Research in Education in September 2019. His work has been accepted at peer-reviewed academic journals like the Harvard Educational Review, Teachers College Record, Theory & Research in Social Education, and Gender & Education.

This episode revisits the concept of the 30 Million Word Gap concept, which we first covered in an interview with Dr. Doug Sperry (https://yourparentingmojo.com/wordgap/) a few weeks back. After she heard that I was going to talk with Dr. Sperry, Dr. Roberta Golinkoff – with whom we discussed her book Becoming Brilliant (https://yourparentingmojo.com/becomingbrilliant/) almost two years ago now – asked to come back on to present a rebuttal.  We’re going to learn a lot more about the importance of child-directed speech! This episode serves two purposes: it helps us to understand another aspect of the 30 Million Word Gap, and it also demonstrates pretty clearly that scientists – both of whom have the best interests of children at heart – see very different ways of achieving that end. References Adair, J.K., Colegrave, K.S-S, & McManus. M.E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review 87(3), 309-334. Avineri, N., Johnson, E., Brice‐Heath, S., McCarty, T., Ochs, E., Kremer‐Sadlik, T., Blum, S., Zentella, A.C., Rosa, J., Flores, N., Alim, H.S., & Paris, D. (2015). Invited forum: Bridging the “language gap”. Journal of Linguistic Anthropology, 25(1), 66-86. Bassok, D., Latham, S., & Rorem, A. (2016). Is Kindergarten the new first grade? AERA Open 1(4), 1-31. Baugh, J. (2017). Meaning-less difference: Exposing fallacies and flaws in “The Word Gap” hypothesis that conceal a dangerous “language trap” for low-income American families and their children. International Multilingual Research Journal 11(1), 39-51. Brennan, W. (2018, April). Julie Washington’s quest to get schools to respect African American English. The Atlantic. Retrieved from https://www.theatlantic.com/magazine/archive/2018/04/the-code-switcher/554099/ Correa-Chavez, M., & Rogoff, B. (2009). Children’s attention to interactions directed to others: Guatemalan and European American Patterns. Developmental Psychology 45(3), 630-641. Craig, H.K., & Washington, J.A. (2004). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research 47(2), 450-463. Gee, J.P. (1985). The narrativization of experience in the oral style. Journal of Education 167(1), 9-57 Genishi, C., & Dyson, A. (2009). Children, language, and literacy: Diverse learners in diverse times. New York: Teachers College Press. Golinkoff, R.M., Hoff, E., Rowe, M.L., Tamis-LeMonda, C., & Hirsh-Pasek, K. (in press). Language matters: Denying the existence of the 30 Million Word Gap has serious consequences. Child Development. Lee-James, R., & Washington, J.A. (2018). Language skills of bidialectal and bilingual children: Considering a strengths-based perspective. Topics in Language Disorders 38(1), 5-26. Long, H. (2017, September 15). African Americans are the only U.S. racial group earning less than in 2000. Chicago Tribune. Retrieved from http://www.chicagotribune.com/business/ct-african-americans-income-census-20170918-story.html NAEP (2017). National student group scores and score gaps (Reading). NAEP. Retrieved from: https://www.nationsreportcard.gov/reading_2017/#nation/gaps?grade=4 (https://www.nationsreportcard.gov/reading_2017/#nation/gaps?grade=4) Rogoff, B., Mistry, J., Goncu, A., ,& Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development Series No. 236, 58(8), v-173. Ward, M.C. (1971). Them children: A study in language learning. New York, NY: Holt, Rinehart & Winston. Washington, J.A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The impact of dialect density on the growth of language and reading in African American children. Language, Speech, and Hearing Services in Schools 49, 232-247....

Joan Cone is a retired English teacher who taught for more than 40 years. In the middle of her career, she changed the way she taught her class in an attempt to support young people to love reading. Ms. Cone wrote about that transformation in her article, “Appearing Acts,” published in the Harvard Educational Review. The piece was featured in The Highlighter #137 as well as in Podcast #34.In this episode, Ms. Cone emphasizes that teachers need to keep trying new ideas, to remain in an inquiry stance, and to listen to their students.Highlighter Podcast listeners, we invite you to leave a voicemail with your thoughts at (415) 886-7475. Also, please take the annual subscriber survey at j.mp/highlightersurvey18. Thank you for your support!--- Support this podcast: https://anchor.fm/highlightercc/support This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit articleclub.substack.com/subscribe

Dr. Eric Darnell Pritchard is an assistant professor of English at the University of Illinois at Urbana-Champaign. He writes and teaches about literacy, rhetoric and their intersections with fashion, beauty, popular culture, identity, and power. He was born and raised in Queens, New York. He is the creator and editor of Glamourtunist.com - a Fashion editorial blog focused on fashion, beauty and pop culture. He is also the editor of "Sartorial Politics, Intersectionality, and Queer Worldmaking" a special issue of QED.: A Journal in GLBTQ Worldmaking. His article “For Colored Kids Who Committed Suicide, Our Outrage Isn’t Enough: Queer Youth of Color, Bullying and the Discursive Limits of Identity and Safety” in Harvard Educational Review won the 2014 Conference on College Composition and Communication (CCCC) Lavender Rhetoric Award for Excellence in Queer Scholarship. He is the author of the award-winning Fashioning Lives: Black Queers and the Politics of Literacy. This book analyzes the life stories of sixty Black LGBTQ people along with archival documents, literature, and film. He is currently at work on two new book projects including a biography of 1980s fashion superstar Patrick Kelly.

Our first episode! We discuss Teaching Disciplinary Literacy to Adolescents. Reference: Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content- area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/HAER.78.1.V62444321P602101)

Mandy Jansen and Dawn Berk from the University of Delaware discuss their article, "Investigating alignment between elementary mathematics teacher education and graduates' teaching of mathematics for conceptual understanding," from Harvard Educational Review. Co-author: Erin Meikle. Mandy's Professional Webpage Dawn's Professional Webpage See the comments for references mentioned during the interview. Complete list of episodes

Rachelle Savitz discusses current research and her own research on Response to Intervention or RTI. What is RTI? What are researched-based interventions? Find out in this episode! References: Allington, R. L. (2009a). What really matters in Response to Intervention: Research-based designs. Boston, MA: Pearson Education. Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press. Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47(1), 14-23. Brozo, W. G. (2009). Response to intervention or responsive instruction? Challenges and possibilities of response to intervention for adolescent literacy. Journal of Adolescent & Adult Literacy, 53(4), 277-281. Brozo, W. G. (2011). RTI and the adolescent reader: Responsive literacy instruction in secondary schools. New York: Teachers College Press. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219-239. Capella, E., & Weinstein, R. (2001). Turning around reading achievement: Predictors of high school students’ academic resilience. Journal of Educational Psychology, 93(4), 758-771. Coalition for Evidence-based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for success. Remedial and Special Education, 22(3), 148-157. Fisher, D., & Frey, N. (2013). Implementing RTI in a High School. Journal of Learning Disabilities, 46(2), 99-114. Fraatz, J. M. B. (1987). The politics of reading: Power, opportunity, and prospects for change in America's public schools. New York: Teachers College Press. International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: Author. International Reading Association. (2010). Response to intervention: Guiding principles for educators from the International Reading Association. Newark, DE: Authors. International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association. Newark, DE: Author. Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014). Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications. Reading Research Quarterly, 49(3), 305-334. Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149-175. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Tatum, A. W. (2004). A road map for reading specialists entering schools without exemplary reading programs: Seven quick lessons. The Reading Teacher, 58(1), 28-39.

How does a Strong Young Voice from the city of Chicago reshape the culture of spaces and institutions across the country? Eve Ewing is a teacher, writer, artist, research scholar, and BreakBeat Poet whose voice has taken her into middle school classrooms, through Ivy League lecture halls, onto stages, and to the alternative learning spaces across the country. Currently working on her doctorate from the Harvard School of Education, where she co-chairs the Harvard Educational Review, Eve returns to her old stomping grounds at University of Chicago, where she went for undergrad, and shares her story. Recorded 8/27/15 at WHPK 88.5FM Music on this week's show: Hot Sugar - Trapper Keeper (feat. Baghdaddy) Ravyn Lenae - Greetings Roy Ayers - Everybody Loves the Sunshine Thanks to Ben Niespodziany (@neonpajamas) for curating the episode's instrumentals Read and listen to Eve's piece "Requiem for Fifth Period and the Things That Went On Then" at Bird's Thumb: http://birdsthumb.org/february-2014/2014/1/10/requiem-for-fifth-period-and-the-things-that-went-on-then

Clint Smith is a teacher, writer, and doctoral candidate at Harvard University. He is a 2014 National Poetry Slam champion and was a speaker at the 2015 TED Conference. He has received fellowships from the National Science Foundation and the Callaloo Creative Writing Workshop. His poems and essays have been published or are forthcoming in The Guardian, Kinfolks, American Literary Review, Still: The Journal, Off the Coast, Harvard Educational Review and elsewhere. He was born and raised in New Orleans, LA and thinks cinnamon rolls are best served at room temperature.   

Clint Smith is a teacher, writer, and doctoral candidate at Harvard University. He is a 2014 National Poetry Slam champion and was a speaker at the 2015 TED Conference. He has received fellowships from the National Science Foundation and the Callaloo Creative Writing Workshop. His poems and essays have been published or are forthcoming in The Guardian, Kinfolks, American Literary Review, Still: The Journal, Off the Coast, Harvard Educational Review and elsewhere. He was born and raised in New Orleans, LA and thinks cinnamon rolls are best served at room temperature.   

The Watch D.O.G.S. (Dads of Great Students) Program is the largest school based father engagement program in the nation with over 4000 schools participating. A nationally recognized expert on father-daughter relationships, Dr. Nielsen has been teaching, researching and writing about adolescents and father-daughter relationships since 1970. As a professor of adolescent and educational psychology, she began teaching at Wake Forest University in 1974. Her research and advice on father-daughter relationships have been featured on a PBS documentary and on NPR with Frank Stasio as well as in newspapers, magazines and radio shows nationwide, including The Wall Street Journal, Seventeen, Cosmopolitan, Military Families, and the national PTA Magazine. Her work has been featured on many national organizations' web sites, including the National Center for Fathering, the Center for Succesful Fathering, and the American Coalition for Fathers & Children. Since 1991 she has been teaching her "Fathers & Daughters" course - the only college course in the country that focuses exclusively on father-daughter relationships. Her current research focuses on father-daughter relationships and shared residential parenting in divorced families. In addition to having written numerous research articles for scholarly journals such as the Harvard Educational Review, Dr. Nielsen has written five books on adolescence and father-daughter relationships: Each week, WatchDOGS Radio host Keith Schumacher and co-host Chris Danenhauer discuss how this program is impacting families and schools across our nation and in four foreign countries. Please join our audience and call in with your questions and comments.  

The Total Tutor Neil Haley and Erik Remmel will interview Bill Ayers live from Miami Book fair. Neil will interview Bill to find out about his book, his take on President Obama's education plan, and his life after the Weather Underground. William Ayers, Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired), member of the executive committee of the Faculty Senate and founder of both the Small Schools Workshop and the Center for Youth and Society, taught courses in interpretive and qualitative research, oral history, creative non-fiction, urban school change, and teaching and the modern predicament.  A graduate of the University of Michigan, the Bank Street College of Education, Bennington College, and Teachers College, Columbia University, Ayers has written extensively about social justice, democracy and education, the cultural contexts of schooling, and teaching as an essentially intellectual, ethical, and political enterprise. He is a past  vice-president of the curriculum studies division of the American Educational Research Association. Ayers' articles have appeared in many journals including the Harvard Educational Review, the Journal of Teacher Education, Teachers College Record, Rethinking Schools, The Nation, Educational Leadership, the New York Times and the Cambridge Journal of Education.