Podcasts about minority education

Today we are going to air a conversation I had with Bruce Collet, the editor of the journal Diaspora, Indigenous and Minority Education. DIME, as the journal is known, has an interesting series called “Conversations” where Bruce interviews academics in the field. The interviews are transcribed, edited, and published in their journal. We thought it would be great to air the full conversation on FreshEd. And that's what we are going to do today. The edited version of the interview will be published in the next issue of DIME. I'll be sure to share a link once it's out. https://freshedpodcast.com/dime/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

We're thrilled to have Dr. Alexa Rodriguez join us for a deeply engaging discussion through the Dominican Republic's educational history. With her unique insights developed through her Dominican heritage and academic background, Dr. Rodriguez deftly unveils the obscured narratives of education under the shadow of US imperialism. Ever wondered how external forces shape the landscapes of native education systems? Here's your chance to delve into the fascinating, yet lesser-known saga of the Dominican Republic's struggle for educational autonomy during the eight-year US occupation (1916-1924) and beyond.As we venture deeper into the heart of the Dominican Republic, prepare to be moved by the resolute spirit of local communities, their tireless efforts to establish and maintain schools, and their unwavering advocacy for their children's right to respect and education. Dr. Rodriguez masterfully guides us through the evolution of education in the Dominican Republic, from the disheartening defunding of schools during the US intervention, to the effects of the Trujillo dictatorship, and the current-day challenges facing Dominican education. Through this eye-opening dialogue, we aim not just to revisit the past, but also to instigate a broader conversation about education's critical role in shaping a nation's future. If you're curious about history, education, or the complex interplay between the two, this episode is one you won't want to miss.Alexa Rodríguez is an assistant professor of education and a faculty affiliate for the Center for Race and Public Education in the South at EHD as well as at the Edmund W. Gordon Institute for Urban and Minority Education at Teachers College, Columbia University. Her research examines schools, migration, and the formation of racial and national identities in both Latin America and in the United States. She is currently working on a book manuscript, "Crafting Dominicanidad" (forthcoming with University of North Carolina Press), an intellectual history that examines how Dominicans used public schools to articulate and circulate competing notions of racial, class, and national identity during the early twentieth century. Her work has been published in History of Education, History of Education Quarterly, Latino Studies, Caribbean Studies, City & State New York, Clio and the Contemporary, and the blog of the History of Education Society in the UK.Support the showConnect with Strictly Facts - Instagram | Facebook | TwitterLooking to read more about the topics covered in this episode? Subscribe to the newsletter at www.strictlyfactspod.com to get the Strictly Facts Syllabus to your email!Want to Support Strictly Facts? Rate the Show Leave a review on your favorite podcast platform Share this episode with someone who loves Caribbean history and culture Send us a DM or voice note to have your thoughts featured on an upcoming episode Share the episode on social media and tag us Donate to help us continue empowering listeners with Caribbean history and education Produced by Breadfruit Media

In today's episode, I speak with one of Signet's Principal Tutors, Alberto Naviera. We discuss Alberto's unique approach to STEM tutoring, his empathetic connections with students, and how he empowers them to conquer the challenges of learning science. Tune in to learn more about how we meet students where they are at Signet!BioAlberto joined the Signet team in 2021 with 5 years of prior tutoring experience. He specializes in STEM subjects and music. He graduated from MIT with a degree in Biological Engineering and is currently pursuing a second bachelor's in Music Production at the Berklee College of Music.Alberto stands out because:He works at the Office of Minority Education at MIT, leading exam reviews and workshops as well as tutoring on STEM topics.He got a perfect score on the math section of the SAT.He was in MIT's premier co-ed a cappella group, the Chorallaries.Clients and students love Alberto because:He is kind and compassionate towards his studentsHe has an impressive and wide reaching STEM backgroundTestimonial:“I have already recommended Signet several times. You guys do a great job across the board. Thank you for all your help. ” - recent clientAccess free resources and learn more about Sheila and her team at Signet Education at signeteducation.com or on LinkedIn at https://www.linkedin.com/in/sheilaakbar/.

In this episode, Coach Tom catches up with longtime friend and faith-filled leader, DiOnetta Jones Crayton.Can faith be built, solidified, increased, and even intensified when we are blindsided? Are you experiencing unusual and/or long-lasting hardships?   Hang on ... you may find God in some new and deeper ways.I think you will be encouraged as you hear DiOnetta's story.________________________DiOnetta is particularly passionate about serving marginalized people.She presently serves as Associate Dean and Director of MIT's Office of Minority Education.Additionally, she has been the director of diversity programs for the College of Engineering at Cornell Universitythe director of education, training, and outreach at The National Consortium for Graduate Degrees for Minorities in Engineering and Sciencethe statewide associate director for California's Mathematics Engineering and Science  Achievement (MESA) Schools Program at the University of California, Berkeley office of the Presidentdirector of MESA Schools Program and the MESA Engineering Program at the University of the Pacific, Stockton, CaliforniaAmidst many other additional leadership roles, she serves as an associate minister in her Boston, MA, church home, Morning Star Baptist__________________________You can connect with Coach Tom at:https://greaterformation.com/Email: Tom@GreaterFormation.com P.S. ... If you are stalled in life, or particularly if you are in transition, here are three ways I can help you Get Clear, Get Focused and Be Fruitful!1. Grab a Free Copy of my "4 Key Steps to Clarity and Fruitfulness" Document.  It's a Blueprint to help you move ahead.  Click Here2. Join my FaceBook Group, "Greater Focus and Fruitfulness" for more teaching, training and community. Click Here3. Work with me:I can help you Clarify, Plan, and take Bold Steps into Your Future. Book a Free 45-Minute Strategy Session with me: Click Here 

In this specially commissioned series with Grantmakers in the Arts, The Lost Files, Dr. Durell Cooper invites artists, community organizers, researchers, cultural and racial studies experts, and scholars to think about the narratives driving the arts and cultural sector – as it intersects with systems of structural racism and economic exclusion – and what opportunities for narrative change exist.  In this episode Dr. Cooper speaks with Dr. Christopher Emdin.  Dr. Christopher Emdin is the Robert A. Naslund Endowed Chair in Curriculum Theory and Professor of Education at the University of Southern California; where he also serves as Director of youth engagement and community partnerships at the USC Race and Equity Center. He is also Scholar/Griot in Residence at Lincoln Center for the Performing Arts.He previously served as Associate Director of the Institute for Urban and Minority Education and Director of the Science Education program at Teachers College, Columbia University.Dr. Emdin is an alumni fellow at the Hip-hop Archive and Hutchins Center at Harvard University and was STEAM Ambassador for the U.S. Department of State and Minorities in Energy Ambassador for the U.S. Department of Energy.Dr. Emdin holds a Ph.D in Urban Education with a concentration in Mathematics, Science, and Technology; Masters degrees in both Natural Sciences and Education and Bachelors degrees in Physical Anthropology, Biology, and Chemistry.He is the creator of the #HipHopEd social media movement, Science Genius BATTLES and the CREATE Accelerator. He was recently named one of the 27 people bridging divides in the United States by Time magazine and the Root 100 list of most influential African Americans.He is the author of numerous award winning works including the award-winning, Urban Science Education for the Hip-hop Generation and the New York Times bestseller, For White Folks Who Teach In the Hood and the Rest of Ya'll too. His latests book. Ratchetdemic: Reimagining Academic Excellence and STEM STEAM Make Dream are currently available wherever books are sold.

Dr. Christopher Emdin is the Robert A. Naslund Endowed Chair in Curriculum Theory and Professor of Education at the University of Southern California, where he also serves as Director of youth engagement and community partnerships at the USC Race and Equity Center. He is also Scholar/Griot in Residence at Lincoln Center for the Performing Arts.He previously served as Associate Director of the Institute for Urban and Minority Education and Director of the Science Education program at Teachers College, Columbia University. Dr. Emdin is an alumni fellow at the Hip-hop Archive and Hutchins Center at Harvard University and was STEAM Ambassador for the U.S. Department of State and Minorities in Energy Ambassador for the U.S. Department of Energy.Dr. Emdin holds a Ph.D. in Urban Education with a concentration in Mathematics, Science, and Technology; Master's degrees in both Natural Sciences and Education; and Bachelor's degrees in Physical Anthropology, Biology, and Chemistry. He is the creator of the #HipHopEd social media movement, Science Genius BATTLES and the CREATE Accelerator. He was recently named one of the 27 people bridging divides in the United States by Time magazine and the Root 100 list of most influential African Americans.He is the author of numerous award-winning works including the award-winning, Urban Science Education for the Hip-hop Generation and the New York Times bestseller, For White Folks Who Teach In the Hood and the Rest of Ya'll too. His latest book. Ratchetdemic: Reimagining Academic Excellence and STEM STEAM Make Dreamare currently available wherever books are sold.

Dr. Nancy Cloud, Professor Emerita of the M.Ed. in TESL Program and in the Department of Educational Studies at Rhode Island College, is a specialist in ESL, bilingual and dual-language education. Prior to her work in Rhode Island College, she coordinated the M.S. TESL and Bilingual Education Programs at Hofstra University for ten years and federally funded projects at the Institute for Urban and Minority Education at Teachers College, Columbia University for six years. Dr. Cloud publishes regularly on topics pertaining to the appropriate assessment and instruction of English Language Learners K-12. She received her doctorate from Teachers College, Columbia University, and is proficient in Spanish. Let's listen in as Dr. Cloud shares her gems with co-hosts Suzanne Lasser and Yarina Sencion.

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

Episode 1: The Importance of Stories with Rin Heise “Honestly, I think education's in my blood.” HAEd's podcast has officially opened a new chapter, and this is our debut episode! We speak to Rin Heise (Ed.M. '20) on what it's like working with college students during the pandemic, how a passion for learning runs in her family, and why she challenges herself to consider messages in stories that she does not necessarily agree with. At the time of this recording, Rin was working for MIT's Office of Minority Education as the Program Coordinator for Academic Excellence. She is also a published poet, and kindly closes the conversation with a beautiful poem of hers. Interviewers: Jasmine Chin, Shu Cao Mo Click here for the transcript. Related Links: 02:33 - Higher Education Program at Harvard Graduation School of Education (HGSE) 02:33 - MIT's Office of Minority Education 03:23 - PE/NE, an alternative grading practice at MIT 05:37 - Junior Rotary and Interact Clubs 05:59 - College Possible through AmeriCorps 07:33 - Charlotte's Web; Julie of the Wolves; 13 Reasons Why

Christopher Emdin is the author of The New York Times bestseller For White Folks Who Teach in the Hood... and the Rest of Y'all Too, a combination of theory, research, and practical application that offers a helpful approach to teaching in urban classrooms of color. Also the author of Urban Science Education for the Hip-Hop Generation, he created the #HipHopEd social media movement and the Science Genius B.A.T.T.L.E.S. program, which uses rap to engage students with science. Emdin is a professor of science education at Columbia University, where he is associate director of the Institute for Urban and Minority Education and director of the Science Education program. His latest book offers a radical, new educational model based on empowering students through the celebration of their unique identities. (recorded 9/13/2021)

Eliza is the author of A WOMAN'S GUIDE TO CLAIMING SPACE. Stand Tall. Raise Your Voice. Be Heard., which will be published by Berrett Koehler in May '21, and available now for pre-sale. A student of the arts and political science, Eliza is a Cook House Fellow at Cornell University, member of Govern For America's League of Innovators, and a Diversity Crew partner. Creator of highly regarded talks and workshops, she educates about universal/women's empowerment, and DEI. Eliza's talk on anti-racist communication was originally commissioned by MIT's Office of Minority Education.https://www.elizavancort.comSupport the show (https://www.buymeacoffee.com/SoundBalming)

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

Ryan Gorman hosts an iHeartRadio nationwide special featuring guests on the coronavirus pandemic, educational assistance for African Americans and other minorities, and events supporting Pride Month and AIDS awareness.

Ryan Gorman hosts an iHeartRadio nationwide special featuring guests on the coronavirus pandemic, educational assistance for African Americans and other minorities, and events supporting Pride Month and AIDS awareness.

Ryan Gorman hosts an iHeartRadio nationwide special featuring guests on the coronavirus pandemic, educational assistance for African Americans and other minorities, and events supporting Pride Month and AIDS awareness. Learn more about your ad-choices at https://www.iheartpodcastnetwork.comSee omnystudio.com/listener for privacy information.

Buckle Up is a series of interviews "On The Go" so, Buckle Up & join us for a drive. My 47th Guest is Dr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University; where he also serves as Director of the Science Education program and Associate Director of the Institute for Urban and Minority Education. He is the creator of the #HipHopEd social media movement. He's someone I have been following since 2009 since I created re-volt blog, we talk Hip-Hop, hip-hop education This is one of the most amazing conversations I ever had with anyone regarding Hip-Hop! Thanks for your time Dr. Emdin. Show Love, Show Support Follow Him @ https://www.instagram.com/chrisemdin/ + FOLLOW HIPHOPED https://www.instagram.com/hiphoped/ Follow Me on https://www.instagram.com/big_hass/ Reach Out By Email buckleupdxb@gmail.com

This episode explores a conversation on Hip-Hop culture and healing with Christopher Emdin. Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University; where he also serves as Director of the Science Education program and Associate Director of the Institute for Urban and Minority Education. He is an alumni fellow at the Hutchins Center at Harvard University and served as STEAM Ambassador for the U.S. Department of State and Minorities in Energy Ambassador for the U.S. Department of Energy. Dr. Emdin is a social critic, public intellectual and science advocate whose commentary on issues of race, culture, inequality and education have appeared in dozens of influential periodicals including the New York Times, Wall Street Journal, and Washington Post. Dr. Emdin holds a Ph.D in Urban Education with a concentration in Mathematics, Science, and Technology; Masters degrees in both Natural Sciences and Education Administration, and Bachelors degrees in Physical Anthropology, Biology, and Chemistry. He is the creator of the #HipHopEd social media movement, and a much sought-after public speaker on a number of topics that include hip-hop education, STEM education, politics, race, class, diversity, and youth empowerment. He is also an advisor to numerous international organizations, school districts, and schools. He is the author of the award winning book, Urban Science Education for the Hip-hop Generation and the New York Times bestseller For White Folks Who Teach In the Hood and the Rest of Ya’ll too.

November 27th, 2019: How to survive the Thanksgiving table politics conversation, Mayor Pete is under fire for comments on minority education, and Governor O'Malley attempts to downplay Hogan's popularity

Questioning the Iranian Education System After the Iranian revolution, there was an education revolution trying to modernize it and thus threatening the traditional values. From Teheran to Toronto, Hooman delves into his critiques of the current Iranian system of education as he asserts that school became an ideological and revolutionary space that is currently empty to give priority to nation-building. He argues that Iran has a segregated system that affects psychologically and socially certain students. Although the system favors science and mathematics, education still revolves around some religious ideologies. He invites us to engage in questions such as: Who is the system for? who are the universities for? What is the quality of education for the current Iranian population? What are the concepts of development in a country in tension with the rest of the world? Bio Hooman Razavi was born in Iran and moved to Canada in 2002. He holds a B.Ed degree and has experience with teaching in Toronto and China for the past thirteen years. He is in the second year of the M.Ed program at OISE specializing in leadership and higher adult education as well as in the collaborative program of comparative international and development education. He has a broad interest in education and particularly interested in qualitative research about international students' experience in their study-work transition in the GTA. Sources: >Friedrich W. Affolter (2007) Resisting Educational Exclusion: The Baha'I Institute of Higher Education in Iran, Diaspora, Indigenous, and Minority Education, 1:1, 65-77 >Iranian Rap singer - Amir Tataloo https://www.youtube.com/user/TheAmirTataloo >Challenges of Iranian Education System: Past and Present by Dr. Nahid Hosseini from York University (In Farsi): http://asre-nou.net/php/view.php?objnr=47721 >Changes in the Iranian Education System after 1979 Revolution- Podcast in 3 Parts by Dr. Saeed Peyvandi (In Farsi): https://tinyurl.com/iraneducation >Luxury schools in Tehran: https://www.youtube.com/watch?v=MhT9iH1-aRI Cite this podcast (APA): Ortega, Y. (Producer). (2019, October 15). CES2E4 – Questioning the Iranian Education System [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters/ces2e4-questioning-the-iranian-education-system

Dr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University; where he also serves as Director of the Science Education program and Associate Director of the Institute for Urban and Minority Education. He is the creator of the #HipHopEd social media movement, and author of the award winning book, Urban Science Education for the Hip-hop Generation and the New York Times bestseller For White Folks Who Teach In the Hood and the Rest of Ya’ll too.For a longer bio, check show notes, and if you haven't heard it, pop back to Episode 58 to listen to my first conversation with Chris and Edmund Adjapong. Links from this episode:Nipsey Hustle: https://en.wikipedia.org/wiki/Nipsey_Hussle, https://www.youtube.com/channel/UCm1s2VS9BdyXL9FU4a-W_cQDr. Chris Emdin: https://chrisemdin.com/For White Folks Who Teach in the Hood (And the rest of ya'll too): https://www.amazon.com/White-Folks-Teach-Hood-Rest/dp/0807028029Computer Science for All, NYC Department of Education: http://cs4all.nyc/ See acast.com/privacy for privacy and opt-out information.

A conversation with Dr. Chris Emdin and Dr. Edmund Adjapong. Dr. Edmund Adjapong, a rising star of education leadership at Seton Hall University, who also coordinates #HipHopEd, is also a protege of Dr. Emdin, who was his high school physics teacher, then continued mentoring him as a professor when Dr. Adjapong went to grad school at Columbia University's Teachers College. We discuss their work in culturally responsive pedagogy, #HipHopEd, and critical views about how authenticity, agency, and voice must drive the movement to see Computer Science for All (Citizens).Register for May 4th, 2019 CS Teachers Con at: bit.ly/CSTeachersCon19and Learn more about NYC Deparment of Education's commitment to Computer Science for All: https://blueprint.cs4all.nyc/Guest Bio: Dr. Chris EmdinDr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University; where he also serves as Director of the Science Education program and Associate Director of the Institute for Urban and Minority Education. Dr. Emdin is a social critic, public intellectual and science advocate whose commentary on issues of race, culture, inequality and education have appeared in dozens of influential periodicals including the New York Times, Wall Street Journal, and Washington Post. He is the creator of the #HipHopEd social media movement, and a much sought-after public speaker on a number of topics that include hip-hop education, STEM education, politics, race, class, diversity, and youth empowerment. He is also an advisor to numerous international organizations, school districts, and schools. He is the author of the award winning book, Urban Science Education for the Hip-hop Generation and the New York Times bestseller For White Folks Who Teach In the Hood and the Rest of Ya’ll too.Guest Bio: Dr. Edmund AdjapongDr. Edmund Adjapong is an assistant professor in the Educational Studies Department at Seton Hall University. He is also a faculty fellow at The Institute for Urban and Multicultural Education at Teachers College, Columbia University and author of #HipHopEd: TheCompilation on Hip-Hop Education Volume 1. Dr. Adjapong is a former middle school science educator at a New York City public school in The Bronx. He is the director of the Science Genius Program, a program that engages urban students in the sciences through Hip-Hop, and the director of The Science Genius Academy, a program that encourages and prepares students to pursue STEM careers while providing mentoring and support. Dr. Adjapong has appeared on media outlets such as Hot 97’s radio station and is a contributing writer for Huffington Post and The Good Men Project, where he writes about issues of race, diversity, social justice and education.Links from this episode:James Harden's step back compilation on YouTube: https://youtu.be/gSDJ-HffHrUNipsey Hustle: https://en.wikipedia.org/wiki/Nipsey_Hussle, https://www.youtube.com/channel/UCm1s2VS9BdyXL9FU4a-W_cQDr. Edmund Adapong: http://www.edmundadjapong.com/Dr. Chris Emdin: https://chrisemdin.com/Three Ways Educators in the Classroom Can Continue the Legacy of Nipsy Hustle, by Dr. Edmund Adjapong: https://medium.com/@e.adjapong/3-ways-educators-can-continue-the-legacy-of-nipsey-hussle-in-the-classroom-10c54c35d0c3 See acast.com/privacy for privacy and opt-out information.

The images and stories of migrant families being separated by the United States government set off a global conversation about immigration, borders, and justice. If the political philosophy of liberalism is based on liberty and equality, then the events of the past few months have challenged the very core of liberal democratic states. My guest today is Bruce Collet. He researches migration and public schooling, with a special interest in migration, religion, and schooling in democratic states. He’s thinking through what we might call liberal multiculturalism as well as issues around security. Bruce Collet is an Associate Professor in Educational Foundations and Inquiry at Bowling Green State University in Ohio. He is the author of Migration, Religion, and Schooling within Liberal Democratic States (Routledge, 2018), and Editor of the journal Diaspora, Indigenous, and Minority Education. Full transcript available at: http://www.freshedpodcast.com/brucecollet/ ‎

In our first episode, Teaching in the Wake of Charlottesville, Dr. Ernest Morrell, Director of the Institute for Urban and Minority Education at Teachers College, Columbia University; Dr. Tina Richardson, Chancellor of Penn State Lehigh Valley; Dr. Lucretia Brown, Director of Equity for the Allentown School District; and LVWP Fellows Heather Harlen, Megan Hauser, and Julia Kling discuss responding to and countering intolerance in their classrooms, schools, and communities.

Literacy experts Pam Allyn and Ernest Morrell join us to talk about their new book, Every Child A Super Reader. The book helps parents and educators develop seven key strengths in young learners, transforming them into “Super Readers”—avid, passionate and critical. Learn more about Every Child a Super Reader at scholastic.com/superreader. Guests: Pam Allyn: Literacy expert, author, and Founding Director of LitWorld Ernest Morrell: Macy Professor of English Education and Director, Institute for Urban and Minority Education, Columbia Teachers College; Past President of the National Council of Teachers of English (NCTE) Special thanks: Music composed by Lucas Elliot Eberl Sound mix and editing by Daniel Jordan Produced by Megan Kaesshaefer

Literacy experts Pam Allyn and Ernest Morrell join us to talk about their new book, Every Child A Super Reader. The book helps parents and educators develop seven key strengths in young learners, transforming them into “Super Readers”—avid, passionate and critical. Learn more about Every Child a Super Reader at scholastic.com/superreader. Guests: Pam Allyn: Literacy expert, author, and Founding Director of LitWorld Ernest Morrell: Macy Professor of English Education and Director, Institute for Urban and Minority Education, Columbia Teachers College; Past President of the National Council of Teachers of English (NCTE) Special thanks: Music composed by Lucas Elliot Eberl Sound mix and editing by Daniel Jordan Produced by Megan Kaesshaefer

Kazakhstan Programme Research Team and the Faculty of Education were delighted to welcome Iveta Silova to Cambridge with a short research visit, during which she delivered two seminars and had individual meetings with PhD students and staff. Iveta Silova is an Associate Professor and Director of Comparative and International Education program at the College of Education, Lehigh University, Pennsylvania, USA. Her research and publications cover a range of issues critical to understanding post-socialist education transformation processes in the context of globalization, including gender equity trends in Eastern/Central Europe and Central Asia, minority/multicultural education policies in the former Soviet Union, as well as the scope, nature, and implications of private tutoring in a cross-national perspective. Iveta is the co-editor (with Noah W. Sobe) of a quarterly peer-reviewed journal *"European Education: Issues and Studies.". * Iveta’s recent books include: *- Globalization on the Margins* *(2011)* *- Post-Socialism is not Dead: (Re)reading the global in comparative education (2010)* *- How NGOs React: Globalization and Education Reform in the Caucasus, Central Asia, and Mongolia* *(2008 *coedited with Gita Steiner-Khamsi), *- From Sites of Occupation to Symbols of Multiculturalism: Re-conceptualizing Minority Education in Post-Soviet Latvia* *(2006)*

Kazakhstan Programme Research Team and the Faculty of Education were delighted to welcome Iveta Silova to Cambridge with a short research visit, during which she delivered two seminars and had individual meetings with PhD students and staff. Iveta Silova is an Associate Professor and Director of Comparative and International Education program at the College of Education, Lehigh University, Pennsylvania, USA. Her research and publications cover a range of issues critical to understanding post-socialist education transformation processes in the context of globalization, including gender equity trends in Eastern/Central Europe and Central Asia, minority/multicultural education policies in the former Soviet Union, as well as the scope, nature, and implications of private tutoring in a cross-national perspective. Iveta is the co-editor (with Noah W. Sobe) of a quarterly peer-reviewed journal *"European Education: Issues and Studies.". * Iveta’s recent books include: *- Globalization on the Margins* *(2011)* *- Post-Socialism is not Dead: (Re)reading the global in comparative education (2010)* *- How NGOs React: Globalization and Education Reform in the Caucasus, Central Asia, and Mongolia* *(2008 *coedited with Gita Steiner-Khamsi), *- From Sites of Occupation to Symbols of Multiculturalism: Re-conceptualizing Minority Education in Post-Soviet Latvia* *(2006)*

Since 2001, Congress has considered and failed to pass various forms of the federal Development, Relief and Education for Alien Minors, or 'Dream Act.' The bill currently under discussion in Washington would allow undocumented immigrants to apply for permanent residency if they complete two years of a four-year college degree program or two years of U.S. military service. Sen. Marco Rubio (R-Fla) is reportedly preparing another version. Not wishing to wait for Washington to act, some states, including New York, have passed their own legislation qualifying undocumented students for lower, in-state tuition rates. But only three --Texas, New Mexico and California-- allow them to receive government tuition aid. In New York State, Perkins and Linares have introduced a bill that would allow undocumented students to apply for t--many of whom were born here or brought as young children -- get an affordable education, and panelists will respond. This event is sponsored by the Latina/o and Latin American Faculty Working Group and the Institute for Urban and Minority Education at Teachers College, Columbia University.