Podcasts about Paulo Freire

Neste episódio do Podcast da Carta da Terra, conversamos com o professor Moacir Gadotti sobre Paulo Freire, educação, cidadania planetária e sua trajetória com a Carta da Terra. Abordamos também temas como ecopedagogia e seu livro Pedagogia da Carta da Terra. O professor Gadotti descreve a Pedagogia da Terra como uma abordagem que insere o ser humano em uma visão mais ampla do universo, buscando restaurar nossa conexão e vínculo com o todo. Ele destacou que essa proposta pedagógica foi um sonho inacabado de Paulo Freire.

Nesta mensagem, o Pr. Caleb Loureiro, com o texto em Salmos, capítulo 42, versículos 1 ao 11, nos traz uma reflexão sôbre mantermos nossa esperança em Deus sempre.O Salmo 42 é um grito da alma sedenta. O salmista descreve seu íntimo como uma corça sedenta, procurando desesperadamente por água — assim ele busca a presença de Deus. Essa imagem é poderosa: ela nos lembra que, assim como a água é essencial para a sobrevivência física, a presença de Deus é essencial para a saúde espiritual e emocional.A dor do salmista é real. Ele sente a ausência de Deus, sofre zombarias, chora dia e noite. No entanto, mesmo no meio da angústia, há um refrão que se repete duas vezes no salmo (versos 5 e 11): “Por que estás abatida, ó minha alma? Por que te perturbas dentro de mim? Espera em Deus, pois ainda o louvarei, a Ele, meu auxílio e Deus meu.”Esse refrão é o coração da esperança no meio da dor. Não é uma esperança passiva — é o que podemos chamar de esperançar, termo usado pelo educador Paulo Freire para indicar a esperança como ação, como escolha consciente de continuar acreditando e confiando, mesmo sem evidências visíveis.Esperançar em Deus é mais do que esperar que Ele resolva as situações. É colocar a alma em movimento, como quem decide continuar buscando, adorando, mesmo quando o coração está partido.O salmista se lembra dos momentos em que esteve na presença de Deus com alegria, celebração e comunhão. Essas memórias não o fazem apenas sentir saudades — elas o impulsionam a não desistir. Ele conversa com a própria alma, repreende a desesperança, e escolhe confiar.Em tempos de escuridão, quando tudo parece perdido, Salmos 42 nos ensina:Que podemos ser sinceros com Deus sobre nossa dor;Que nossa alma pode falar conosco — mas também pode e deve ouvir a verdade da fé;Que esperançar é um ato de fé, resistência e coragem.Conclusão: Quando o salmista diz “ainda o louvarei”, ele está declarando que a dor não será o capítulo final da história. A esperança em Deus é um ato de confiança no caráter dEle, mesmo quando não sentimos Sua presença. É uma escolha ativa: de lembrar, resistir, e continuar crendo.Se sua alma hoje está abatida, fale com ela como o salmista fez. Chame-a para esperançar em Deus. Ainda virá o tempo de louvor. Ainda virá o tempo de refrigério. Deus não esquece dos que O buscam com sede.Se esta mensagem edificou a sua vida, curta e compartilhe com mais pessoas.Deus te abençoe!

Nós, enquanto sociólogos reborn, destrinchamos este universo, sua cultura e métodos Paulo Freire e Waldorf reborn.E já que o mercado tá aquecido, resolvemos atuar na profissionalização da população aproveitando as oportunidades de carreiras, fizemos um guia de profissões aproveitando essa tendência. De au pair à conselho tutelar ou conteladora familiar reborn...Seja Reborn, se reinvente!Apoie este podcast NA ORELO!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://orelo.cc/jogueinogrupo⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Ou no APOIA-SE:⁠⁠⁠⁠⁠⁠⁠⁠https://apoia.se/jogueinogrupopodcast⁠⁠⁠ ⁠⁠⁠⁠⁠Envie seu e-mail para:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠jogueinogrupo@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Assista o episódio em vídeo no youtube:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@PodcastJogueiNoGrupo⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Siga o Joguei no Grupo: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.instagram.com/jogueinogrupo⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Siga a Dacota Monteiro: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.instagram.com/dacotamonteiroSiga a Jenny Prioli: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.instagram.com/jennyprioli⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Siga o Controle Y: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠w⁠ww.instagram.com/controle_y⁠

You ever noticed that the 8 hour working day is like...................the same as school, man? Reading: Pedagogy of the Oppressed (1968) by Paulo Freire Send us a question, comment or valid concern: auxiliarystatements(at)gmail.com DISCORD: discord.gg/Be6dQ6hv

This week I dive into some of the work Freud wrote later in his life, particularly a book called Civilization and its Discontents published in 1930. Freud believed that the evolutionary process we can use to trace the changes humans have gone through over the centuries can also explain why culture itself has evolved as it has. He basically thinks we are all self-deceiving, chronically unfulfilled and unsatisfied bots programmed to lie to ourselves above all else, and to avoid feeling guilt or shame based on unavoidable urges we all have by lying to ourselves and everyone else about those urges existing. Instead we redirect them. Killing someone in revenge becomes laser tag this weekend. Driving 100mph like an asshole to work everyday becomes gokarts and beers on Friday night. Cheating with the neighbor becomes an Only Fans subscription or a weekend at a swinger's convention. In this episode I cover morality, guilt, shame, intoxication, sublimation, civilization, and Freud's views on why all of these things exist in the human species. Support the show

Je reçois aujourd'hui Irène Pereira pour parler de son livre "le féminisme libertaire" aux éditions le cavalier bleu.https://www.lecavalierbleu.com/livre/le-feminisme-libertaire/Si au départ, c'est peut-être l'anarchisme qui a éclairé des angles morts du féminisme à ces débuts, il semble bien qu'aujourd'hui c'est le féminisme qui éclaire les angles morts de l'anarchisme. Bref, qu'est-ce que le féminisme libertaire ? Bibliographie de l'épisode: Grand Angle libertairehttp://www.grand-angle-libertaire.net Philippe déjacquesDéjacque et l'émancipation des femmeshttps://books.openedition.org/pufc/18497?lang=fr Voltarine decleyrehttps://fr.wikipedia.org/wiki/Voltairine_de_Cleyre Emma Goldmanhttps://fr.wikipedia.org/wiki/Emma_Goldman Renaud Garcialivres à l'échappéehttps://www.lechappee.org/auteurs/renaud-garcia Remus sahn ?? Robert Nozickhttps://fr.wikipedia.org/wiki/Robert_Nozick Marcella Iacubhttps://fr.wikipedia.org/wiki/Marcela_Iacub Francis dupuy derydémocratiehttps://luxediteur.com/catalogue/democratie/première pageshttps://www.google.fr/books/edition/Démocratie/PvpZEAAAQBAJ?hl=fr&gbpv=1&pg=PT5&printsec=frontcover Danièle KergoatLes infirmières et leur coordination, 1988-1989,https://www.persee.fr/doc/genre_1165-3558_1993_num_6_1_907_t1_0093_0000₁ Madeleine Pelletierhttps://fr.wikipedia.org/wiki/Madeleine_Pelletier Los mujeres libreshttps://fr.wikipedia.org/wiki/Mujeres_Libres Marion Iris Younghttps://fr.wikipedia.org/wiki/Iris_Marion_Young Vanina Mozziconacci https://shs.cairn.info/revue-cahiers-du-genre-2023-1-page-289?lang=fr paolo freirehttps://fr.wikipedia.org/wiki/Paulo_Freire

Obrigado por acessar o meu Canal!Aqui você encontrará podcasts com informações sobre exegese bíblica que mudarão sua vida cristã.# Não clique aqui: https://bit.ly/383Dr57Ouça novos podcasts Exegese & Exposição, exegese on-demand para você, em seu agregador preferido ou no YouTube.Grupo EXCLUSIVO do Telegram, com muitos materiais para seus estudos exegéticos: Exegese & Exposição - Materiais## Quer publicar o seu livro evangélico?Conheça a incrível proposta da Editora Contextualizar: http://www.contextualizar.com.br/PARTICIPE! Faça comentários relevantes ao tema ou sugira outras passagens bíblicas para exegese e exposição.

Revolutionizing Medical Education Through Pedagogy of Connection (EP:40) With Marco Antonio de Carvalho Filho, MD, PHD How can we create environments and opportunities where connections between educators, students, and meaning not only exists but thrives? Join host Stacy Craft, and guest Professor Dr. Carvalho Filho, as we uncover the power of authentic connections in revolutionizing both education and healthcare, through the transformative concept of the "pedagogy of connection" and its profound impact on medical education and patient care. We explore the critical importance of student-centered education for achieving patient-centered care and the vital role of emotional intelligence in building meaningful relationships with patients. Inspired by Paulo Freire's educational philosophy, we also explore the need for education to develop critical consciousness and the ability to enact change. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Cayres Ribeiro, L. M., & de Carvalho Filho, M. A. (2025). Exploring Untested Feasibilities: Critical Pedagogy's Approach to Addressing Abuse and Oppression in Medical Education. Teaching and Learning in Medicine, 1–10. https://doi.org/10.1080/10401334.2025.2453809 de Carvalho Filho MA, Hafferty FW. Adopting a pedagogy of connection for medical education. Med Educ. 2025; 59(1): 37-45. doi:10.1111/medu.15486  Cavaleiro I, de Carvalho Filho MA. Harnessing student feedback to transform teachers: Role of emotions and relationships. Med Educ. 2024; 58(6): 750-760. doi:10.1111/medu.15264 Concepts Used by Paulo Freirehttps://doi.org/10.4300/JGME-D-21-00767.1

In introducing this podcast, I first want to acknowledge how darn pleased I am to have advisors in our organization who think differently than me and who aren't afraid to say as much. This podcast originated when one of our advisors, Pam Hayes-Bohanan, pushed back after an ILV panel discussion on Ethnic Studies. We have had many previous podcasts, labs and panels that question the trends in Ethnic Studies, so when I received this critique, I wanted to know more. Unsurprisingly, although we found many areas where we our perspectives differed, namely around Paulo Freire's book, Pedagogy of the Oppressed, through the conversation we also found unexpected convergence. In exploring our different viewpoints, we came to agree that one of the biggest problems is the flattening of education. We discuss the myriad of ways this is being done, including devaluing subject matter experts, a closing of ranks within some colleges of education, the rise of “pre-packaged” curricula, a growing number of administrators who micromanage education, often stripping it of its richness including critical thinking, the mechanical teaching for a test versus to instill the love of learning, and the downgrading of curiosity. While each of these problems may require distinct solutions, one thing we can all agree on is the need to, as Pam says, “not be afraid of ideas” and “just read more books”. More specifically, read books you tend to criticize (e.g. Freire in my case) to develop your own critical thinking skills and thereby learn HOW to think instead of WHAT to think. Podcast Resources Precious Knowledge documentary Going Varsity in Mariachi  On Settler Colonialism: Ideology, Violence and Justice, by Adam Kirsch A Third Way on the Place of Critical Race Theory in the Classroom, Real Clear Education, by Amna Khalid, David Bernstein and Jennifer Richmond The Pedagogy of the Oppressed, Paulo Freire The House on Mango Street, Sandra Cisneros ILV Ethnic Studies Recordings: Depoliticizing the Classroom: The Role of the Teacher September Liberal Values Lab: Ethnic Studies in Your School Ethnic Studies: From Radical Roots to Government Mandate

In this episode of TAB Storytellers, Jen and Abi sit down with renowned artist and author Olivia Gude. Olivia is a Professor Emerita of the School of the Art Institute of Chicago and the University of Illinois at Chicago, having developed numerous frameworks and programs at these institutions. Among the topics the triad discusses are the evolution of process-based art education, dialogical pedagogy, Olivia's work with Spiral Workshops, and the role of the educator in a TAB program. For more information about TAB, please visit the TAB website: www.teachingfor artisticbehavior.org. Also, you are invited to join us on Mighty Networks (https://teaching-for-artistic-behavior.mn.com/), an online platform dedicated to everything TAB! Here are resources to more information discussed in the TABcast:  Olivia Gude's Articles and Concepts “New School Art Styles” (2013): Published in Art Education journal (awarded the Manuel Barkan Award). “Postmodern Principles” (2004): Art Education journal article describing contemporary alternatives to the classic Elements & Principles. “Principles of Possibility” (2007): Art Education journal article proposing themes and frameworks for deeper meaning-making in art curricula. Spiral Workshop: A teaching/research project Gude led at the University of Illinois–Chicago, featuring thematically driven, open-ended artmaking experiences. Examples and images can be found in Olivia Gude's NAEA e-Portfolio (includes slides/videos of workshops) https://naea.digication.com/Spiral/Spiral_Workshop_Theme_Groups/ Forthcoming & Recent Publications Book: Promoting Civic Engagement Through Art Education (edited by Doug Blandy and Flavia Bastos). Gude's chapter: “Limit Acts and Constructed Situations: Paulo Freire and the Situationist International.” (Fall 2024) Dialogical Pedagogy & Assessment Skeptical Assessment Society: Gude's collaborative workshop series with educators such as Katherine Douglas, challenging rigid scoring rubrics and emphasizing authentic learning/meaning-making. Paulo Freire's “Pedagogy of the Oppressed”: Foundational text for dialogical, student-centered teaching approaches that inform Gude's community-based and thematic curriculum work. National Core Arts Standards (2014) Gude served on the writing team for these standards, which encourage self-directed play with materials, authentic artmaking processes, and reflection over rote skills. Find them at: National Core Arts Standards – Visual Arts Here is a link to the edited transcript of this episode. We recognize that there are potentially errors and grammatical issues. If anyone with the time or inclination to edit this wants to do so, please email us at storytellers@teachingforartisticbehavior.org

Voices 4 Palestine here II Prof Peter Slezac's mother and grandmother survived Auschwitz. His mother's words "Why did people turn away? Should haunt us now.Recorded at Sydney Rally for Palestine 25-8-2024 by Vivien Langford who introduces the pieceCelebrating Assange's Release here II Take time to remember a victory of 2024.People gathered outside the British Consulate in Melbourne on Tuesday 25th June on hearing the news of Julian Assange 's release.Dr Blair Williams Interview here II Interview by Anila McLoughlin about the changes to the legislation around casual employment at universities and the reaction of Monash as a case study.Peter Curtis Interview here IIPeter is an educator and activist, his recent pamphlet "Educating the Educator: a meeting of minds" brings two mega minds together in conversation Karl Marx (1818-1883) and Paulo Freire (1921-1997).

I've been following John Paul Lederach's work for years, finding the words he uses inordinately relevant to all of the details and spaces of my life. John Paul is Professor of International Peacebuilding at the Joan B. Kroc Institute for International Peace Studies at Notre Dame. He has been a teacher to me across time and space and I believe the ideas he brings into the world are teachers we all need for the world we are walking into. Origins Podcast WebsiteFlourishing Commons NewsletterShow Notes:Vocation (12:00)The Moral Imagination: The Art and Soul of Building Peaceby John Paul (12:30)Rumi poetry and the reed flute (19:00)Ongoingness (21:00)Peacebuilding (21:20)Pádraig Ó Tuama (31:00)wonder, wander, and wait (36:00)'bearing witness to more of the complexity of the other' (37:30)collective empathy (40:00)Paulo Freire (44:00)critical yeast (46:00)Francisco Varela and "The Logic of Paradise" (54:00)Mind and Life Dialogues (54:00)Poetry (55:00)Eduardo Galeano (56:00)Donald Hall (01:03:00)Ai-jen Poo (01:11:00)Lightning Round (01:05:00)Book: Tomorrow's Child by Rubem Alves Passion: poetry and physicsHeart sing: podcastingScrewed up: the significance and challenge of patienceFind John Paul online:https://www.johnpaullederach.com/Logo artwork by Cristina GonzalezMusic by swelo on all streaming platforms or @swelomusic on social media

Chapter 4, Summary, Pedagogy of the Oppressed: Paulo Freire --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is a brief message about conclusion of season 6. This season contains complete discussion of Paulo Freire's Pedagogy of the Oppressed. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Chapter 4, Part 22, Pedagogy of the Oppressed: Paulo Freire --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Chapter 4, Part 21, Pedagogy of the Oppressed: Paulo Freire --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is my 20th conversation on chapter 4 --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Chap 4, Part 19, Pedagogy of the Oppressed: Paulo Freire --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 18 of my discussion of chapter 4 --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

In this Better for America episode, Rebecca Weber speaks with author James Lindsay about Marxism's infiltration into American culture and education. Lindsay explains that socialism, communism, and Marxism are "different shades of the same system" that rely on control and suppression of individual freedoms. Lindsay identifies "American Maoism" as the modern manifestation of Marxist tactics, seen in identity politics, COVID-era policies, and radical education agendas like critical race theory. He highlights how Paulo Freire's Marxist education model prioritizes activism over academics, resulting in students who "can't read or do math but are ready to protest." Faith and individualism, Lindsay argues, are critical defenses against Marxist ideology. He calls on Americans to take smart, informed action to preserve the nation's values.

S6E49: Chap 4, Part 17, Pedagogy of the Oppressed: Paulo Freire --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 16 of my conversation about chapter 4 --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 15 of my conversation about chapter 4. In this episode I conclude my discussion of cultural invasion. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Maha Bali discusses cultivating critical AI literacies on episode 545 of the Teaching in Higher Ed podcast. Quotes from the episode We need to be particularly concerned about AI's impact on data sovereignty, especially when it comes to religious information and indigenous data. These are areas where misuse or misinterpretation can have profound implications. -Maha Bali Bias in AI is not just an incidental issue, it's a replication of the systemic biases we see in society. -Maha Bali It's crucial that we trace back the sources and origins of information produced by AI. -Maha Bali We should align AI usage with our teaching philosophies and values. It's not just about adopting the latest technology, but doing so in a way that enhances learning and stays true to educational principles. -Maha Bali Resources A Pedagogy for Liberation: Dialogues on Transforming Education, by Paulo Freire and Ira Shor Episode 524 with Jon Ippolito Jon Ippolito Don't Trust AI to Cite its Sources, by Anna Mills and Maha Bali Tema Okun Writes About White Supremacy White Supremacy Culture, by Tema Okun Exploring Post-Plagiarism with Google NotebookLM, by Sarah Eaton When Knowledge is Dangerous, But Information is Power, by Audrey Watters Tressie McMillan Cottom Gives Mini Lecture on AI Cake-Making Analogy for Setting Generative AI Guidelines/Ethics, by Maha Bali When it comes to AI, is transparency enough? by Maha Bali Critical AI Literacy is Not Enough: Introducing Care Literacy, Equity Literacy & Teaching Philosophies, by Maha Bali Daniela Gachago and Nicola Palitt Google's QuickDraw Bonni's Google NotebookLM Audio Overview of Course Evaluations I have been hallucinated! by Laura Czerniewicz Nature Editorial Policies

This is part 14 of my discussion of chapter 4. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 13 of my discussion of chapter 4. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This episode focuses on ideas about critical thinking in systems of power. Topics include critical pedagogy, critical consciousness, belief, agnotology (study of ignorance), and aesthetics as ethics. Concepts mentioned include the banality of evil and the illusory effect with pop culture references to the films Don't Look Up and The Lorax as well as the TV Series Barbaren (Barbarians). The reflection shared draws on historical perspectives and contexts to thoughtful questioning and remembering.   References mentioned include: Agustín Fuentes - Why We Believe, 2019. Lewis R. Gordon, Fear of Black consciousness, 2022. Simon Frith, Music and Identity, 1996. George Gmelch, Baseball Magic, 1971. Robert N. Proctor and Londa Schiebinger, Agnotology: The making and unmaking of ignorance, 2008. Adrienne Mayor, Suppression of Indigenous Fossil Knowledge, 2008. Ania Loomba, Colonialism/Postcolonialism, 2002. John Trudell, Trudell (2005); DNA:Descendant Now Ancestor (2001). Ty Kāwika Tengan, (En)gendering Colonialism: Masculinities in Hawai‘i and Aotearoa, 2002. Paulo Freire, Education for Critical Consciousness, 2005. Henry Giroux, On Critical Pedagogy, 2011. Hannah Arendt, The Origins of Totalitarianism, 1951. Elizabeth Ellsworth, Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy, 1989. Alison Jones, The Limits of Cross-Cultural Dialogue: Pedagogy, Desire, and Absolution in the Classroom, 1999.

This is part 12 of my conversation about chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Some podcast apps may not display links from our show notes properly, so we have included a list of links at the end of this description. * Christopher Marmolejo is a Brown, queer, and trans writer, diviner, and educator who uses divination to promote a literacy of liberation. In their latest book, Red Tarot, each card's interpretation is further bolstered by the teachings of Toni Morrison, bell hooks, Paulo Freire, José Esteban Muñoz, and others in an offering that integrates intersectional wisdom with the author's divination practice—revealing tarot as an essential language for liberation. * In this episode, Christopher is joined by arts-based, psychedelic-assisted ancestral psychotherapist Camara Meri Rajabari for a conversation that moves beyond self-help and the Hellenistic frame of tarot to reclaim it for liberation, self-determination, and collective healing. * This episode was recorded during a live online event on March 23rd, 2024. You can also watch it on the CIIS Public Programs YouTube channel. A transcript is available at ciispod.com. To find out more about CIIS and public programs like this one, visit our website ciis.edu and connect with us on social media @ciispubprograms. * We hope that each episode of our podcast provides opportunities for growth, and that our listeners will use them as a starting point for further introspection. Many of the topics discussed on our podcast have the potential to bring up feelings and emotional responses. If you or someone you know is in need of mental health care and support, here are some resources to find immediate help and future healing: * -Visit 988lifeline.org or text, call, or chat with The National Suicide Prevention Lifeline by dialing 988 from anywhere in the U.S. to be connected immediately with a trained counselor. Please note that 988 staff are required to take all action necessary to secure the safety of a caller and initiate emergency response with or without the caller's consent if they are unwilling or unable to take action on their own behalf. * -Visit thrivelifeline.org or text “THRIVE” to begin a conversation with a THRIVE Lifeline crisis responder 24/7/365, from anywhere: +1.313.662.8209. This confidential text line is available for individuals 18+ and is staffed by people in STEMM with marginalized identities. * -Visit translifeline.org or call (877) 565-8860 in the U.S. or (877) 330-6366 in Canada to learn more and contact Trans Lifeline, who provides trans peer support divested from police. * -Visit ciis.edu/ciis-in-the-world/counseling-clinics to learn more and schedule counseling sessions at one of our centers. * -Find information about additional global helplines at befrienders.org. * LINKS * Podcast Transcripts: https://www.ciispod.com/ * California Institute of Integral Studies (CIIS) Website: https://www.ciis.edu/ * CIIS Public Programs YouTube Channel: https://www.youtube.com/c/ciispublicprograms * CIIS Public Programs Instagram: https://www.instagram.com/ciispubprograms/ * Mental Health Care and Support Resources: https://988lifeline.org/ https://thrivelifeline.org/ https://translifeline.org/ https://www.ciis.edu/ciis-in-the-world/counseling-clinics https://befrienders.org/

This is part 11 of my discussion of chapter four. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Episode 4, Season 13 of the Social Change Career Podcast features, Mara Tissera Luna, a leading expert in child protection, forced migration, and gender-based violence, discusses how decolonization is reshaping social change careers. With over 15 years of experience, Mara shares practical insights into building a meaningful career in international development, advocating for more equitable and inclusive approaches. Why Take a Listen: Learn how decolonization can transform your approach to social change and international cooperation. Gain insights from Mara's global career journey, working across continents on child rights and forced migration. Discover valuable tips on starting and growing a consulting career, from setting consulting rates to managing international projects. Key Resources: Mara Tissera Luna on LinkedIn – Connect with Mara. Georgetown University's Collaborative on Global Children's Issues – Learn more about her fellowship. Central European University (CEU) is a globally recognized institution known for its focus on social justice, human rights, policy and has over 50 academic programs, attracting students and scholars from around the world. Mara Tissera Luna's Website – Discover more about Mara's work, upcoming courses and podcast as well as and publications. Paulo Freire's Pedagogy of the Oppressed – An essential resource for understanding decolonial thought and education. To stay updated with more career resources, stories, and opportunities in the social impact space, sign up for the free PCDN Weekly Impact Newsletter, offering the world's best curated jobs, funding, and learning opportunities. Listen to the episode on PCDN.global or any major podcast platform. Don't forget to subscribe, rate, and share if you find it valuable! Bio: Mara Tissera Luna is an independent consultant and social anthropologist specializing in child protection, forced migration, and gender-based violence. She has worked with 16 universities, NGOs, and international agencies across 14 countries, using decolonial frameworks to advocate for social justice. Currently based in California, Mara is a fellow at Georgetown University's Collaborative on Global Children's Issues. She holds a Masters Degree from Central European University, a certificate in Afro-Latin American Studies from Harvard University and a BA from the University of Buenos Aires. Listen to the episode on PCDN.Global. or any major podcast platform. Don't forget to check out the 160+ other episodes of the Social Change Career Podcast for more insights from global changemakers! Timestamp of the Episode 0:00 - Introduction to Decolonization and Social Change Careers 1:30 - Understanding the Current Focus of Work 5:04 - Key Insights on Building a Career in Social Change 12:16 - The Importance of Specialized Knowledge 14:27 - Applying a Decolonial Lens to Research 17:10 - The Role of Historical Context in Social Change 25:05 - Navigating the Challenges of Consulting Careers 32:22 - Strategies for Effective Networking 57:55 - Embracing Different Viewpoints in International Cooperation 1:09:15 - Resources and Recommendations for Continuous Learning 1:12:02 - Engaging with the Audience and Opportunities for Connection 1:14:06 - Concluding Thoughts and Future Directions

This is part 10 of my discussion of chapter 4. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This part 9 of my discussion of chapter four of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 8 of my conversation on chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 7 of my discussion of Paulo Freire's book. In this episode I discuss divide and rule. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 6 of my discussion of chapter 4 of Paulo Freire's book --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

Join the dialogue - text your questions, insights, and feedback to The Dignity Lab podcast.Mary Heinen McPherson, a survivor of domestic violence, shares her experiences with the injustices of the prison system and the role of art in reclaiming dignity. She advocates for incarcerated people and prison reform, using her own experiences to support formerly incarcerated individuals. Mary discusses the power of art, theater, and writing in healing and returning home. She emphasizes the importance of reclaiming dignity through advocacy, activism, and retelling one's own story. The conversation explores themes of justice, freedom, power, healing, and the violation and reclamation of dignity.Episode ResourcesMore about Mary HeinenAdolescent Maturity and the Brain: The Promise and Pitfalls of Neuroscience Research in Adolescent Health PolicyAugusto Boal was heavily influenced by Paulo Freire's educational philosophy, especially his seminal work "Pedagogy of the Oppressed."More about Buzz AlexanderMore about the Prison Creative Arts ProgramPCAP's Michigan Review of Prisoner Creative WritingTakeawaysArt, including theater and writing, plays a crucial role in reclaiming dignity and healing from the harms of the prison system.Advocacy and activism are essential in addressing the injustices and disparities within the correctional system.Reclaiming dignity involves retelling one's own story and becoming the subject rather than the object of harm.The power of art lies in making the invisible visible and creating freedom through movement and expression.Exploring what it means to live and lead with dignity at work, in our families, in our communities, and in the world. What is dignity? How can we honor the dignity of others? And how can we repair and reclaim our dignity after harm? Tune in to hear stories about violations of dignity and ways in which we heal, forgive, and make choices about how we show up in a chaotic and fractured world. Hosted by physician and coach Jennifer Griggs.For more information on the podcast, please visit www.thedignitylab.com.For more information on podcast host Dr. Jennifer Griggs, please visit https://jennifergriggs.com/.For additional free resources, including the periodic table of dignity elements, please visit https://jennifergriggs.com/resources/.The Dignity Lab is an affiliate of Bookshop.org and will receive 10% of the purchase price when you click through and make a purchase. This supports our production and hosting costs. Bookshop.org doesn't earn money off bookstore sales, all profits go to independent bookstores. We encourage our listeners to purchase books through Bookshop.org for this reason.

Alexandre Garcia comenta caso dos beneficiários de Bolsa Família que estão usando o dinheiro para apostas, e novas amostras do legado de Paulo Freire.

This is part 5 of my discussion of chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is my fourth conversation on chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is part 3 of my reading and discussion of chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

We talk about Paulo Freire's Pedagogy of the Oppressed. His critique of the banking model of education. The importance of critical consciousness. His Existentialist influence. The dialectic between oppression and liberation. The problem-posing model of education. The role of dialogue in learning and the co-creation of knowledge. Marx's influence on Freire. The flexibility of Freire's pedagogy. And some response to critics of Freire. Sponsors: Nord VPN: https://nordvpn.com/philothis  Better Help: https://www.BetterHelp.com/PHILTHIS ZocDoc: https://www.ZocDoc.com/PHILO Thank you so much for listening! Could never do this without your help.  Website: https://www.philosophizethis.org/ Patreon: https://www.patreon.com/philosophizethis  Social: Instagram: https://www.instagram.com/philosophizethispodcast X: https://twitter.com/iamstephenwest Facebook: https://www.facebook.com/philosophizethisshow

Send us a textWhat if we could transform education to truly empower every student, regardless of their background? Join me, Dr. Lisa Hassler, and our inspiring guest, Dr. Emily Affolter, as we uncover the potential of building just and inclusive educational environments. Drawing from Paulo Freire's "Pedagogy of the Oppressed" and Jean Anyon's "Social Class in the Hidden Curriculum of Work," we explore how education can challenge social inequalities and become a tool for liberation.In this episode, Dr. Affolter shares her journey from activism in Seattle to her pivotal role as the director of Prescott College's Sustainability Education PhD program. Her commitment to equity and inclusion is evident as she emphasizes the importance of culturally responsive teaching and equitable leadership. Discover how recognizing students as co-learners and moving beyond the traditional banking model of education creates spaces of dignity and respect. Emily shares inclusive assessment practices and the significance of making implicit expectations explicit to bridge educational gaps.We also highlight real-world applications and success stories from Prescott University, illustrating how culturally responsive pedagogy empowers students. Hear about innovative projects, such as climate justice-related screenplays, that connect theory to practice. As we discuss the vital roles educators and parents play in fostering a culture of equity and justice, we encourage you to share your stories and support the mission of creating positive change in education. Let's work together to dismantle inequitable power dynamics and champion a brighter, more inclusive future for all students.Connect with Dr. Emily Affolter at eaffolter@prescott.edu.Support the showPlease subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education:Research, Innovation and Resources, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at lisa@drlisarhassler.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using...

This is my second conversation on chapter 4 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is my first conversation about chapter four of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is a brief summary of chapter 3 of Pedagogy of the Oppressed. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

This is the final segment of my discussion of chapter 3 of Paulo Freire's book. --- Support this podcast: https://podcasters.spotify.com/pod/show/masoodraja/support

How can educators balance the need for structure in the classroom with the importance of fostering student agency and creativity?In what ways can design thinking be leveraged to challenge and dismantle oppressive systems within our education systems?Dr. Lesley-Ann Noel is an esteemed educator and designer known for her work on equity, social justice, and the inclusion of underrepresented voices in design education. Currently transitioning to OCAD University in Toronto, she previously served as a professor at North Carolina State University and held leadership roles at Tulane University and Stanford's d.school. Dr. Noel's work is deeply influenced by Paulo Freire and bell hooks, focusing on how design can be a tool for liberation and social change.In this episode, Louka Parry and Dr. Lesley-Ann Noel dive deep into the transformative power of design education. Dr. Noel discusses her journey from Trinidad and Tobago to Brazil, the U.S., and now Canada, and how these experiences have shaped her views on education, equity, and design. They explore the importance of agency in both students and educators, the role of emotional intelligence in design, and the critical need for education systems to support diverse identities and perspectives.Listeners will gain insights into how to challenge the status quo in education, the significance of cultivating emotional and social awareness in design, and practical approaches to fostering more inclusive and equitable learning environments. Dr. Noel's reflections on her own positionality and how it informs her work provide a powerful reminder of the importance of self-awareness in creating meaningful change.Get in touch at hello@thelearningfuture.com; and find the transcript at our website www.thelearningfuture.com.

Sponsor special: Up to $2,500 of FREE silver AND a FREE safe on qualifying orders - Call 855-862-3377 or text “AMERICAN” to 6-5-5-3-2“They actually believe that all children are intrinsically queer, and that what's happening is that normal society is 'socializing‘ them, which is a fancy word for 'brainwashing' them, to be normal, which means—for them—not queer, where queer is a political stance.”In this episode, I sit down with James Lindsay and Logan Lansing to discuss their new book, “The Queering of the American Child: How a New School Religious Cult Poisons the Minds and Bodies of Normal Kids.”“It took me less than one minute to find a whole suite of furry literature about children adopting ‘fursonas,' or furry personas, and identifying not as human, explicitly underwritten by queer theory in the doctrine,” says Mr. Lancing.What is queer theory? Who are its biggest proponents? And what practical impact has it had on America's youth, our institutions, and society at large?“What they define for a pedagogy right from the beginning in 1993, was a radical form of educative activism, implemented deliberately to interfere with, to intervene in the production of normalcy in school subjects, which is just technical gobbledygook from queer theory. That means we are going to use critical pedagogy as a method and we're going to make sure kids do not turn out normal,” says Mr. Lancing. “They're going to turn out deviant, abnormal, perverse—whatever it is that is positioned against the norm, that is the goal. And they laid that out. Right at the very beginning. They also added that their goal was to make it explicitly activist in nature, so there is no room for interpretation.”“There are no brakes on the train. Yesterday's radical is today's conservative. It has to keep moving towards the direction of completely dissolving normalcy, boundaries, and legitimacy. So, don't be surprised if it gets a bit crazier than even children biting other children while they're dressed as dogs and cats and wearing tails,” says Mr. Lancing.“And it was meant to bring about what Paulo Freire's vision was: a next generation, non-Soviet, Marxist revolution in the children, based off of an education system he derived from Mao Zedong, in his own words. What Mao had done in the 1950s successfully with children, he imported into his method,” says Mr. Lindsay. “But, of course, we know that Mao used that in the mid-1960s as the basis to create his Red Guard that then went and did exactly what we see schoolchildren in America doing today. Can they read? Not really. Can they write? Not so much. How are they at math? Failing. However, they know to show up on the statehouse steps when there's some policy they don't like or when something happens, so that they can do a die-in or they can do some kind of show of activism.”Views expressed in this video are opinions of the host and the guests, and do not necessarily reflect the views of The Epoch Times.

New Discourses Bullets, Ep. 91 Woke Marxism is a cult. It's not like a cult. It's not kind of a cult. It's a cult. Because it's a cult, and like the word "Woke" implies, becoming Woke means experiencing a rebirth into the social, emotional, and intellectual worldview of the cult's doctrine. In fact, fathers of Woke Marxist theory, like Paulo Freire, are explicit about this aspect of Woke Marxism in the starkest possible terms. For Freire, awakening to critical consciousness (becoming Woke) is a personal Easter, a spiritual death and resurrection on the side of the oppressed. How do we know? He says it himself, explicitly and more than once, in his now-famous 1984 book The Politics of Education (https://amzn.to/3UEduEa). In this episode of New Discourses Bullets, host James Lindsay pulls back the curtain on this cult belief and makes it plainly visible. Join him so you can understand that we're dealing with the largest cult startup in human history. Hear more about this in a fuller reading of the relevant chapter of Freire's book here: https://newdiscourses.com/2022/08/paulo-freires-marxist-easter-for-educators/ New book! The Queering of the American Child: https://queeringbook.com/ Support New Discourses: https://newdiscourses.com/support Follow New Discourses on other platforms: https://newdiscourses.com/subscribe Follow James Lindsay: https://linktr.ee/conceptualjames © 2024 New Discourses. All rights reserved. #NewDiscourses #JamesLindsay #Cult