Afleveringen
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âWere we required to characterize this age of ours by any single epithet, we should be tempted to call it, not an Heroical, Devotional, Philosophical, or Moral Age, but, above all others, the Mechanical Age. It is the Age of Machinery, in every outward and inward sense of that word; the age which, with its whole undivided might, forwards, teaches and practices the great art of adapting means to ends. Nothing is now done directly, or by hand; all is by rule and calculated contrivance. For the simplest operation, some helps and accompaniments, some cunning abbreviating process is in readiness. Our old modes of exertion are all discredited, and thrown aside. On every hand, the living artisan is driven from his workshop, to make room for a speedier, inanimate one. The shuttle drops from the fingers of the weaver, and falls into iron fingers that ply it faster.â
This is how Scottish historian & writer Thomas Carlyle characterized Great Britainâs mechanized, steam powered industrial era in 1829. These changes in the human relationship to production rippled through the world economy with profound social, political, & environmental implications. One loosely organized group, the Luddites, emerged early on to smash the new machines and resist mechanization of the mills.
200 years after Carlyleâs âAge of Machineryâ, we find ourselves sold a new Age, the Age of automation and AI, which promises another transformation in the way we live, work, AND learn, with similar social, political, and environmental consequences. At least, the AI-hype cycle is real. Sal Khanâs new book, for example, Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing) promises to be ârequired reading for everyone who cares about education.â
But what should be the relationship of education, automation & artificial intelligence? Should there be one at all? How much power â not to mention student data â should educators cede to the new machine in the Age of AI?
OrâŠshould the answer be a 21st century Luddite revival and mass resistance to the vision of the future offered by Google, OpenAI, and Microsoft?
That, I suspect, will be the argument of my guest today, Charles Logan, a Learning Sciences PhD Candidate at Northwestern University, writing earlier this year for the Los Angeles Review of Books, âUltimately, the Ludditesâ militancy and commitment to resistance might be a necessary entry point for how laborersâand teachers, students, and caregiversâcan take an antagonistic stance toward AI and automation, and create a new âcommons.ââ
Toward A Luddite Pedagogy
Should We Be More Like The Luddites?
Inspiration from the Luddites: On Brian Merchantâs âBlood in the Machineâ
Learning About and Against Generative AI Through Mapping Generative AIâs Ecologies and Developing a Luddite Praxis
Record being placed on a record player.wav by HelterSkelter1114 -- https://freesound.org/s/409036/ -- License: Attribution NonCommercial 4.0
rope-making machinery running.wav by phonoflora -- https://freesound.org/s/201166/ -- License: Attribution 4.0
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The story my guest will tell today is of her experience growing up and teaching in Memphis, Tennessee before finding a purpose-driven career change in - I am not joking - the heart of Transylvania. Emma Sisson is the School Director of The Mission School in Sighisoara, Romania.
The work of The Mission, Romania is deeply rooted in the local community in Sighisoara and, as youâll hear Emma describe it, homebase is an 80,000 sq ft abandoned Soviet textile mill where staff live, work, house a K-3 school, and provide family wrap-around services to Romani children and families.
Romani, or Roma, are a historically enslaved and oppressed underclass in Europe, in Romania in particular, where they are often slandered as a lazy, thieving, âgypsyâ underclass. In 2022 the European Union reported that 80% of Roma live in poverty, compared to the 17% EU average. 1 in 5 live in households with no running water. 1 in 3 have no indoor toilet. And fewer than half of Roma children attend early childhood education. The scathing report prompted the EU director of Fundamental Human Rights to ask, âWhy do Roma across Europe still face shocking levels of deprivation, marginalization, and discrimination?â
Overcoming structural discrimination and prejudice against Roma people is a key part of The Missionâs mission. The Mission School also works to preserve Roma values and language in the context of education, expressed as a preference for family apprenticeships, experiential hands-on learning, and a rich oral tradition, that have historically put them at odds with the priorities of institutional school-based literacies.
On the other side of the Atlantic, The Mission international is currently recovering from a devastating fire that destroyed their entire campus headquarters in Tijuana, Mexico that served over 500 at-risk youth, so if youâd like to learn more and donate to help support Emmaâs work in Romania and rebuild the Tijuana campus, you can do that at themissioninc - thatâs the mission eye-enn-see - dot org
https://www.themissioninc.org/
You can reach Emma @ [email protected]
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Zijn er afleveringen die ontbreken?
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In this episode, Anna Saavedra and Morgan Polikoff explore the polarizing landscape of modern education found in their February 2024 report, "Searching for Common Ground.â The report reveals widespread support for public schools alongside significant partisan divides, particularly on topics like LGBTQ identities and racial inequality. From bipartisan consensus on some issues to stark disparities on others, this discussion highlights the complexities of education policymaking and the need for informed dialogue to navigate contentious topics and shape a more equitable future for education.
Links:
How Americans really feel about the teaching of controversial topics in schools @ USC Today
Read the full report online.
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Join us as we delve into the historical and current relationship between the United States and Puerto Rico, focusing on the island's education system and its role in shaping Puerto Rico's future. Professor Jenaro Abraham shares his expertise on social movements, politics, and education in the Caribbean, offering key insights into Puerto Rico's quest for self-determination. From the legacy of colonialism to the prospects of statehood versus independence, this conversation explores the complexities of Puerto Rico's identity and its educational landscape.
Additional Resources:
Jenaro Abraham @ Gonazaga
Puerto Rico in the American Century, By CĂ©sar J. Ayala, Rafael Bernabe
CentroPR
Pedagogy of the Hawaiian Islands podcast series
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âLet's start with the bad news.â is how the conclusion to my guestsâ book about changing grading practice begins. âNo one is coming to save us. No consultant is going to sweep through and fix things for a fee. No new technology, digital, online, or otherwise, is going to change the game.â The game, of course, is school, and the currency of that game is grades.
Jack Schneider is Dwight W. Allen Distinguished Professor in the College of Education at the UMass - Amherst. He is the Executive Director of the Beyond Test Scores Project. Director of the Center for Education Policy. Co-Editor of the History of Education Quarterly, and Co-Host of the Have You Heard Podcast.
Ethan Hutt is the Gary Stuck Faculty Scholar in Education and associate professor at the UNC Chapel Hill School of Education.
Their 2023 book, Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Donât Have To), is a thorough, and at times frustratingly pragmatic, exploration of flawed necessity of the load bearing pillars of âreal schoolâ â grades, transcripts, and standardized tests â their origins in our nationâs history, the distorting effects they tend to have on the outcomes and goals of education, why nothing has arisen so far to replace them at scale, and why there are no magic potions: âNo one is going to wake up one morning and realize that the answer was staring us in the face all along,â they remind us.
Balancing the real with the ideal, they also chart a path toward the possibility for something different, and like the grand experiment of public schooling itself, itâs something weâll have to figure out and build together.
Off The Mark
Jack Schneider
Ethan Hutt
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In this episode, we talk with Rethinking Schools first-ever Executive Director, Cierra Kaler-Jones, about the past, present, and future of Rethinking Schools, especially as we enter another potentially contentious year of educational culture wars for 2024, and her vision for how educators can demand power for those who need it the most within our school system.
Links:
Rethinking Schools
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Today we are joined by Dr. Emma McMain. Emma works in the College of Education at Washington State University as a postdoctoral teacher and researcher, focusing on assessment for pre-service elementary teachers, cultural considerations in education, and social and emotional learning (SEL). Her work aims to promote social and ecological justice, seeing education as an important site of social transformation.
Dr McMain's recent works include: Drawing the line: Teachers affectively and discursively question what counts as âappropriate behaviorâ in schools â which dissects the power dynamics of classrooms in determining what is âappropriateâ behavior; and The âProblem Treeâ of SEL: A Sociopolitical Literature Review â which contextualizes what social-emotional learning actually means in a classroom setting from a variety of perspectives and in history. Particularly, we wanted to reach out and talk more about the idea of SEL as systemic change versus SEL as an add-on, and why this matters as we think about racism, sexism, neoliberalism, and more, especially in the context of SEL in the ongoing culture war and attacks on schools.
More about Dr Emma McMain
Drawing the line: Teachers affectively and discursively question what counts as âappropriate behaviorâ in schools
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Reimagining education is no small feat, but there is hope on the horizon. MINDFOOD, easily digestible content for education. In this series, we'll do the random fun stuff: top 10 lists, current events, things we're thinking about. This is a casual format with limited editing and not as many intense conversations that occur in our mainline HRP interviews. Let us know what you think.
Learn more about our free resources, podcast, writings, and more at https://www.humanrestorationproject.org/
Human Restoration Project is a 501(c)3 nonprofit centered on enabling human-centered schools through progressive pedagogy.
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In this incredible final installment of his exploration of the pedagogy of the Hawaiian Islands, Noah Ranz-Lind talks to educators and students at Hanahauâoli School, a progressive K-6 school in Honolulu. Hanahauâoli School promises its students an "intimate and nurturing learning community supports connections between home and school and the world, respecting and celebrating the uniqueness of the Hanahauâoli child while appreciating the interconnectedness that defines our learning âohana. Grounded in tradition yet embracing of innovation, we perpetuate joyous work, committed to being a resource and symbol of learningâs potential." And you will hear ample evidence of the joyous work at hand in this episode!
Links:
Hanahauâoli School
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Chris sits down with Congressman Jamaal Bowman! serving New York's 16th district since 2021. Bowman was a crisis management teacher in an elementary school in the Bronx, who eventually founded his own public school, the Cornerstone Academy for Social Action, a middle school in Eastchester. For years he maintained a blog on changing school policy and standardized testing, with a focus on being deeply involved in the opt-out movement to encourage families to not take the tests, as well as centering pedagogy on social emotional health and restorative justice.
Congressman Bowmanâs team reached out to Human Restoration Project to talk about the More Teaching, Less Testing Act (linked below). The policy lessens the number of tests given each year in schools, limiting the number of tests all students take and finding other ways to gather data, such as through a smaller but representative sample size. Please note that Human Restoration Project is a 501(c)3 nonprofit organization and that this interview is not an endorsement of Bowman or his electoral campaign.
More Teaching, Less Testing Act: https://bowman.house.gov/_cache/files/8/9/89180377-ee4a-4906-b170-f4ee28d3602e/0D579FD78ABAA89748EA157D3F31CAB1.more-teaching-less-testing-act-bill-summary.pdf
A video of this conversation in available on our YouTube channel: https://youtu.be/y9Aw4EsH_yc
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On todayâs podcast weâre joined by two founders of Ludic Language Pedagogy or LLP. LLP is an open access academic journal and community focused on publishing actionable ideas on âludicâ, or playful, ideas, and language learning, such as through tabletop RPGs, live action role playing, card games, and video games. For example, recently published papers include âTeaching Spanish with The Legend of Zelda: Ocarina of Timeâ and âPlaces, people, practices, and play: Animal Crossing New Horizons here and there.â
James and Jonathan are currently writing a book on ludic pedagogy, and they led a session at our recent Conference to Restore Humanity! on ludic teaching that is definitely worth checking out. This conversation centers the distinction of gamification from game-based learning: what's the difference? Why does it matter? How does it apply to teaching and learning?
GuestsDr. James York is the editor in chief of LLP and a senior assistant professor at Meiji University, where he teaches and conducts research on the application of games, play and literacy. Dr. Jonathan deHaan is an associate editor and associate professor in the Faculty of International Relations at the University of Shizuoka, who focuses on teaching literacy with games.
ResourcesLudic Language PedagogyLLP @ Conference to Restore HumanityPac ManhattanHosted on Acast. See acast.com/privacy for more information.
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Aloha and welcome to episode 2 in a three part series on Pedagogy in the Hawaiian Islands. My name is Noah Ranz-Lind, and I am a student from the University of Massachusetts - Amherst interning here at the Human Restoration Project.
In this episode, we delve into the research of Dr. Stacy Potes and her place-based pedagogical framework for Hawaiian youth. Stacy Potes, Ph.D. is an Assistant Professor at the University of HawaiÊ»i at MÄnoa College of Education in Secondary Mathematics. Dr. Potes currently teaches undergraduate and graduate courses in teacher preparation, including Secondary Mathematics Methods and Multicultural Education. Previously, she worked as a Mathematics Lecturer at the University of HawaiÊ»i West OÊ»ahu for five years and as a secondary mathematics teacher for thirteen years in the Department of Education. She focuses on contextualizing mathematics education by incorporating mathematics, culture, and sustainability. Her research is rooted in HawaiÊ»i and influenced the development of a framework that includes place-conscious pedagogy, culturally responsive pedagogy, and critical ethnomathematics pedagogy.
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What you just heard were public comments from three community members of Houston Independent School District, the largest school district in Texas, at the center of a controversial state takeover by the Texas Education Agency. The bell you hear in the audio is a hard cut-off for speakers, whose mics were immediately turned off. After working its way through the legal system for several years, last winter, the Texas Supreme Court greenlit the replacement of district superintendent and the locally elected board of trustees by the head of the TEA, appointed directly by the governor of Texas, Greg Abbott, himself. And last month, school was back in session under the newly appointed superintendent, Mike Miles - former US State Department ambassador, charter school CEO, and Dallas ISD superintendent - amid dozens of pedagogical and policy changes that left teachers, parents, and students confused, frustrated, and afraid, as heard in the public comment at the beginning of this episode.
The takeover of Houston ISD sits at the intersection of so many issues impacting American education today - democratic backsliding and the rise of authoritarianism, the so-called parentsâ rights movement, testing & accountability measures, poverty, race, and charter schools. On Friday, September 15th, the morning after another heated board meeting in Houston, I spoke with Karina Quesada-Leon, an Houston ISD parent, activist, and former teacher who has been intensely involved in HISD for a decade, and she was generous to speak with me for an hour about the recent history of the majority Hispanic/Latino district, the impact of the takeover on teachers, families, & students, and how they are experiencing the New Educational System of Superintendent Mike Miles, and whatâs next for the movement opposed to these reactionary changes.
We are generally not a current-events podcast, but because this is a fast-moving story, we wanted to release it to listeners as soon and as lightly edited as possible. You can also find an overview of the story on our YouTube channel by searching Human Restoration Project. We hope to follow up with Karina and other affected teachers, parents, and students at Houston ISD. If youâd like to reach out to me directly, you can do so by emailing [email protected]. And of course you can always find more of our work and support us @ humanrestorationproject.org
Video: The Houston ISD Takeover Punishes Poverty & Subverts Democracy
Twitter: Houston Education Association
Twitter: Karina Quesada-Leon
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Welcome to the first of a three-part series on Pedagogy in the Hawai'ian Islands, where we explore history, philosophy, and progressive developments in Hawai'ian Pedagogy. My name is Noah Ranz-Lind, and I am a student at the University of Massachusetts - Amherst, interning at the Human Restoration Project.
In this episode, we delve into the history of education in the Hawai'ian Kingdom, the impact of occupation and colonialism, and the link between Hawai'ian sovereignty and pedagogical practice here in Hawai'i. Today Iâm joined by Dr. Keanu Sai. Dr. Sai is a political scientist and senior lecturer at the University of Hawaiâi Windward Community College, Political Science and Hawai'ian Studies Departments, and affiliate graduate faculty member at the University of Hawai'i at Manoa College of Education. He also served as Agent for the Hawai'ian Kingdom at the Permanent Court of Arbitration, The Hague, Netherlands, in Larsen v. Hawaiian Kingdom. His research focuses on the continued existence of the Hawai'ian Kingdom as a State under international law that has been under military occupation by the United States of America since January 17, 1893.
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This keynote address was part of Conference to Restore Humanity! 2023: Breaking the Doom-Loop, sponsored by Holistic Think Tank, Cortico & Local Voices Network, Antioch University, Education Evolving & Teacher-Powered Schools, and Unrulr. You can also find a video of the keynote and community Q&A on our YouTube page by searching for Human Restoration Project.
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Today weâre joined by Drs. Tanu Biswas and Toby Rollo. Tanu is an interdisciplinary philosopher of education, focused on challenging childrenâs historical marginalization. She serves as an advisory board member of The Childism Institute at Rutgers, and is an associate professor of pedagogy at the University of Stavanger and an associate researcher at the Doctoral College for Intersectionality Studies at the University of Bayreuth.
Toby is an associate professor of political science at Lakehead University, whose focus is on the democratic promises and failures of modern institutions with a specific focus on the marginalization of young people. His chapter in the recent work, Trust Kids!: Stories on Youth Autonomy and Confronting Adult Supremacy, edited by carla bergman, focuses on centering the child in our ongoing intergenerational fight for peace, justice, and sustainability in our world.
In our discussion, we'll be talking about the connections between colonization, historical marginalization, youth rights, and adultism.
GuestsDrs. Tanu Biswas & Toby Rollo
ResourcesLet's Abolish Adult Supremacy! PosterNO! Against Adult SupremacyDecolonial Childism - Nurturing Diversity for Intergenerational SustainabilityChildism and Decoloniality - a need for scholarly conversationsChildism and Decoloniality (Video)Hosted on Acast. See acast.com/privacy for more information.
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This keynote address was part of Conference to Restore Humanity! 2023: Breaking the Doom-Loop, sponsored by Holistic Think Tank, Cortico & Local Voices Network, Antioch University, Education Evolving & Teacher-Powered Schools, and Unrulr. You can also find a video of the keynote and community Q&A on our YouTube page by searching for Human Restoration Project.
Dr. Darder is an internationally recognized activist-scholar and Professor Emerita at Loyola Marymount University, where for more than a decade she held the Leavey Presidential Endowed Chair of Ethics and Moral Leadership.
She is an American Educational Research Association Fellow, the recipient of the American Educational Research Association Scholars of Color Lifetime Contribution Award, and an award-winning author and editor of more than 20 books in the field.
GuestsDr Antonia Darder is an internationally recognized activist-scholar and professor. For nearly 40 years, Antonia has worked tirelessly to counter social and material inequalities in schools and society.
ResourcesConference to Restore HumanityAntonia Darder's WebsiteHosted on Acast. See acast.com/privacy for more information.
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Today, we wanted to provide a brief update on major upcoming projects at Human Restoration Project. Within we'll talk about:
Ongoing work of the Human-Centered Schools Network (apologies for the audio quality...we are at a "beach house" in Michigan...)Our upcoming conference in 2 weeks! (July 24-27)Upcoming announcements and podcastsThank you for tuning in!
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Today weâre joined by Aaron Schorn, Head of Growth and Community at Unrulr. Aaron is an experienced educator who runs an afterschool social entrepreneurship program for young people. And recently, he introduced Unrulr to us at HRP â in short, itâs one of the only edtech tools weâve ever recommended, and itâs one of the few edtech tools weâd be comfortable sharing on our podcast.
In short, Unrulr is a storytelling tool to showcase learning. It allows young people and educators to take photos or videos of what theyâre doing, tag it according to a value, standard, or objective, then share it online privately or publicly. And what really stood out to me was that students can document their journey overtime, creating posts where they group together these moments and showcase a timeline of learning. We see this as a fantastic tool to document learning, share to families and community members, and act as a way to move away from one-and-done grades and toward narrative assessment.
GuestsAaron Schorn, Head of Growth and Community at Unrulr and Director of the Nalukai Startup Camp, a social entrepreneurship program for young people based in Hawaii
ResourcesUnrulr's WebsiteEmpathy "Journey"And provided by teacher Gary Heidt (who shout-out...introduced us to Unrulr!)
Student "Journey"Student "Moment"Hosted on Acast. See acast.com/privacy for more information.
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Today weâre joined by Meredith Broussard. Meredith is a data journalist whose research and reporting centers on ethical AI and data analysis for the social good. Sheâs an associate professor at the Arthur L. Carter Journalism Institute of New York University and research director at the NYU Alliance for Public Interest Technology. And sheâs an author, including writing Artificial Unintelligence: How Computers Misunderstand the World and the recently released More Than a Glitch: Confronting Race, Gender, and Ability Bias in Tech.
We invited Meredith on to specifically talk about the intersection of the recent rapid growth of consumer-focused generative AI, such as ChatGPT, Midjourney, DALL-E, etc. as well as their integrations into commonly used education tools like Microsoft Office and soon, Google Documents. And I know that many educators are already worried about the implications of AI in classroomsâŠbut itâs going to be quite jarring when Google Docs has a built-in AI text prompt. In our view, weâll need to find ways to talk about AI and technology more broadly with students, guiding them in the use of these platforms and problematizing them â as opposed to just banning them outright.
GuestsDr. Meredith Broussard, associate professor at the Arthur L. Carter Journalism Institute of New York University and research director at the NYU Alliance for Public Interest Technology, and author of Artificial Unintelligence: How Computers Misunderstand the World and the recently released More Than a Glitch: Confronting Race, Gender, and Ability Bias in Tech
ResourcesMeredith Broussard's websiteMore than a Glitch: Confronting Race, Gender, and Ability Bias in Tech by Dr. Meredith Broussard (MIT Press, 2023)AI Stereotypes and Critical Reflections: Who's Being Generated? - YouTube Guide/Lesson by Human Restoration ProjectHosted on Acast. See acast.com/privacy for more information.
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