Education for the Age of AI - A Conversation with Charles Fadel

Future Learning Design Podcast

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Mind The Business: Small Business Success Stories

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Pushing Past Stagnation & Business Plateaus 30:21

8 dagen geleden30:21

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30:21

Hitting plateaus is a common milestone in business, but there’s a difference between stability and a rut. In the last installment of this season, we’ll dive into the ways small business owners push beyond plateaus and find new ways to achieve revenue growth. Jannese and Austin wrap up their time in Nashville, Tennessee with a wonderful visit to N.B. Goods to speak with owner Camille Alston . Camille details the times where she hit a wall with profits, the strategies she implemented to increase revenue, what worked, what didn’t, and the important lessons she learned in the process. You won’t want to miss this informative final chapter! Learn more about how QuickBooks can help you grow your business: QuickBooks.com See omnystudio.com/listener for privacy information.…

ongeveer een jaar geleden 42:23

M4A•Thuis aflevering

Charles is a global education thought leader and futurist, author, and inventor, with several active affiliations. His work spans the education continuum of K-12 schools, higher education, and workforce development/lifelong learning. He is the Founder and chairman of the Center for Curriculum Redesign and among many other accolades, he is the author of Education for the Age of AI, with co-authors Alexis Black, Robbie Taylor, Janet Slesinski and Katie Dunn.

Center for Curriculum Redesign (CCR): https://curriculumredesign.org/

Four-Dimensional (4D) Competencies Framework: https://curriculumredesign.org/frameworks/competencies-framework/

Tools: https://curriculumredesign.org/tools/

Charles is also:

Chair of the Education Committee of the Business and Industry Advisory Committee (BIAC) to the Organization for Economic Co-operation and Development (OECD), nominated by the U.S. Council for International Business (USCIB). He works with several teams at the OECD, most notably Education 2030, PISA, CERI, and the Expert Group on AI Futures.

Senior Fellow, Human Capital at The Conference Board

Board member at the United States Council Foundation (USCF).

Global Education Lead at Cisco Systems for over a decade.

Founder of Neurodyne, an ahead-of-its-time startup focused on Neural Networks/Artificial Intelligence.

Member of the President’s Council of the Franklin W. Olin College of Engineering.

Founder and President of the Fondation Helvetica Educatio in Geneva, Switzerland. Fondation Helvetica Educatio focused on global education matters.

Product marketing and management in semiconductors for broadband and wireless applications at Analog Devices and M/A-COM.

Visiting practitioner at Harvard’s Graduate School of Education in the Mind, Brain and Education program. He explored curriculum redesign issues in an age of artificial intelligence and taught the first-ever class on “Human Learning + Machine Learning.”

Former Project Director at Harvard’s Graduate School of Education in the Laboratory for the Science of the Individual. There he explored “Machine Learning + Human Learning.”

Visiting lecturer at MIT’s Experimental Study Group (ESG). He taught an innovative “special topics in mathematics” seminar, “Polymathy: The World in 10 Curves.” He then taught the seminar at Harvard’s Graduate School of Education for six years to student acclaim.

Visiting lecturer at the Wharton School of the University of Pennsylvania in the Chief Learning Officer Program.

Senior Fellow at the Partnership for 21st Century Skills.

Previous books Artificial Intelligence in Education (2018) was translated into Mandarin Chinese, Japanese, Korean and Arabic. His earlier, highly influential book Four-Dimensional Education (2015) was translated into ten languages, while its framework was translated into twenty-three languages. He co-authored best-selling 21st Century Skills (2009, Wiley).

192 afleveringen

#Podcasting Education #Tim Logan

Education for the Age of AI - A Conversation with Charles Fadel

Future Learning Design Podcast

published ongeveer een jaar geleden

M4A•Thuis aflevering

Center for Curriculum Redesign (CCR): https://curriculumredesign.org/

Four-Dimensional (4D) Competencies Framework: https://curriculumredesign.org/frameworks/competencies-framework/

Tools: https://curriculumredesign.org/tools/

Charles is also:

Senior Fellow, Human Capital at The Conference Board

Board member at the United States Council Foundation (USCF).

Global Education Lead at Cisco Systems for over a decade.

Founder of Neurodyne, an ahead-of-its-time startup focused on Neural Networks/Artificial Intelligence.

Member of the President’s Council of the Franklin W. Olin College of Engineering.

Founder and President of the Fondation Helvetica Educatio in Geneva, Switzerland. Fondation Helvetica Educatio focused on global education matters.

Product marketing and management in semiconductors for broadband and wireless applications at Analog Devices and M/A-COM.

Former Project Director at Harvard’s Graduate School of Education in the Laboratory for the Science of the Individual. There he explored “Machine Learning + Human Learning.”

Visiting lecturer at the Wharton School of the University of Pennsylvania in the Chief Learning Officer Program.

Senior Fellow at the Partnership for 21st Century Skills.

192 afleveringen

#Podcasting Education #Tim Logan

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Future Learning Design Podcast

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Are we Educating Citizens or Consumers? A Conversation with Jon Alexander 44:33

6 dagen geleden44:33

44:33

Are we educating young people as consumers? Have educational institutions become service providers in the consumer economy of educational products? Or are we educating young people as citizens - of their local communities, nations and the planet? If so what does that mean for how we engage them in the processes of living and working together, making meaningful contributions and learning important things as they go. I'm not sure that that looks much like what we're currently doing in most schools around the world. Jon Alexander is on a mission to help a new story to emerge about how people all over the world are getting involved in 'citizening' - that is, thinking of citizen as a verb and a local participatory responsibility, rather than citizen as a noun that you claim rights to. Jon began his career with success in advertising, winning the prestigious Big Creative Idea of the Year before making a dramatic change. Driven by a deep need to understand the impact on society of 3,000 commercial messages a day, he gathered three Masters degrees, exploring consumerism and its alternatives from every angle. In 2014, he co-founded the New Citizenship Project, a strategy and innovation consultancy that aims to shift the dominant story of the individual in society from Consumer to Citizen. NCP’s client list includes The Guardian, the European Central Bank, and the European Journalism Centre. They have partnered with the BBC, Amnesty International, National Trust, the British Film Institute, Tate galleries, the National Union of Students, YouGov, the Centre for Public Impact, the Food Standards Agency and the Food Ethics Council. Jon is author of Citizens: Why the Key to Fixing Everything is All of Us - a book that seeks to reframe the moment in time we're living in as one of huge civic opportunity, not just crisis and collapse, and in doing so opens up a world of possibility for organisations and leaders across sectors and across the world. Links to Jon's work: Citizens (Book): https://www.jonalexander.net/ How to Citizen, with Baratunde Thurston: https://stories.howtocitizen.com/form New Citizenship Project: https://www.newcitizenproject.com/ Jon's Four Thought lecture, BBC Radio 4: https://www.bbc.co.uk/programmes/b04md5b0 Jon's NCP article on Three Post Covid Futures: https://medium.com/new-citizenship-project/subject-consumer-or-citizen-three-post-covid-futures-8c3cc469a984 Jon on LinkedIn: https://www.linkedin.com/in/jon-alexander-11b66345/ Baratunde on LinkedIn: https://www.linkedin.com/in/baratunde/…

Future Learning Design Podcast

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Unconditioning our minds so we can think differently about "school" - A Conversation with Manish Jain 51:49

12 dagen geleden51:49

51:49

Is it possible to unlearn the conditioning of our minds, that many of us who have had traditional educations have experienced, such that we can think differently about what an education could be? This week's guest has seen both sides of this experience, and is weaving incredible communities and new institutions all over India and the world! Manish Jain is deeply committed to regenerating our diverse local knowledge systems and cultural imaginations and is one of the strong planetary voices for de-schooling our lives. He has served for the past 20 years as coordinator and co-founder of Shikshantar: The Peoples’ Institute for Rethinking Education and Development based in Udaipur, India, and is co-founder of the Swaraj University, Creativity Adda, Learning Societies Unconference, Walkouts-Walkon network, Udaipur as a Learning City, and Families Learning Together network in India. He recently helped launch the global Ecoversities Network and the global Giftival Network. He is a featured speaker / advisory member of the Economics of Happiness network for localization. He has edited several books on vimukt shiksha (liberating learning) on themes such as learning societies, unlearning, gift culture, community media, and tools for deep dialogue. Prior to this, Manish worked as one of the principal team members of the UNESCO Learning Without Frontiers global initiative. He has also been a consultant to UNICEF, World Bank, and USAID in Africa, South Asia, and the former Soviet Union. Manish also worked as an investment banker with Morgan Stanley. He has been trying to unlearn his master’s degree in education from Harvard University and his BA in economics, international development, and political philosophy from Brown University. He and his wife Vidhi have been unschooling themselves with their 15-year-old daughter, Kanku, in Udaipur, Rajasthan. Manish is passionate about urban organic farming, filmmaking, simulation gaming, bicycling, group facilitation, clowning, intercultural dialogue, and slow food cooking. Links to Manish's communities of practice: www.shikshantar.org www.ecoversities.org www.swarajuniversity.org www.udaipurlearningcity.org https://complexity.university/ www.jailuniversity.org www.farmversities.org www.creativityadda.org www.creativityconsortium.org…

Future Learning Design Podcast

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Young People Are Tackling Systems Change! A Conversation with Nolita Mvunelo, Matías Lara and Vanessa Terschluse 44:27

20 dagen geleden44:27

44:27

As I often say we radically underestimate young people and what they are capable of. They are asking to be involved in the critical conversations about systems change. And not only that they are also building their own capabilities for and with each other about how to engage with it's systemic issues. So it's a huge pleasure this week to be speaking with Nolita Mvunelo, Matías Lara and Vanessa Terschluse who have taken it upon themselves, as The 50 Percent, to gather a collection of insights to enhance young people's understanding of systems and how they move and change. They have published the amazing 'Young Person's Guide to Systems Change'. Nolita Mvunelo is Co-Director of The 50 Percent and Club of Rome Youth Program Manager: https://www.linkedin.com/in/nolita-thina-mvunelo/ Matías Lara is Director of The 50 Percent: https://www.linkedin.com/in/milara14/ Vanessa Terschluse is Chief Editor of The 50 Percent: https://www.linkedin.com/in/vanessa-terschluse-915a5b171/ Other links: https://the50percent.org/ The Young Person's Guide to Systems Change: https://the50percent.org/young-persons-guide/ https://youth-talks.org/ https://www.clubofrome.org/…

Future Learning Design Podcast

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Is Systemic Change in Education Possible? A Conversation with Alex Beard 45:04

27 dagen geleden45:04

45:04

There are very different ways of 'doing' education all around the world and my guest this week has spent many years exploring and deeply understanding many of them. As Alex Beard highlights in this conversation really powerfully, "does the purpose match the how or the process?" And how does this align with the values of the communities involved? When there is so much ideological warfare and polarisation around, we need more wise voices like Alex who are deeply expert and evidence-based but also oriented strongly around values and purpose. After starting out as a teacher in a London comprehensive, Alex did his MA at the IOE before joining Teach For All, a growing network of independent organizations working in sixty countries to ensure that every child has access to an excellent education. while building collective leadership and driving systemic changes from within and outside of the education sector. He is the Senior Director at Teach for All (https://teachforall.org/) and leads the Global Learning Lab supporting a global network of leaders working to drive systemic change in the fields of social innovation, school leadership, teacher training and policy-making. He has written extensively about his experiences in search of the practices that will shape the future of learning in publications such as the Guardian, Financial Times and Wired. He is the author of Natural Born Learners: Our incredible capacity to learn and how we can harness it, published in 2018 and he wrote and presented The Learning Revolution, a three part series on the future of education for BBC Radio 4 (2020). I've also had the privilege of chatting to Wendy Kopp, Alex's colleague and founderand CEO of Teach for All in episode 79 so do also check that one out! Alex's website: https://www.alexbeard.org/ The Learning Revolution documentary: https://www.bbc.co.uk/programmes/m000h93c/episodes/player The Missing Piece report: https://teachforall.org/MissingPieceBrief Social Links LinkedIn: @alex-beard - https://www.linkedin.com/in/alex-beard-08901915/…

Future Learning Design Podcast

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An Education for Transforming Self, Society and Business? A Conversation with Otto Scharmer 43:14

5 weeks geleden43:14

43:14

As you will know if you've listened to previous episodes, this podcast is really about the central question of the kind of education (formal and informal) that we need to support and enable us all, but most importantly our young people, to transition effectively through this historical period of massive flux and change. There are many people around the world putting language to these shifts and offering guidance to leaders, and organisations for how to navigate them. But few are doing this as prominently and at such a scale as my guest this week. Otto Scharmer's substantial work with MIT, Theory U and the Presencing Institute for the last few decades has been helping leaders embrace cross-sector systems transformation. To quote his 2007 book on Theory U, his work opens up pathways for "dealing with the resistance of thought, emotion, and will; and intentionally reintegrating the intelligence of the head, the heart, and the hand" in the context of leadership, decision-making, and almost any kind of collaborative work. Otto Scharmer, a Senior Lecturer at MIT and Founding Chair of the Presencing Institute, has dedicated the past 20 years to helping leaders embrace cross-sector systems transformation. Through his bestselling books Theory U and Presence (the latter co-authored with Peter Senge and others), Otto introduced the groundbreaking concept of "presencing" — learning from the emerging future. He also co-authored Leading from the Emerging Future, which outlines eight acupuncture points for transforming our economy from egocentric to ecocentric. His most recent book The Essentials of Theory U (2018) summarizes the core principles and applications of awareness-based systems change. He co-founded the MITx u-lab, which has activated a vibrant worldwide ecosystem of transformational change involving more than 250,000 users from 186 countries. In collaboration with colleagues, he co-created global Action Learning Labs for UN agencies and SDG Leadership Labs for UN Country Teams in 26 countries, which support cross-sector initiatives for addressing urgent humanitarian crises. Born and raised near Hamburg, Germany, Otto’s early experiences on his family farm profoundly shaped his vision. From his father, a pioneer of regenerative farming, Otto learned the significance of the living quality of the soil in organic agriculture, which inspired his thinking about social fields as the grounding condition from which visible transformations emerge. Like a good farmer who cares for the soil, Otto believes responsible leaders must nurture the social field in which they operate. He emphasizes that shifting our economic operating systems from extractive to regenerative requires innovations in leadership support structures for shifting mindsets from ego to eco. Building that infrastructure is the purpose of the u-school for Transformation. Otto earned his diploma and his PhD in economics from Witten/Herdecke University in Germany. He is a member of the UN Learning Advisory Council for the 2030 Agenda, the Club of Rome and the World Future Council. He has won the Jamieson Prize for Teaching Excellence at MIT and the European Leonardo Corporate Learning Award. In 2021, he received the Elevating Humanity Award from the Organizational Development Network. Useful Links: https://ottoscharmer.com/ https://youtu.be/6nAagnY_Hq0?si=5CnM5fT0dp4lKQ50 https://medium.com/presencing-institute-blog/a-farmer-who-puts-his-hand-to-the-plow-must-look-forward-402e6960a7d9?source=friends_link&sk=b78b2cd3b346324ba70f217b2175b060 https://youtu.be/YB25Bqc0yGU?si=UZ1sPNKLo0ynG9eZ…

Future Learning Design Podcast

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Navigating Educational Futures in the Present - A Conversation with Bill Sharpe 44:23

6 weeks geleden44:23

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With the so many prevailing stories of uncertainty around for everyone, our roles as educators supporting young people and colleagues to know how to navigate it can be overwhelming! As Thea Snow said on a recent episode, feeling safe in uncertainty is hard. But this is where perhaps we can all learn from the wisdom of those with expertise in futures work and facilitating spaces to explore desirable regenerative futures. Bill Sharpe ( http://www.billsharpe.uk/ ) is one such expert, who has been helping teams in all sectors of organisations and society find co-ordinated ways of managing innovation, creating transformational change that has a chance of succeeding, and ways of seeing the future in the present. He developed the adapted version of the Three Horizons framework as a method for futures studies and practice with Anthony Hodgson, Andrew Curry and Graham Leicester. Bill was previously a Research Director at Hewlett-Packard's corporate labs in Bristol, UK. He joined HP Laboratories in 1985, becoming one of the first HP Laboratory Directors outside the US. Early work in Bristol provided the impetus for him to set up the Personal Systems Lab that led HP's early work in the emerging world of smart consumer products, mobile computing and digital imaging. Bill then took an assignment in the USA for two years to lead the Internet Solutions Operation of HP's Laserjet Bueiness through the transition to Web. Back in Bristol, Bill set up new mechanisms for coupling HP Labs to the creation of HP's new information appliance businesses. This work led him to co-found the Appliance Studio in 1999 as an independent company, delivering innovation to a wider commercial audience. Having created a range of new product ideas for clients, in particular new business in digital signage for Steelcase Inc, the Studio launched its own start-up Lucid Signs. With the sale of Lucid Signs, Bill moved on to focus entirely on personal research and consulting. Early in his career, Bill took an active role in UK government research through his work with the Science and Engineering Research Council (SERC) and Advanced IT (Alvey) programs. As a member of the Programme Directorate at Alvey - a programme designed to foster R&D between industry and academia - Bill co-coordinated research into intelligent knowledge-based systems. Bill is a highly accomplished practitioner in futures techniques and systems change, and now works with Future Stewards ( https://futurestewards.com/ ), the International Futures Forum ( https://www.internationalfuturesforum.com/ ) and H3Uni ( https://www.h3uni.org/ ) to pioneer new approaches to futures, systems thinking, and transformative innovation. He is the author of Three Horizons: The Patterning of Hope ( https://www.triarchypress.net/three-horizons.html ) and Economies of Life: Patterns of Health and Wealth ( https://www.triarchypress.net/economies-of-life.html ). Additional info about Three horizons: A pathways practice for transformation - Three Horizons is a simple and intuitive framework for thinking about the future. The framework explains how people often manage to disagree so violently about their visions of the future and how to achieve them - and it offers a practical way to begin constructive conversations about the future at home, in organisations and in society at large. The three horizons are about much, much more than simply stretching our thinking to embrace the short, medium and long term. They offer a co-ordinated way of managing innovation, a way of creating transformational change that has a chance of succeeding, a way of dealing with uncertainty and a way of seeing the future in the present. Kate Raworth's excellent description of 3H: https://www.youtube.com/watch?v=_5KfRQJqpPU Jonathan Rowson's great explanation of the H2 minus vortex: https://perspecteeva.substack.com/p/deactivating-the-h2minus-vortex Social Links LinkedIn: @bill-sharpe - https://www.linkedin.com/in/bill-sharpe-6689…

Future Learning Design Podcast

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Can We Make Spaces for Knowledge Systems to Coexist, Without Duress? - A Conversation Prof. Catherine Odora Hoppers 36:11

7 weeks geleden36:11

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As you will have heard on many previous episodes of the podcast, with Marie Battiste, Carl Mika, Wakanyi Hoffman, Vanessa Andreotti and others, understanding the ways in which our colonial schooling systems have propogated one particular way of knowing our world, and excluded and often violently suppressed many others is something that I care deeply about. For me, it has to be a key part of any transformative work that we do to, with humility and curiosity, to reorient education systems. But in order to do this, we need people who are able to gather and convene the critical conversations that put these ways of knowing in dialogue with each other. It is therefore the greatest honour to have Professor Catherine Odora Hoppers joining me on the podcast this week. For her entire career Dr Hoppers has been at the forefront of facilitating these vital conversations. In post-Apartheid South Africa, she designed and enabled the process that led to the first national policy on the recognition, development and protection of indigenous knowledge systems. Professor Catherine Odora Hoppers is a scholar and policy specialist on International Development, education, North-South questions, disarmament, peace, and human security. She is a UNESCO expert in basic education, lifelong learning, information systems and on Science and Society; an expert in disarmament at the UN Department of Disarmament Affairs; an expert to the World Economic Forum on benefit sharing and value addition protocols; and the World Intellectual Property Organisation on traditional knowledge and community intellectual property rights. She got a Masters and PhD in International Education from Stockholm University, Sweden. In South Africa, Professor Hoppers was awarded Professor Extraordinarius in 2019 at University of South Africa (Pretoria). She held a South African Research Chair in Development Education at the University of South Africa (2008-2018). Prior to that, she was a technical adviser on Indigenous Knowledge Systems to the Parliamentary Portfolio Committee on Arts, Culture, Science and Technology (South Africa) and led the Task Team to draft the national policy on Indigenous Knowledge Systems. She is a member of the Academy of Science of South Africa (ASSAf, 2002), and was a member of the Academy of Science Special Panel on the Future of Humanities (South Africa). She was the Goodwill Ambassador for Makerere University in Kampala Uganda; and Ambassador for Non-Violence at the Durban Universities’ International Centre for Non-Violence. In July 2015, she received the Nelson Mandela Distinguished Africanist Award from HE Thabo Mbeki for her pursuit of the total liberation for the African continent through the promotion of Indigenous Knowledge Systems of Education and in the same year, Prof Hoppers was awarded “Woman of the Year” by the University of South Africa, and was named as a “Leading Educationist” and was honoured in the Gallery of Leadership as the 63 most influential people who have shaped Unisa since its inception in 1873, in a permanent exhibition in Kgorong Building in UNISA. In 2017, Professor Hoppers received the distinction from UNESCO as an Honorary Fellow in Lifelong learning. She is the Founder and Director, Global Institute for Applied Governance in Science, Knowledge Systems and Innovations (https://www.giagsi-ug.org/the-faculty/). She held a Professorship in Education at Gulu University (Uganda) and is now the Canada Research Chair in Transdisciplinarity, Cognitive Justice and Education as part of the Pluralism Strategy Initiative at the University of Calgary (https://www.ucalgary.ca/pluralism/scholars-educators-researchers). She is the author of many important works including the book, Rethinking Thinking: Modernity's "other" and the Transformation of the University with the late Prof. Howard Richards.https://scholar.google.com/citations?user=qWEKG-QAAAAJ&hl=en…

Future Learning Design Podcast

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Every Young Person Should Learn Complexity Sciences - A Conversation with Dr Roland Kupers 48:03

8 weeks geleden48:03

48:03

Reductionism - the breaking down of complex phenomena into as many parts as possible to make them fully understandable - is everywhere. To some extent the whole enterprise of modern formal schooling is based on the promise of reductionism, as we break life down into subjects, concepts, facts, etc to be digestible by our young people. It has also enabled unbelievable scientific and technological progress. So who could possibly argue with this? And yet, reductionism has become like the hammer that sees everything as a nail. One of its problems is that is renders everything into a mechanistic functioning of parts and nothing more. Our inability to perceive, understand and value complex and systemic patterns and relationships is maybe something that we need to engage with in our education systems. Dr. Roland Kupers is an advisor on Complexity, Resilience and Energy Transition, Professor of Practice at Arizona State University, as well as an Associate Fellow at the Institute for Advanced Studies at the University of Amsterdam. He is a global advisor on mitigating methane emissions from fossil fuels for UNEP’s International Methane Emissions Observatory . A theoretical physicist by training, Roland spent a decade each at AT&T and at Shell in various senior executive functions, including Group head for Sustainable Development and Vice President Global LNG. He has a long running interest in complexity theory and its impacts. He has published widely, including in HBR, on Project Syndicate, A Climate Policy Revolution: What the Science of Complexity Reveals about Saving the Planet (Harvard UP 2020) and co-authored Complexity and the Art of Public Policy: Solving Society’s Problems from the Bottom Up (Princeton 2014), The Essence of scenarios (Amsterdam 2014), and Turbulence: A corporate framing of resilience (Amsterdam 2014). In 2010 Roland was a co-author of a report commissioned by the German Government on a New Growth Path for Europe, applying a complexity lens to climate economics. He has been an advisor to the Environmental Defense Fund, the World Resources Institute and the Rockefeller Foundation. Roland is a Dutch national; his travels have made him fluent in five languages. Useful Links: https://www.rolandkupers.com/ Complexity Module for the IB Diploma: https://www.rolandkupers.com/wp-content/uploads/2020/02/An-IB-complexity-module-for-the-Diploma-Programme-24.10.17.pdf UNEP’s International Methane Emissions Observatory, 2022 Report: https://www.rolandkupers.com/wp-content/uploads/2022/11/IMEO2022.pdf…

Future Learning Design Podcast

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Young People are Reclaiming their Education and Making New Worlds Possible - A Conversation with Zineb Mouhyi 44:15

9 weeks geleden44:15

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Everyone involved in education from young people to tecahers to leaders to policy-makers are being asked some really tough questions in these current times. Do the systems and institutions that we are working and learning in still serve us? Did they ever? And what are we being called on to do differently? This week, it was such an amazing pleasure to chat with Zineb Mouhyi who is the co-founder of YouthXYouth , a global organisation that she set up with Valentina Raman, to convene action around transforming education systems but in a way that didn't excluding the core of these systems, the primary constituents that they were seeking to engage and serve: young people. YouthXYouth invited young people around the world to see the COVID-19 pandemic crisis as an opportunity to radically reimagine learning for themselves and their communities. In January 2021, they hosted their first online Learning Festival, which gathered nearly 1000 young people and adult allies from over 80 countries around a central question: What if young people designed the future of education? YouthXYouth has engaged over 2000 youth activists from 80 countries across 6 continents, buliding their capacity and confidence to reclaim their learning and create life-affirming futures within their communities. They are led by and serve youth who are between the ages of 15 to 26—75% of whom live in the Global South, and about 50% live in Africa. Zineb is also one of the co-founders of the Weaving Lab ( https://weavinglab.org/ ), an international NGO and a community of weavers learning together how to interconnect people, projects and places to form thriving systems. Prior to that, she was the Policy & Partnership Development Officer at WISE (World Innovation Summit for Education), at the Qatar Foundation in Doha, where she mainly worked on education development policy research and on bringing different education stakeholders together to bring forth collaborations in education. Useful Links YxY Weavership Messaging Toolkit an opportunity for young people or youth organisations who might consider hosting a Weaver-in-Residence. YxY website : https://www.youthxyouth.com/ Weavership Application : https://airtable.com/appYm9UwzGZxELiYA/shrHR2MmpZfVclJP5 Authors mentioned during the conversation : Guy Debord - The Society of the Spectacle Loretta Ross - Calling In: How to Start Making Change with Those You'd Rather Cancel LinkedIn: @zinebmouhyi - https://www.linkedin.com/in/zinebmouhyi/ Instagram: @yxyactivists - https://www.instagram.com/yxyactivists/…

Future Learning Design Podcast

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Organisations as Human Learning Systems - A Conversation with Thea Snow and Toby Lowe 50:41

10 weeks geleden50:41

50:41

In episode 181 with Robert Barnett, Rob and I were discussing the real constraints and difficult conditions teachers find themselves in as they try to prioritise the meaningful learning and growth of their young people. This week, we are taking a broader look at the kinds of institutional structures that might actually help rather than hinder these more generative ways of living and learning - the kinds of institutions suited to the transformative adaptations and systems change that we desperately need. So in this episode I'm really happy to be speaking with Thea Snow and Toby Lowe about taking a Human Learning Systems approach to management and governance of organisations. Thea and Toby in their work at Centre for Public Impact focus primarily on public sector management. However, these principles certainly apply more broadly to institutions in the private and third sectors. This is very exciting work as it feels much more authentically connected to the beautiful and complex realities that we know we live, learn and work in and that we want to prepare our young people to embrace. But we also know that the way we are held accountable for outcomes in our work often feels simplistic and naive and entirely dissociated from these complex realities. Thea is the Regional Director for Australia and Aotearoa New Zealand at Centre for Public Impact. Thea’s experiences span the public, private and not-for-profit sectors. She has worked as a commercial lawyer, a public servant, and, prior to joining CPI, at the UK’s innovation foundation, Nesta Toby Lowe is Professor of Public Management at Manchester Metropolitan University and action researcher at Centre for Public Impact. He has also done policy work addressing poverty in neighbourhoods for the Social Exclusion Unit, worked as a public management action researcher developing the Human Learning Systems approach and held the position as Chief Executive of a participatory arts charity in North East England. You can find links in the show notes to a lot of the documents and sources we talk about in the conversation, especially if you'd like to find out more about implementing a Human Learning Systems approach in your organisation. Some of Thea’s work includes: “The (il)logic of legibility – Why governments should stop simplifying complex systems” https://blogs.lse.ac.uk/impactofsocialsciences/2021/02/12/the-illogic-of-legibility-why-governments-should-stop-simplifying-complex-systems/ “Once upon a bureaucrat: exploring the role of stories in government“ https://thepolicymaker.jmi.org.au/once-upon-a-bureaucrat-exploring-the-role-of-stories-in-government/ “Why evidence should be the servant, not the master, of good policy” https://apolitical.co/solution-articles/en/Why-evidence-should-be-the-servant-not-the-master-of-good-policy “Public servants are tired of change-washing — not change” https://apolitical.co/solution-articles/en/public-servants-are-tired-of-change-washing-not-change Some of Toby’s work includes: Human Learning Systems: Public Service for the Real World: https://centreforpublicimpact.org/resource-hub/human-learning-systems-public-service-for-the-real-world/ Harnessing Complexity for Better Outcomes in Public and Non-profit Services: https://policy.bristoluniversitypress.co.uk/harnessing-complexity-for-better-outcomes-in-public-and-non-profit-services Human Learning Systems: A practical guide for the curious: https://www.centreforpublicimpact.org/assets/pdfs/hls-practical-guide.pdf Various links from our discussion: https://www.humanlearning.systems/hls-insights-findings-from-our-research-2024/ https://centreforpublicimpact.org/resource-hub/storytelling-for-systems-change/ https://medium.com/centre-for-public-impact/embracing-ensembles-8e049c40b87f https://www.woodleigh.vic.edu.au/events-public-calendar/reimagined-conference…

Future Learning Design Podcast

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Why Every Teacher Should Know About Ecological Psychology! A Conversation with Miguel Segundo-Ortin and Vicente Raja 43:20

11 weeks geleden43:20

43:20

As educators, a great deal of our understandings of what learning is has been dominated by behaviourist (check out previous episode with Carol Sanford) and cognitivist ideas, but what if our decisions about how we design learning environments, and think about pedagogy and curriculum had taken in ecological insights of Eleanor Gibson and James Gibson and the branch of psychology known as ecological psychology. So few educators know that such a sub-discipline even exists! Rather than individual students's brains neatly arranged in rows in intentionally informationally impoverished learning environments to compute information and construct meaning in a meaningless world out there, we might have young people as object-environment systems moving around and exploring informationally rich environments to fine-tune their action-perception through multi-sensory relating to the ecologies that they participate in! Sounds like a pretty different world! This episode welcomes Miguel Segundo-Ortín and Vicente Raja, post-doctoral researchers at the MINT Lab, and research fellows at University of Murcia, Spain. Together, they are the authors of the book Ecological Psychology (Cambridge Elements, 2024) -https://www.cambridge.org/core/books/ecological-psychology/9E79001702D4D8029E19D11CD330149FMiguel Segundo-Ortin is a postdoctoral fellow in the Department of Philosophy and member of the Minimal Intelligence Laboratory at the University of Murcia (Spain). His research is in the philosophy of the cognitive sciences, particularly embodied cognition, comparative cognition, and human agency.https://miguelsegundoortinphd.com/ Vicente Raja a post-doctoral researcher at the MINT Lab, a research fellow at University of Murcia (Spain) and external affiliate faculty of the Rotman Institute of Philosophy at Western University (Canada). His research lies at the intersection of philosophy, cognitive science, neuroscience, and the history of the sciences of the mind, and has appeared in venues including Synthese, Minds and Machines, Physics of Life Reviews, Behavioral and Brain Sciences, Scientific Reports, Frontiers in Neuroscience, Philosophical Psychology, Adaptive Behavior, Cognitive Systems Research, and Theory and Psychology, among others. He has also edited/is editing a book for Routledge and special issues for the Journal of Consciousness Studies and Topics in Cognitive Science. https://www.um.es/mintlab/index.php/about/people/vicente-raja/ This is a talk given by Vicente In Memoriam: Eleanor Gibson - https://youtu.be/QmV4Iz1jJs8?si=HAScaBYB2RcNKjTa James J. Gibson: https://en.wikipedia.org/wiki/James_J._Gibson…

Future Learning Design Podcast

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Meeting Every Learner's Needs - A Conversation with Robert Barnett 38:20

12 weeks geleden38:20

38:20

Systems change is a big phrase, which can mean a lot of different things to different people. Quite possibly the system doesn't actually change "up there" in the realms of national and trans-national policy-making. Perhaps it changes in individual classrooms with teachers choosing to do something different. I was so happy to sit down with Robert Barnett , co-founder of the Modern Classrooms Project to talk about this and find out how he, and his co-founder Kareem Farah , have made some very specific and not particularly easy choices about which leverage points they were going to work. MCP has developed an instructional model to respond to every student’s needs - no matter what or where you teach. You can find out more about Modern Classrooms Project here: https://www.modernclassrooms.org/ Robert's book Meet Every Learner's Needs: Redesigning Instruction so all students can suceed is out on February 5th 2025, and you can find out more about it here: https://www.meeteverylearnersneeds.org/ Here's a way for you to win a free copy of the book! https://meln-form.paperform.co/?podcast=fld Social Links LinkedIn: @robert-s-barnett - https://www.linkedin.com/in/robert-s-barnett/ Robert's personal site: https://www.rsbarnett.com/…

Future Learning Design Podcast

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Building Bridges for Systemic Change - A Conversation with Manda Scott 1:10:14

13 weeks geleden1:10:14

1:10:14

As Manda Scott's BRILLIANT podcast suggests, "another world is possible… we have the power of gods to destroy our home, but we also have the chance to become something we cannot yet imagine." This week's special episode is a joint podcast with Manda on her Accidental Gods podcast (https://accidentalgods.life/). In all of her shamanic work, bestselling novel-writing, podcasting and convening, Manda Scott is gathering people around the vital question, how we can create a future that we would be proud to leave to the generations to come? Manda's new novel 'Any Human Power' is out on May 30th: https://linktr.ee/anyhumanpower And you can find more of Manda's extensive and amazing work on her website here: https://mandascott.co.uk/ Other things we talk about in this conversation: Nick Mulvey's performance at COP26: https://youtu.be/x-GBl6DeA50?si=8RgDivREYKZTa9I1&t=1273 Beautiful! The Substack Manda reads from: ⁠https://theconcernedbird.substack.com/p/elon-musks-and-xs-role-in-2024-election Systems Transformation Pathway at UWC Atlantic College: https://www.uwcatlantic.org/learning/academic/systems-transformation-pathway https://sites.google.com/uwcatlantic.org/transformingsystems/centre?authuser=0 Green School Bali: https://www.greenschool.org/ School of Humanity: https://sofhumanity.com/ Festival of Hope: https://ibo.org/festival-of-hope/ Social Links LinkedIn: @mandascottauthor - https://www.linkedin.com/in/mandascottauthor/ BlueSky - https://bsky.app/profile/mandascott.bsky.socialandMastodon - https://mastodon.scot/@Eceni Or you can write to Manda here: https://mandascott.co.uk/contact/…

Future Learning Design Podcast

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Education as Anaesthetic, Learning Beyond Time and Space - A Conversation with Carl Mika 39:51

14 weeks geleden39:51

39:51

This week it was a huge pleasure to be able to welcome Carl Mika, Professor of Māori and Indigenous Philosophies from Aotearoa, the country now known as New Zealand. As you can probably guess from the title of this episode, this conversation with Carl went pretty deep pretty quickly! That's because underlying the most apparently basic concepts like learning or logic that people use all the time are some pretty fundamental assumptions about the way the world is. And they're certainly not universal to all humans. So what does educating our young people in how to read their worlds mean in this case? Carl Mika is from the Tuhourangi iwi and is Professor of Māori and Indigenous Philosophies, and Head of School of Aotahi: School of Māori and Indigenous Studies, University of Canterbury. His published work includes Indigenous Education and the Metaphysics of Presence was published in 2017, Routledge), along with many articles and chapters, on the issues of colonisation and reductionism; Māori concepts of nothingness and darkness in response to an Enlightenment focus on clarity; mātauranga Māori and science. Carl teaches and researches in educational philosophy and mātauranga Māori, the law, and global studies, as well as aspects of Western philosophy. In 2024, Carl was awarded the University of Canterbury Research Medal. Also In 2024, he was recipient of the University of Canterbury Faculty of Arts Kairangahau Māori Award for research in Māori philosophies (both traditional and contemporary) and Māori methodologies. He is also a Fellow of the Philosophy of Education Society of Australasia (PESA). You can find further links to Carl's work here: https://profiles.canterbury.ac.nz/Carl-Te-Hira-Lewis-Mika…

Future Learning Design Podcast

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Supporting Disengaged Teens to Learn Better, Feel Better and Live Better - A Conversation with Jenny Anderson and Rebecca Winthrop 51:14

15 weeks geleden51:14

51:14

This episode is a fantastic conversation with 2 brilliant women who have been whipping up a storm this week with the release of their amazing new book The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better ! Dr Rebecca Winthrop and Jenny Anderson chat with me about the disengagement crisis facing our young people and what we, as parents and educators, can do about it. Jenny Anderson is an author and an award-winning journalist who spent over a decade at The New York Times before pioneering coverage on the science of learning at Quartz. She contributes to TIME, The New York Times and The Atlantic, among other publications. Rebecca Winthrop is a leading global authority on education. She is the director of the Center for Universal Education at Brookings , where she conducts studies on how to better support children’s learning, and is an adjunct professor at Georgetown University . Social Links https://www.thedisengagedteen.com/ Instagram: @jennyandersonwrites - https://www.instagram.com/jennyandersonwrites/ ; @drrebeccawinthrop - https://www.instagram.com/drrebeccawinthrop/ LinkedIn: @jennyandersonnyt - https://www.linkedin.com/in/jennyandersonnyt/ ; @rebecca-winthrop - https://www.linkedin.com/in/rebecca-winthrop-b36b0617/…

Future Learning Design Podcast

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Schoolishness and Alienation - A Conversation with Prof. Susan D. Blum 46:44

16 weeks geleden46:44

46:44

It's a strange thing that the concept of school has become almost universal over the last few hundred years. If you ask anyone almost anywhere in the world, they will be able to describe something that looks roughly like a shared concept of school. But maybe it didn't have to be this way. Maybe it could have been different. This week the amazing professor of anthropology Susan Blum Joins me to talk about 'schoolishness' which is her latest fantastic book, based on decades of research into the cultural development of the dominant ideas around formal institutional education. Susan D. Blum is a cultural, linguistic, and psychological anthropologist specializing in the study of China and the United States. She received her PhD in Anthropology from the University of Michigan, Ann Arbor, and also has two MAs—in Anthropology and in Chinese Language and Literature (both from Michigan)--and a BA in Human Language from Stanford University. Professor Blum is the author and editor of 10 books and dozens of articles, as well as public-facing writing. Her latest book, Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning (Cornell, 2024), is the third in a trilogy about higher education. The other two books are "I Love Learning; I Hate School": An Anthropology of College (Cornell, 2016) and My Word! Plagiarism and College Culture (Cornell, 2009). She also edited a widely read book calling into question the centrality and necessity of grading, Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (West Virginia, 2020). She has taught at Oklahoma State University, The University of Colorado Denver, The University of Denver, The University of Pennsylvania, and The University of Notre Dame, where she is a Professor in the Department of Anthropology. At Notre Dame, she has served as Director of the Center for Asian Studies and Chair of the Department of Anthropology. She is a Fellow of the Helen Kellogg Institute for International Studies, a Fellow in the Institute for Educational Initiatives, a Fellow of the Liu Institute for Asia and Asian Studies, a Fellow of the Eck Institute for Global Health, and a Fellow of the Shaw Center for Children and Families. She received a National Endowment for the Humanities Fellowship for her book, Lies That Bind: Chinese Truth, Other Truths (2007), and has received the Delta Kappa Gamma Educator's Award, 2010, for her book My Word! Plagiarism and College Culture (2009), which was translated into Chinese in 2011. Blum has also received an Excellence in Teaching award from The University of Colorado Denver (2000) and the Reverend Edmund P. Joyce, CSC, Award for Excellence in Undergraduate Teaching from The University of Notre Dame (2010). Social Links LinkedIn: @susan-blum - https://www.linkedin.com/in/susan-blum-aba01212/ Instagram: @susandblum - https://www.instagram.com/susandblum/ Threads: @susandblum - https://www.threads.net/@susandblum…

Future Learning Design Podcast

1
Humanising Education - A Conversation with Karima Kadaoui 56:56

17 weeks geleden56:56

56:56

We're ending this final epsiode of 2024 in a beautiful place with Karima Kadaoui sharing in some co-reflections with me about the trustful and humanising society that she is seeing emerge in Morocco and beyond. It became really clear to me during this conversation with Karima, that the way that we talk about the work we are doing is a really important choice. This is because it sets up frames and expectations that really affect how we do the work. So for that reason, I'm not going to say much about the incredible work that is happening across communities, schools and government ministries across Morocco through the Tamkeen process as Karima describes it much more beautifully than I ever could. Karima co-founded Tamkeen Community Foundation for Human Development in Morocco in 2009 and holds the responsibility of its executive presidency. She refers to her organisation as a facilitating-dissolving structure living, with all its partners-in-flourishing, the answer to the question "how can our schools, communities, organisations, societal systems and societies be the expression and manifestation of our humanity; the shared essence that defines us and connects us to each other, to our natural world and the whole beyond our conscious grasp? Karima's Tamkeen process weaved and was woven with the threads of her 25 years experience working in private, public and social sectors. She worked with top tier companies in a big 5 management consultancy and as the associate senior consultant of a territorial development consultancy she co-founded. In the Moroccan government, she worked on public policy and governance in quality of the advisor to the Minister of Employment, Vocational Training and Housing. Her experiences in NPOs working with women suffering infra-human conditions in industries and with a community in a major shanty town have profoundly marked her. Karima is a full member of the Club of Rome . She is also a board member and advisor to Imal Initiative for Climate and Development the first independent non-profit North African climate think tank, as well to Africa Voices Dialogue "a space where the voices of Africa’s educators and learners are seen, heard and loved". As we discuss in the conversation, the paper written by Karima and Louis Klein is entitled ‘Realising metamorphic transformation in the mirror of Tamkeen: Growing a shared understanding from co‐reflected lived experiences’. It can be found in the journal, Systems Research and Behavioral Science 41(5):738-749, August 2024 and is linked here . Karima also mentions the poem, Sept saisis par l’hiver’, by René Char: Extract: ‘Ma Feuille Vineuse: Les mots qui vont surgir savent de nous ce que nous ignorons d’eux. Un moment nous serons l’équipage de cette flotte composée d’unités rétives, et le temps d’un grain, son amiral. Puis le large la reprendra, nous laissant à nos torrents limoneux et à nos barbelés givrés.’ From Chants de la Balandrane, Gallimard, 1977, p. 16. - https://www.gallimard.fr/catalogue/chants-de-la-balandrane/9782070298303 Website: https://tamkeencommunity.org/ LinkedIn: @karima-kadaoui - https://www.linkedin.com/in/karima-kadaoui/…

Future Learning Design Podcast

1
“A Hopeful Education for the End of the World as We Know It”? A Conversation with Ginie Servant-Miklos, Raïsa Mirza, Will Richardson & Manda Scott 1:03:42

18 weeks geleden1:03:42

1:03:42

The inspiration for this end-of-year impromptu gathering came from a recent flurry of ‘Collapse'-inspired exchanges in my (un)social media feeds! This was prompted largely by Ginie Servant Miklos’ recently published and brilliant book, Pedagogies of Collapse: A Hopeful Education for The End of The World as We Know It (quoted in the title of the episode) and Will Richardson’s equally provocative and inspiring, Confronting Education In a Time of Complexity, Chaos and Collapse . As regular listeners will know, this podcast is really focused on the need for radical and systemic change in ways that would be more loving, humanising, nourishing…, not just in education, but in all spheres of our lives. But seeing all of this Collapse chat, the question I was left with was something about the ‘how’ of inviting people towards this change. It made me think of this powerful quote from Adam Curtis: "We’ve retreated into a sense that there’s always a new apocalypse on the horizon; it’s a terrible teddy bear that the bourgeois greens hug to themselves and say, “We’re all going to die, it’s terrible.” That’s not the way you change the world. In fact, it frightens people, and when people are frightened they don’t want change. It’s one of the stupidest things I’ve ever seen. Of course, there are serious issues. And of course, they’re incredibly dangerous. But fear is the last resort of those who’ve failed to mobilise people to transform the world for the better. I get grumpy about this because it’s almost cowardly.” ( https://crackmagazine.net/article/profiles/adam-curtis-nathalie-olah-interview/ ) So Manda Scott, Raïsa Mirza, Will Richardson, Ginie Servant-Miklos and I gathered yesterday to talk about all of this and more! Brief bios below, but you can find full show notes here: https://www.goodimpactlabs.com/podcast/a-hopeful-education Manda Scott - https://mandascott.co.uk/ ; https://www.linkedin.com/in/mandascottauthor/ Manda was once a veterinary surgeon and is now an award-winning novelist, smallholder, contemporary shamanic trainer and podcaster ( https://accidentalgods.life ). 2024 saw the publication of her sixteenth novel, Any Human Power, a ‘visionary’ contemporary political thriller that maps fictional – but plausible and workable – routes toward a future we’d all be proud to leave to the generations that come after us: human and more-than-human. Raïsa Mirza - https://raisamirza.com/ ; https://www.linkedin.com/in/raisamirza/ Raïsa is a Bangladeshi-Canadian photographer, educator, designer, facilitator and social entrepreneur. She is currently Head of Social Impact Initiatives & Lighthouse Changemaker Hub and Systems Transformation teacher ( https://www.uwcatlantic.org/learning/academic/systems-transformation-pathway ) at UWC Atlantic College, Wales. She is also Founder & Principal of WabiSabiJetty: Design for Resilience ( https://www.wabisabijetty.com/ ). Will Richardson - https://willrichardson.com/ ; https://www.linkedin.com/in/willrichardsonbqi/ Will is a co-founder of The Big Questions Institute which was created to help educators use "fearless inquiry" to make sense of this complex moment and an uncertain future. In 2024, he authored a "manifesto" titled " Confronting Education in a Time of Complexity, Chaos, and Collapse " aimed at provoking serious conversations about the future of schools. Ginie Servant-Miklos - https://www.clubofrome.org/member/miklos-ginie/ ; https://www.linkedin.com/in/ginie-servant-miklos/ Ginie Servant-Miklos is Assistant Professorship in Behavioural Sciences at the Erasmus School of Social and Behavioural Sciences in Rotterdam and founder and Chair of the Board of the ⁠⁠FairFight Foundation . She co-founded the Bildung Climate School with Prof. Rutger Engels, and is the author of the best-selling book, Pedagogies of Collapse: A Hopeful Education for the End of the World as We Know It ( https://www.bloomsburycollections.com/monograph?docid=b-9781350400528 ).…

Future Learning Design Podcast

1
Creating New Institutional Architectures - A Conversation with Sir Geoff Mulgan 37:12

19 weeks geleden37:12

37:12

Systems change, or in fact any change, in formal education systems is notoriously hard. Research and innovation across the sector has been historically weak. But as the stakes get higher for much-needed change, we have to get better at harnessing the collective intelligence of what we know, from young people to practitioners in classrooms everyday to parents and leaders. This week’s guest has been working at the heart of this issue since the 1990s. Sir Geoff Mulgan is a Professor at University College London (UCL), in the Science, Technology, Engineering and Policy team (STEaPP) in the engineering department. Before that he was Chief Executive of Nesta, the UK's innovation foundation from 2011-2019. From 1997-2004 he had roles in the UK government including director of the Government's Strategy Unit, director of the Performance and Innovation Unit and head of policy in the Prime Minister's office. From 2004-2011 he was first CEO of the Young Foundation. Geoff has been a reporter on BBC TV and radio and was the founder/co-founder of many organisations, including Demos, Uprising, the Social Innovation Exchange, the Australia Centre for Social Innovation and Action for Happiness. He has a PhD in telecommunications and has been visiting professor at LSE and Melbourne University, and senior visiting scholar at Harvard University. Geoff has advised many governments, businesses, NGOs and foundations around the world. He is currently an adviser to the European Parliament on science and technology and a senior fellow with Demos Helsinki. He was a senior fellow at the New Institute in Hamburg (2020-2022) and a World Economic Forum Schwab Fellow (2019-22). He recently chaired a European Commission programme on ‘Whole of Government Innovation’ and co-founded TIAL, The Institutional Architecture Lab. Past books include ‘Good and Bad Power’ (Penguin, 2005), ‘The Art of Public Strategy’ (Oxford University Press, 2008), ‘The Locust and the Bee’ (Princeton University Press, 2012), ‘Big Mind: how collective intelligence can change our world’ (Princeton University Press, 2017), ‘Social innovation: how societies find the power to change’ (Policy Press, 2019), 'Prophets at a Tangent: how art shapes social imagination' (Cambridge University Press, 2023) and ‘When Science Meets Power’ (Polity, 2023/24). His books have been translated into many languages. A summary of the books can be found here. He is a founding joint editor-in-chief of the journal Collective Intelligence (Sage/ACM). Many of the ideas Geoff has worked on have gone onto become mainstream, from creative economy strategies to social investing, open data to collective intelligence, experimental and evidence-based government to challenge-driven innovation. Geoff has given TED talks on the future economy, happiness and education. His website is geoffmulgan.com. He has a CBE and was knighted by Queen Elizabeth II in 2020. Social Links LinkedIn: @sir-geoff-mulgan - https://www.linkedin.com/in/sir-geoff-mulgan-aa1079187/ Website: https://www.geoffmulgan.com/…

Future Learning Design Podcast

1
Time to Question the Science? A Conversation with Subhadra Das 41:33

20 weeks geleden41:33

41:33

One of the things that I enjoy doing on the podcast is problematising various ’school subjects’. In previous episodes, with various guests we’ve questioned maths, languages, economics, history, physical education. But we haven’t yet taken a critical look at science itself, which is not only a set of disciplines, but also an approach and methodology that underpins a lot of the logic of how many like to imagine that we direct education, through evidence-based practice and the sciences of learning. Apparently it tells us ‘what works’ in inverted commas… doesn’t it? This week, it’s a massive pleasure to be chatting with the delightful and funny Subhadra Das a historian, writer, broadcaster, comedian, curator, researcher and storyteller who looks at the relationship between science and society. She specialises in the history and philosophy of science, particularly the history of scientific racism and eugenics, and for nine years, was Curator of the Science Collections at University College London. She was also Researcher in Critical Eugenics at the Sarah Parker Remond Centre for the Study of Racism and Racialisation. Subhadra has also appeared on radio and TV as a stand-up comedian. In this conversation we talk about her fantastic recent book, Uncivilised: Ten Lies that Made the West. Subhadra Das ( https://www.subhadradas.com/ ) is a historian, writer, broadcaster, comedian, curator, researcher and storyteller who looks at the relationship between science and society. She specialises in the history and philosophy of science, particularly the history of scientific racism and eugenics, and what those histories mean for our lives today. For nine years, Subhadra was Curator of the Science Collections at University College London, where she was also Researcher in Critical Eugenics at the Sarah Parker Remond Centre for the Study of Racism and Racialisation. She’s also a prolific writer, broadcaster on radio and TV and stand-up comedian. In this conversation we talk about her recent book, Uncivilised: Ten Lies that Made the West In which she brings the lens of the history of science to bear on Western tropes such as ‘knowledge is power’, ‘time is money’ and ’justice is blind’.…

Future Learning Design Podcast

1
Education for the Age of AI - A Conversation with Charles Fadel 42:23

21 weeks geleden42:23

42:23

Back with another special episode on the status of the AI in education, cutting through the hype (again) with the fantastic Charles Fadel. This is quite a deep dive into the topic, so if you’re early exploring this topic, check out episodes 107 and 108 with a great selection of reflections on AI in education from young people, teachers, leaders, policy-makers and edtech entrepreneurs. Charles is a global education thought leader and futurist, author, and inventor, with several active affiliations. His work spans the education continuum of K-12 schools, higher education, and workforce development/lifelong learning. He is the Founder and chairman of the Center for Curriculum Redesign and among many other accolades, he is the author of Education for the Age of AI, with co-authors Alexis Black, Robbie Taylor, Janet Slesinski and Katie Dunn. Center for Curriculum Redesign (CCR): https://curriculumredesign.org/ Four-Dimensional (4D) Competencies Framework: https://curriculumredesign.org/frameworks/competencies-framework/ Tools: https://curriculumredesign.org/tools/ Charles is also: Chair of the Education Committee of the Business and Industry Advisory Committee ( BIAC ) to the Organization for Economic Co-operation and Development ( OECD ), nominated by the U.S. Council for International Business ( USCIB ). He works with several teams at the OECD, most notably Education 2030, PISA, CERI, and the Expert Group on AI Futures . Senior Fellow , Human Capital at The Conference Board Board member at the United States Council Foundation ( USCF ). Global Education Lead at Cisco Systems for over a decade. Founder of Neurodyne, an ahead-of-its-time startup focused on Neural Networks/Artificial Intelligence. Member of the President’s Council of the Franklin W. Olin College of Engineering. Founder and President of the Fondation Helvetica Educatio in Geneva, Switzerland. Fondation Helvetica Educatio focused on global education matters. Product marketing and management in semiconductors for broadband and wireless applications at Analog Devices and M/A-COM. Visiting practitioner at Harvard’s Graduate School of Education in the Mind, Brain and Education program. He explored curriculum redesign issues in an age of artificial intelligence and taught the first-ever class on “Human Learning + Machine Learning.” Former Project Director at Harvard’s Graduate School of Education in the Laboratory for the Science of the Individual. There he explored “Machine Learning + Human Learning.” Visiting lecturer at MIT’s Experimental Study Group (ESG) . He taught an innovative “special topics in mathematics” seminar, “Polymathy: The World in 10 Curves.” He then taught the seminar at Harvard’s Graduate School of Education for six years to student acclaim. Visiting lecturer at the Wharton School of the University of Pennsylvania in the Chief Learning Officer Program. Senior Fellow at the Partnership for 21st Century Skills. Previous books Artificial Intelligence in Education (2018) was translated into Mandarin Chinese, Japanese, Korean and Arabic. His earlier, highly influential book Four-Dimensional Education (2015) was translated into ten languages, while its framework was translated into twenty-three languages. He co-authored best-selling 21st Century Skills (2009, Wiley).…

Future Learning Design Podcast

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Humane Education and the Solutionary Way - A Conversation with Zoe Weil and Julie Meltzer 43:21

22 weeks geleden43:21

43:21

A more humane education feels very necessary right now. Our planet and its inhabitants all over the world seem to be crying out for it. Humane Educators Zoe Weil and Rae Sikora created IHE In 1996 to do precisely this. And so it is a huge pleasure this week to be able to welcome Zoe, and her colleague Julie Meltzer, from the Institute onto the podcast. Zoe Weil is the co-founder and president of the Institute for Humane Education (IHE) and is considered a pioneer in the comprehensive humane education movement. Zoe created IHE’s M.Ed., M.A., and graduate certificate programs, as well as IHE’s Solutionary Framework, which guides teachers in bringing solutionary thinking and action to their students. Zoe is the author of eight books including Amazon #1 New Release in Social Philosophy and Popular Applied Psychology, The Solutionary Way: Transform Your Life, Your Community, and the World for the Better with a Foreword by Jane Goodall (2024), Amazon #1 Best Seller in the Philosophy and Social Aspects of Education, The World Becomes What We Teach: Educating a Generation of Solutionaries (2021/2016), Nautilus Silver Medal winner, Most Good, Least Harm: A Simple Principle for a Better World and Meaningful Life (2009), The Power and Promise of Humane Education (2004), and Above All, Be Kind: Raising a Humane Child in Challenging Times (2003). She has also written books for young people, including Moonbeam Gold Medal winner, Claude and Medea: The Hellburn Dogs (2023/2007), about 12-year-old activists inspired by their teacher to right wrongs where they find them, and So, You Love Animals: An Action-Packed, Fun-Filled Book to Help Kids Help Animals (1994). Julie Meltzer, Ph.D., is a self-described “pragmatic visionary” who is committed to creating schools that truly help students prepare to successfully meet their futures. She is a tireless advocate for literacy, justice and equity which she sees as integrally related. Julie supports teachers and administrators to develop collective efficacy to teach their students how to become changemakers. She agrees with Zoe Weil that our best hope for the planet is to educate a generation of solutionaries. After extensive experience in education including as a teacher, teacher education faculty member, district administrator, consultant, researcher, program evaluator, and project lead, to her current role as Director of K-12 and Teacher Education for IHE. Julie is also a published author, sought-after speaker and editor/reviewer. When not focused on teaching and learning, Julie enjoys hiking, dancing, writing poetry, reading international women’s and children’s literature, traveling, and working for social and environmental justice. Social Links…

Future Learning Design Podcast

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The Impossible Question of Living Well - A Conversation with Dr. Helen Street 43:40

23 weeks geleden43:40

43:40

“Perhaps the secret of living well is not in having all the answers but in pursuing unanswerable questions in good company.” This is a quote from the paediatrician, Rachel Naomi Remen, that my guest this week quotes in her fantastic new book The Impossible Question of Living Well: How do we hold on to what matters, while also knowing how to let go? Dr Helen Street has been banging the drum that living well should be a priority of educational institutions for years, but more importantly, that this is not a question of individual ‘hacks to happiness’ as she talks about in this episode, but a fundamental rethinking of how much context plays a role in enabling or preventing possibilities for living well. It’s Helen’s second time on the podcast and I was so happy to be able to chat to her again about her . She is a social psychologist and educator and has worked extensively with schools around the world since 1999. She holds a position as Honorary Research Fellow at the University of Western Australia, Graduate School of Education as well as adjunct research consultant for the health department of Western Australia’s Centre for Clinical Interventions. Helen is the Founder and Co-Chair of the ⁠Positive Schools Initiative⁠ (PSI). Since it s launch in 2008, the Positive Schools Initiative has worked with over 26,000 educators from over 6000 schools and colleges; from around Australia and 15 other countries. Positive Schools Initiative is focused takes an evidence-based systems approach to building Contextual Wellbeing, positive mental health and resilience in school staff, parents and young people. Helen is a bestselling author and speaker and her most recent book is The Impossible Question of Living Well: How do we hold on to what matters, while also knowing how to let go? She is also the author of the bestselling ⁠Contextual Wellbeing: Creating Positive Schools from the Inside Out⁠ (2018). Her work has been met with international acclaim and has been endorsed by His Holiness the Dalai Lama among many others. Social Links LinkedIn: ⁠@helen-street⁠ X: ⁠@drhelenstreet Instagram: drhelenstreet Web: https://www.helenstreet.com/…

Future Learning Design Podcast

1
Learning our Worlds through Language - A Conversation with Kevin Belin 38:41

24 weeks geleden38:41

38:41

Something we often forget is how powerfully language shapes how we view each other and the world and how we interact as part of it. For that reason, it is a key part of how we help young people to understand their experiences, Both as a means of relating and communicating and as a set of skills that they acquire. This week it is a huge privilege to be able to welcome Kevin Belin onto the podcast who is the Director of the Diné Bizaad Institute and Navajo Language teacher at Navajo Preparatory School , in Navajo Nation in what is now known as the United States. Kevin is also owner of Hashké – Hozhó Design and Collaborative . Tódích’íinii nilį́įgo, Tł’ógí yashchíín, Ta’neeszhahnii dah bicheii, Chishí dah binálí. He is currently serving as Board member for Saad Kidilyé Language nest in Albuquerque. He also served as Adjunct Instructor with Diné College Navajo Cultural Arts Program. Kevin has been in the education field for over decade working with fellow teachers, consultants, and language instructors to perpetuate the Navajo Language and Culture through curriculum building, trainings, and presentations. Throughout the year, Kevin is consulted to work with youth and demonstrate hands on workshops in historical and cultural knowledge. “I don’t consider myself an expert, but I am the bridge that connects the knowledge banks that come from our elders, to the young and discouraged learners, using modern approaches to language learning and scaffolded instruction, to understanding the complex concepts of Sa’ah Naaghei Bik’eh Hozho.” Kevin has been featured on Native America Calling, American Indian Republic, 21st Century Native leaders podcast and Indian Country Today as a cultural representative and is a Billy Mill’s Running Strong Dreamstarter. “Teaching the Navajo Language to our young leaders and helping them understand the complexity that is the Diné way of life is a lifelong endeavor” (Kevin Belin).…

Future Learning Design Podcast

1
Going beyond Systems Thinking - A Conversation with Dave Snowden 35:22

25 weeks geleden35:22

35:22

As you will have heard in previous episodes for example with Ray Ison, Mette Böll and others, there is a lot of interest currently in systems thinking approaches in education as a key competency for our young people. But what systems thinking means once you scratch the surface is a question that we need to ask. And if we’re supporting our young people (as well as teachers and leaders) to navigate complexity, Dave - from his background in Anthro-Complexity (https://cynefin.io/wiki/Anthro-complexity) - will definitely have something to say about that! Dave is the creator of the Cynefin Framework (https://thecynefin.co/about-us/about-cynefin-framework/) and originated the design of SenseMaker®, the world’s first distributed ethnography tool. He is the lead author of Managing complexity (and chaos) in times of crisis: A field guide for decision-makers, a shared effort between the Joint Research Centre (JRC), the European Commission’s science and knowledge service, and the Cynefin Centre. He divides his time between two roles: founder and Chief Scientific Officer of The Cynefin Company and the founder and Director of the Cynefin Centre. His work is international in nature and covers government and industry looking at complex issues relating to strategy and organisational decision-making. He has pioneered a science-based approach to organisations drawing on anthropology, neuroscience, and complex adaptive systems theory. Using natural science as a constraint on the understanding of social systems avoids many of the issues associated with inductive or case-based approaches to research. Dave holds positions as an extraordinary Professor at the Universities of Pretoria and Stellenbosch as well as visiting Professor at the University of Hull. He has held similar positions at Bangor University, Hong Kong Polytechnic University, Canberra University, the University of Warwick and The University of Surrey. He held the position of senior fellow at the Institute of Defence and Strategic Studies at Nanyang University and the Civil Service College in Singapore during a sabbatical period in Nanyang. A few additional resources that might be of interest: An article Brad Carter and Tim wrote about Cynefin in education: https://www.linkedin.com/pulse/leading-educating-complexity-overview-cynefin-framework-tim-logan/?trackingId=X8hDDv8ITCaDeafLUlcUHg%3D%3D A reflection Tim wrote after attending a Triopticon facilitation at a Cynefin Centre retreat: https://thecynefin.co/education-is-entangled-retreat-reflections/?srsltid=AfmBOoq8tOFBrNmTHkhYA3bxUsoM9BKjFlMwLjMxWj5b2Ae7fxz-dQuD A great article Dave wrote about getting over our obsession with 'mindsets': https://thecynefin.co/a-melange-of-potential-not-a-mindset/?srsltid=AfmBOor3ecAlfbHUmbN47NtJ8g6KaRfhi80JfZf5unAxLDueX22QB1Kj Dave and the team's work on Estuarine Mapping framework: https://cynefin.io/wiki/Estuarine_framework Social Links Great thinking on the Cynefin blog: https://thecynefin.co/our-thinking/ LinkedIn: @dave-snowden - https://www.linkedin.com/in/dave-snowden-2a93b/ X: https://twitter.com/snowded…

Future Learning Design Podcast

1
Unearthing Joy in Education - A Conversation with Dr Gholdy Muhammad 37:29

26 weeks geleden37:29

37:29

Keeping educational experiences alive, responsive and moving with our young people is a key piece of what the best educators do, even more impressive as it is often in stark contrast to the rigid, static institutions in which they live, work and learn. This week it’s such a pleasure to be talking with Dr Gholdy Muhammad whose amazing work on Historically Responsive Literacies supports teachers in creating spaces for mutual empowerment, confidence, and self-reliance in students. Her elaboration of the five pursuits of curriculum is a fantastic framework for enabling young people to both critically and joyfully read the world and connect with who they are and where they’ve come from. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at University of Illinois Chicago College of Education . She studies Black historical excellence within educational communities with goals of reframing curriculum and instruction today. Gholdy’s scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy . She is also the co-author of Black girls’ literacies: An Edited Volume . Gholdy has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022 and 2023 she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She was named the American Educational Research Association Division K Early Career Award and the 2021 NCTE Outstanding Elementary Educator in the English Language Arts. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her latest book, Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning , is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice. More information about Gholdy’s work go to https://hillpedagogies.com/ You can also find her on social media at: LinkedIn: @dr-gholdy-muhammad - https://www.linkedin.com/in/dr-gholdy-muhammad/ Instagram: @gholdym - https://www.instagram.com/gholdym/…

Future Learning Design Podcast

1
Socratic dialogue for young entrepreneurs - A Conversation with Michael Strong 49:34

27 weeks geleden49:34

49:34

Too often simplistic arguments against educational change are that providing more opportunities for increased agency for young people (following their own questions, inquiries, cares etc) means less rigour, depth and intellectual stretch. Anyone who has been involved in these approaches in sustained ways knows that this isn’t the case. However, the myth persists. This week it is my great pleasure to be in conversation with Michael Strong who has had an extensive career in many different educational systems and approaches, but with a fascinating mix of classical practices such as Socratic Dialogue and entrepreneurial skills. Michael Strong is one of the most experienced innovative school program designers in the U.S. He is the Founder/CEO of Socratic Experience (an online academy blending Classical and entrepreneurial education), Flourishing Adolescent Cultures Initiative at the University of Austin, and the Academy of Thought and Industry (ATI), a network of Montessori-aligned high schools with campuses in Austin, San Francisco, New York City, and St. Louis. His projects include Montessori secondary school program design for Montessori schools in San Antonio, Palo Alto, and Pleasanton, California prior to launching ATI. He also created The Winston Academy, where middle school students passed AP exams, and Moreno Valley High School, a Paideia charter high school in Angel Fire, New Mexico, ranked the 36th best public high school in the U.S. by Newsweek in its 3rd year of operation and continued to outperform other New Mexico high schools. He is the author of The Habit of Thought: From Socratic Seminars to Socratic Practice and lead author of Be the Solution: How Entrepreneurs and Conscious Capitalists Can Solve All the World’s Problems. He introduced the expression “Startup Cities” in a 2013 Voice & Exit talk which has led to a vibrant “Startup Societies” movement around the world. He is also a co-founder of FLOW, Peace through Commerce, Conscious Capitalism, and Radical Social Entrepreneurs. He serves on the boards of Radical Social Entrepreneurs and Social Evolution. He is the only “Michael Strong” married to the powerful and beautiful Senegalese entrepreneur Magatte Wade. Michael writes and can be found in the following places, Substack: https://substack.com/@michaelstrong Facebook: https://www.facebook.com/michael.strong.144/ X: @flowidealism - https://x.com/flowidealism LinkedIn: @michaelstrong1 - https://www.linkedin.com/in/michaelstrong1/…

Future Learning Design Podcast

1
Sensuous Knowledge - A Conversation with Minna Salami 46:22

28 weeks geleden46:22

46:22

This strange thing called ‘knowledge’ has always been a battleground in educational conversations - for example, in lots of loud calls for “knowledge-rich” curricula! Personally I’m very much in favour of knowledge and knowing, part of the buzz of following curiosity and inquiries! It’s just the KIND of knowledge and knowing that we have been conditioned to value over others that I have an issue with! Minna Salami has been deeply challenging this hierarchy of knowing through her extensive work and amazing concept and book of the same title, Sensuous Knowledge. Her work coming from the tradition of African Feminism is to trouble the hierarchies, not simply invert them. Minna Salami is a Nigerian-Finnish and Swedish feminist author, social critic and currently Program Chair at THE NEW INSTITUTE . She is the author of Can Feminism Be African? (forthcoming Harper Collins) and Sensuous Knowledge: A Black Feminist Approach for Everyone (Bloomsbury 2020) which has been translated into multiple languages. Minna has also co-authored children’s books and written content on feminism for numerous anthologies as well as educational textbooks. A leading voice of contemporary feminism, she has drawn over a million readers to her multiple award-winning blog MsAfropolitan.com. Her writing can be found in the Guardian, Project Syndicate, Al Jazeera, and The Philosopher, and many others. She is a frequent speaker and lecturer including at some of the world’s most prominent institutions such as the UN, EU, Oxford Union, Cambridge Union, Yale University, and the Singularity University at NASA. She has worked as a Research Associate and Editor at Perspectiva , consulted governments on gender equality, written school curricula, and curated cultural events at The Victoria & Albert Museum in London. Minna is a Full Member of the Club of Rome, a BMW Foundation Responsible Leader and sits on the council of The Royal Institute of Philosophy and the boards of The African Feminist Initiative at Pennsylvania State University, The Interdisciplinary Journal for the Study of the Sahel, and is an associate with Perspectiva. She has served as chair for the House of Beautiful Business, a judge for the One World Media Awards, a nominator for the Prince Claus Foundation and the Princess of Asturias Foundation. An alumni of Lund University and SOAS University, Minna has lived in Nigeria, Sweden, Spain, and New York and now lives between London and Hamburg. Social Links: Minna's blog: https://msafropolitan.com/ Linkedin: @minnasalami - https://www.linkedin.com/in/minnasalami/ Instagram: @minnasalami_ https://www.instagram.com/minnasalami_/…

Future Learning Design Podcast

1
Learning from Bildung Climate Schools - A Conversation with Ginie Servant-Miklos and Rutger Engels 49:29

29 weeks geleden49:29

49:29

We need to ask ourselves some really tough questions about what our education systems are really doing to support young people to live in a climate changed world of at least 2 degrees of warming. What are the hands-on skills that they will need, but also how are we supporting them to regulate difficult emotions, and build community as we relocalise. This week, Ginie Servant-Miklos is returning to the podcast, this time with her colleague Rutger Engels, to talk about what they are learning through their work implementing critically important ideas in their Bildung Climate School pilots with young people across Rotterdam. You can find out more about the Bildung Climate School here: https://www.erasmusmagazine.nl/en/2024/05/29/students-of-all-levels-learn-how-to-deal-with-climate-change-challenges-through-dance-and-philosophy/ https://www.instagram.com/bildung_climate_school/ You can also see an overview of the programme here: https://drive.google.com/file/d/1vS97am09X7bwtKLZfXZrfq-6LuS59W5E/view?usp=sharing For further details on Bildung, go to Lene Rachel Andersen's Nordic Bildung: https://www.nordicbildung.org/ And check out previous episodes with Ginie and Lene on the podcast channel. Ginie Servant-Miklos is Assistant Professor at Erasmus School of Social and Behavioural Sciences in Rotterdam, the Netherlands. Previously she was a Senior Lecturer in the Humanities Department of Erasmus University College and held a visiting professorship in experimental pedagogics at Tyumen University, Russia. She completed her post-doctoral fellowship at Aalborg University’s Centre for Problem-based Learning in Engineering Education and Sustainability under the auspices of UNESCO. Her research focuses on the intersection between pedagogy, identity and sustainability issues. Her forthcoming book, 'Pedagogies of Collapse: A Hopeful Education for The End of The World as We Know It' is released on November 28th 2024: https://www.bloomsbury.com/uk/pedagogies-of-collapse-9781350400498/. She is also the founder and Chair of the Board of the FairFight Foundation , a charity that aims to empower girls and women from underprivileged backgrounds through martial arts. Rutger Engels is professor in Developmental Psychopathology, at the Erasmus University Rotterdam. He received his MA in Psychology at the University of Groningen, his PhD at the Faculty of Medicine at the University of Maastricht and did a post-doc at Utrecht University. In 2001, at the age of 32, he was appointed as a full professor in Nijmegen. From 2014-2018, he was CEO of the Trimbos Institute, the national institute for mental health and addictions, and distinguished professor in Developmental Psychopathology at Utrecht University in the period 2016-2018. From 2018-2021 he was rector magnificus of the Erasmus University Rotterdam. His fundamental and applied research focuses on early stages of substance use, depression and anxiety in children, adolescents and young adults. In 2011, he received the Huibregtsen Prize, the annual national award, by NWO and Dutch Academy of Sciences (KNAW) for outstanding research with evident societal impact. In 2012, he won the Radboud Science Award for top research of the university. He is passionate about taking science to the frontline where it matters most, and developing state-of-the-art prevention programs that will have a far-reaching, international impact on policy and practice. Contacts LinkedIn: @rutgerengels - https://www.linkedin.com/in/rutgerengels @ginie-servant-miklos - https://www.linkedin.com/in/ginie-servant-miklos/ Email: rutger.engels@essb.eur.nl ; servant@essb.eur.nl…

Future Learning Design Podcast

1
Creating spaces for better conversations with Doline Ndorimana 53:29

30 weeks geleden53:29

53:29

If you’ve been listening to the podcast for a while now, you will know that creating conversational spaces full of possibility as an antidote to polarisation and crisis is something I really value, whether that’s on a podcast, online, or even better, in person! So it was such a joy to sit down with Doline Ndorimana to talk about her amazing work doing just that with young people and fellow educators and leaders. Doline’s work centres the courage and humility of trying to get to real connection and mutual learning rather than winning oppositional and propositional arguments. Born and raised in Burundi, Doline is an international educator, DEIJ workshop leader, and university lecturer with 15 years of experience in international schools. She is also a language acquisition middle years program consultant, part of the TIE editorial committee, and a member of the Association for International Educators and Leaders of Colour (AIELOC) and the International School Services (ISS) Diversity Collaborative.…

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