FreshEd

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- Today we explore youth violence in Trinidad with my guest Hakim Mohandas Amani Williams. Hakim situates his study of Trinidad within the country’s colonial past. He is also actively creating a new paradigm to address youth violence that blends a systems approach with restorative justice practices. Hakim Williams is an Assistant Professor of Africana Studies and Education at Gettysburg College. Early this year, he was a Visiting Scholar at the Advanced Consortium on Cooperation, Conflict and Complexity (AC4) at The Earth Institute, Columbia University. In today’s show, Hakim discusses his article, “A Neocolonial Warp of Outmoded Hierarchies, Curricula and Disciplinary Technologies in Trinidad’s Educational System,” which can be found in the latest issue of Critical Studies of Education. https://freshedpodcast.com/hakimwilliams/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- Today we look at the power of Participatory Action Research in public science. My guest is Michelle Fine. In the 1990s, she worked on a study called Changing Minds, which looked at the impact of college in a maximum-security prison. The research team comprised of women in and outside of prison. For Michelle, participatory action research plays an important role in the struggle for social justice. It not only can change legislation, impact critical social theory, and mobilize popular opinion for educational justice; but seemingly small issues can also have deep and lasting implications. Michelle Fine is a Distinguished Professor at the Graduate Center at the City University of New York where she is a founding member of the Public Science Project. www.freshedpodcast.com/michellefine -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- In our fast-changing word, how should we think about curriculum? For what macro competencies should education aim? And has the COVID-19 pandemic revealed any failures in our education systems worldwide? These are difficult questions to answer and dependent on context. To help make sense of these questions, UNESCO’s International Bureau of Education has recently published a set of normative documents to help guide the future of curriculum in the 21st Century. Today Dr. Mmantsetsa Marope, the Director of the International Bureau of Education, joins me to talk about a competence-based curriculum that can support the attainment of the Education 2030 agenda. Dr. Marope has extensive experience in education, including 11 years as a university professor, 10 years at the World Bank, and 11 years in the United Nations. www.freshedpodcast.com/mmantsetsamarope -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- The World Bank hasn’t always made loans to education. Post-World War II, the Bank focused mainly on infrastructure. Even when it did start lending to education in the 1960s, it used the idea of manpower planning, the process of estimating the number of people with specific skills required for completing a project. Only in the 1970s did the World Bank begin to think of education in terms of rates of return: the cost-benefit calculation that uses expected future earning from one’s educational attainment. The introduction of rates of return inside the World Bank was no easy process. The internal fights by larger-than-life personalities were the stuff legends are made from. Yet, these disputes often go unnoticed, hidden behind glossy reports and confidence. Today Stephen Heyneman takes us back in time when he introduced rates of return to the World Bank. He discusses how he used them to his advantage and how he ultimately lost his job because of them. Stephen Heyneman is Professor Emeritus of international education policy at Peabody College, Vanderbilt University. He served the World Bank for 22 years between 1976 and 1998. Citation: Heyneman, Stephen, interview with Will Brehm, FreshEd, 155, podcast audio, May 20, 2019. https://www.freshedpodcast.com/heyneman/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- Today we explore the relationship between UNESCO and the World Bank from the 1960s through today. My guest is Maren Elfert. She has recently published in the International Journal of Educational Development an article entitled “The power struggle over education in developing countries: the Case of the UNESCO-World Bank Co-operative program, 1964-1989.” Maren Elfert is a lecturer in education and society in the school of education, communication and society at King’s College London. Citation: Elfert, Maren, interview with Will Brehm, FreshEd, 234, podcast audio, March 29, 2021. https://freshedpodcast.com/elfert/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

As the year draws to a close, I’ve invited Susan Robertson and Mario Novelli to reflect on the past 12 months. What were the big events in 2022 and how might they impact the field of comparative and international education? We discuss a range of issues from protests to conflict to elections. We even touch on a few existential issues. I hope you enjoy the conversation and wish you a happy and safe new year. Mario Novelli is professor in the political economy of education at the University of Sussex. Susan Robertson is a professor of sociology of education. They co-edit the journal Globalization, Societies and Education. freshedpodcast.com/2022inreview -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we look at a UNESCO development project started in the early 1950s in Central Mexico that promoted fundamental education. My guests, Luis Urrieta and Judith Landeros, critique the common narrative of the project, revealing problematic deficit perspectives as well as nuanced counterstories of silenced voices. Luis Urrieta, Jr. is an Indigenous (P’urhépecha)/Latino interdisciplinary researcher. He currently holds the Charles H. Spence, Sr. Centennial Professorship in Education at the University of Texas at Austin where Judith Landeros is a doctoral student in the Cultural Studies in Education program with a certificate in Native American and Indigenous studies. Their new article is featured in the August issue of the Comparative Education Review. freshedpodcast.com/urrieta-landeros -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Trying to write this introduction, I’m stuck looking at a blank page. The cursor is blinking, teasing me to say something, anything. But I can’t. I’m stuck. Has that ever happened to you – the stress of writing? It’s not unusual. And yet writing is essential. We communicate by writing. We process ideas by writing. Writing provides us a creative outlet. So how do people approach the writing process? Over the past year, I’ve asked FreshEd guests how they write. In today’s episode, you’ll hear from a range of people providing diverse perspectives on writing. You’ll hear that no one approaches writing the same way. Hopefully there will be some insight into the writing process that can help you become a better writer. freshedpodcast.com/305-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today Michael Rumbelow joins me to talk about his FreshEd Flux episode. I recommend you listen to that episode before you continue with this one. In our conversation today, we talk about maths education and the power of block play. We even listen to a few clips of Michael’s Flux episode to dissect the subtext and sounds. Michael Rumbelow is a PhD student at the University of Bristol. freshedpodcast.com/rumbelow -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we air the last episode of Flux Season 2. Flux is a FreshEd series where graduate students turn their research interests into narrative-based podcasts. This episode was created by Michael Rumbelow, a PhD student at the University of Bristol. In his Flux episode, Michael takes listeners on a sonic journey to explore block play. He weaves together sounds and ideas to show the power and possibilities of play. I hope you enjoy today’s episode. freshedpodcast.com/flux-rumbelow -- Credits: This episode was created, written, produced and edited by Michael Rumbelow. Johannah Fahey was the executive producer. Brett Lashua and Will Brehm were the producers. Vicki Mitchem played Virginia Woolf and Bertha Ronge, Dave Jackson played Friedrich Froebel, Karl Marx, and Charles Dickens, and Simone Datzberger played Melanie Klein. Studio audio technicians were Patrick Robinson and Simon Vause. Thank you and Aray to Sifo Lakaw, chairman of the Association of Pangcah Language Revitalization in Taiwan, Adrian Rooke, Druid of the order of Bards, Ovates and Druids, Gregg Wagstaff, and the National Film Board of Canada, for kindly giving me permissions to use recordings. With many thanks to Professor Alf Coles for educating my awareness. And a special thank you to Gene for the Minecraft interview and stop-motion animation. Sound effects and music credits can be found at freshedpodcast.com/flux-rumbelow -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate