Rui da Silva explores educational privatization in Brazil and Portugal.
Today we continue our exploration of Teach for All. Two weeks ago, we explored Teach for All counter-narratives. Now we look at empirical research evidence across contexts where Teach for All operates.
What does citizenship education look like in a country affected by armed conflict and economic crises?
The COVID-19 pandemic has upended higher education internationalization. Many universities are worried the pandemic will cause a huge drop in international student enrollment and their associated fees, which account for a large part of many university budgets.
Today the famed anthropologist Arjun Appadurai joins me to talk about the current pandemic and its impacts on globalization and education. We were supposed to speak in March at a Live Event during the annual conference of the Comparative and International Education Society in Miami, but like most things in life, the pandemic got in the way.
In our conversation, Arjun thinks through the pandemic using some of the ideas for which he’s most known, including the “scapes” of globalization. He also talks about his newest book published last year entitled, Failure, which was co-written with Neta Alexander.
Stay tuned until the end of our conversation where Arjun gives us a peek into some of his newest thinking on ideas not-yet-published! Arjun Appadurai is a Professor at New York University, and at the Hertie School in Berlin. He is a member of the UNESCO Futures of Education commission.
Today I speak with Claire Maxwell about school internationalization. Together with Laura Engel and Miri Yemini, Claire has recently co-edited a new book entitled The Machinery of School Internationalisation in Action. Beyond the Established Boundaries.
In our conversation, we discuss internationalization in terms of elite education, privatization, and racism. We even discuss the implications of the coronavirus on internationalization.
Claire Maxwell is a professor of sociology at the University of Copenhagen. Her current work focuses on the family and working lives of globally mobile professionals, understanding identity, and desires around mobility and education strategies. She also looks at how notions of ‘elite education’ are being articulated, experienced and re-negotiated across different cities across the world.
Today we review the field of comparative and international education for 2019. With me for the last show of the year are Susan Robertson and Roger Dale, co-editors of the journal Globalisation, Societies and Education.
In our conversation, we touch on many topics, including the rise of global populism, the power of youth, and the impending climate crisis. The end of the second decade of the 21st century was a watershed year in many respects. What were the big events and ideas and where are we headed in 2020?
Susan and Roger also make a big announcement at the end of the show. So stay tuned until the end!
Susan Robertson is a Professor of Sociology of Education at the University of Cambridge, and Roger Dale is Emeritus Professor of Education at the University of Bristol.
The timeframe to achieve the sustainable development goals is tight. We have just over a decade to complete the 169 targets across 17 goals. Target 4.7, which aims for all learners to acquire knowledge and skills needed to promote sustainable development, is particularly challenging. What are the knowledge and skills needed for sustainable development? And how can they be integrated into policies, programs, curricula, materials, and practices?
My guest today is Andy Smart, a former teacher with almost 20 years’ experience working in educational and children’s book publishing in England and Egypt. He is a co-convener of a networking initiative called Networking to Integrate SDG Target 4.7 and Social and Emotional Learning into Educational Materials, or NISSEM for short, where he is interested in how textbooks support pro-social learning in low- and middle-income countries. Together with Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbot, S. Garnett Russell, and James Williams, Andy has recently co-edited a volume entitled NISSEM Global Briefs: Educating for the Social, the Emotional, and the Sustainable. This collection aims at helping education ministries, donors, consultancy groups and NGOs advance SDG target 4.7 in low-and middle-income countries.
Photo by: Helena g Anderson
In the past few episodes, we have spent a lot of time discussing the future: the future of unions, the future of the planet, the future of propaganda, the future of democracy and so on.
But how can we even begin to conceptualize the idea of future?
My guest today is Noah Sobe, Senior Project officer for Education Research and Foresight at UNESCO. Later this week at the UN general assembly, he will be joining others in the launch of a project entitled “Futures of Education: Learning to Become.” This new project aims to generate global engagement and debate on learning and knowledge in relation to the multiple possible futures of humanity and of the planet. In our conversation, we interrogate the meaning of the future and what this might mean for education.
How did School Based Management become an approach to educational governance found across the world? Where did it come from and what institutions advanced the idea globally?
Today I speak with Brent Edwards, an Associate Professor of Theory and Methodology in the Study of Education at the University of Hawaii. He has spent over a decade researching the phenomenon of School Based Management. In his search for democratic alternatives to dominant education models, he has shown in various publications how market fundamentalism is embedded inside the very idea of School Based Management.
Citation: Edwards, Brent, interview with Will Brehm, FreshEd, 165, podcast audio, July 29, 2019. https://www.freshedpodcast.com/dbrentedwardsjr/
Transcript, Translation, and Resources: