FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ Please be sure to donate to FreshEd in 2024: www.freshedpodcast.com/donate -- Today we explore the ways in which economic thinking came to dominate in public policy. With me is Beth Popp Berman, who has recently written the new book Thinking like an Economist: How Efficiency Replaced Equality in US Public Policy. Beth Popp Berman is an Associate Professor of Organizational Studies at the University of Michigan. www.freshedpodcast.com/popp-berman -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ Please be sure to donate to FreshEd in 2024: www.freshedpodcast.com/donate -- Today we explore the idea of degrowth. With me is Jason Hickel, an economic anthropologist, author, and a Fellow of the Royal Society of Arts in the United Kingdom. He is a Visiting Senior Fellow at the International Inequalities Institute at the London School of Economics, and Senior Lecturer at Goldsmiths, University of London. He recently published a book entitled Less is More: How Degrowth will Save the World. The book is a must read for anyone who wants to know how we can stop ecological break down and enable human flourishing. Citation: Hickel, Jason, interview with Will Brehm, FreshEd, 214, podcast audio, September 14, 2020. https://freshedpodcast.com/jasonhickel/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ Please be sure to donate to FreshEd in 2024: www.freshedpodcast.com/donate -- Today we discuss the climate crisis, why it’s a difficult knowledge for humans to grasp, and how art can help us transform approaches to teaching about it. My guest is Audrey Bryan. Audrey Bryan is an associate professor of Sociology in the School of Human Development at Dublin City University. Her new article is Pedagogy of the implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis, which was published in Pedagogy, Culture & Society. Citation: Bryan, Audrey interview with Will Brehm, FreshEd, 282, podcast audio, June 6, 2022. https://freshedpodcast.com/bryan/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ Please be sure to donate to FreshEd in 2024: www.freshedpodcast.com/donate -- American students are in debt. Some forty-four million Americans collectively hold over $1.4 trillion worth of debt. Those numbers have increased since the Global Financial Crisis from 10 years ago. Today I speak with Ben Miller, a senior director for Postsecondary Education at the Center for American Progress. Ben specializes in higher-education accountability, affordability, and financial aid, as well as for-profit colleges. His most recent op-ed – “The Student Debt Problem is Worse than we Imagined” – appeared in the New York Times in August. Citation: Miller, Ben, interview with Will Brehm, FreshEd, 126, podcast audio, September 17, 2018. https://www.freshedpodcast.com/benmiller/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ Please be sure to donate to FreshEd in 2024: www.freshedpodcast.com/donate -- Today we talk about confronting settler colonialism in higher education. My guest is Leigh Patel, Professor of Urban Education at the University of Pittsburgh, and President of Education for Liberation. In her new book, No Study without Struggle: Confronting Settler Colonialism in Higher Education, Leigh shows how the ability to study has always involved some form of struggle by groups historically marginalized in the USA. Her book is a love letter to study groups around the world. Citation: Patel, Leigh, interview with Will Brehm, FreshEd, 258, podcast audio, October 18, 2021.https://freshedpodcast.com/patel2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Happy new year! FreshEd is on holidays for the next few weeks. While we are away, we'll replay some of our favourite episodes. You can check out our entire catalogue of 341 episodes here: https://freshedpodcast.com/freshed/ -- Controversies over school policies that impact transgender students have increasingly made headlines in the United States for the past few years. What legal protections do transgender students have in schools? And how have the Obama and Trump administrations interpreted the law in this regard? My guest today is Suzanne Eckes, professor in the Educational Leadership and Policy Studies Department at Indiana University. She has written about the various legal cases involving transgender students. Citation: Eckes, Suzanne, interview with Will Brehm, FreshEd, 177, podcast audio, October 21, 2019. https://www.freshedpodcast.com/suzanneeckes/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

As we near the end of 2023, it’s time to take stock of the year. What were the big events in 2023 and how might they impact the field of CIE? What new ideas emerged? And where is our field headed in 2024? Continuing this FreshEd tradition, Susan Robertson and Mario Novelli join me for the last episode of the year. Mario Novelli is professor in the political economy of education at the University of Sussex. Susan Robertson is a professor of the sociology of education at Wolfson College at the University of Cambridge. They co-edit the journal Globalisation, Societies and Education. https://freshedpodcast.com/2023inreview/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we air a rerun from 2016. We'll be back next week with our end of year roundup. -- Social movements produce a huge amount of intellectual knowledge. Yet, in many academic circles, this knowledge is overlooked. Aziz Choudry spent most of his life working with social movements around the world. At the time of this interview, he was an associate professor in the Department of Integrated Studies in Education at McGill University and visiting professor at the Centre for Education Rights and Transformation at the University of Johannesburg. His book Learning Activism: The Intellectual Life of Contemporary Social Movements was published in 2015 by the University of Toronto Press. All book proceeds will be donated to the Immigrant Workers Centre in Montreal. Learning Activism is designed to encourage a deeper engagement with the intellectual life of activists who organize for social, political, and ecological justice. Professor Choudry was concerned with “making visible the dialectical relationship between ‘Research’ and ‘organizing.’” Will Brehm spoke with Aziz Choudry in mid January 2016 about his new book. Aziz passed away in May 2021. Citation: Choudry, Aziz interview with Will Brehm, FreshEd, 14, podcast audio, February 8, 2016. https://freshedpodcast.com/azizchoudry/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at funding, equity, and achievement in Australian Schools. My guest is Barbara Preston. Barbara Preston is an Independent Researcher based in Canberra. She’s recently authored the report “Funding, Equity and Achievement in Australian Schools,” which documents a national symposium that was convened by Jane Kenway and Fazal Rizvi earlier this year. freshedpodcast.com/preston -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore what it would mean to do things differently in education research. With me are Elmi Slater and Pasi Sahlberg. Elmi Slater is a year 11 student from Canberra, Australia and Pasi Sahlberg is a professor of education at the University of Melbourne. Today’s episode was recorded in front of a live audience at the University of Canberra. freshedpodcast.com/slater-sahlberg -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today I continue my introduction to Australia. With me is Lindsay Fitzclarence who has just published the book “The Dirty Life of Mining in Australia: A travelogue.” In it, Lindsay goes on an educational journey into the history, culture, and political economy of an industry that plays an outsize role in Australia. Lindsay Fitzclarence is an honorary professor at Deakin University. His book The Dirty Life of Mining in Australia was published last week. freshedpodcast.com/fitzclarence -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore academic freedom and struggles for justice by looking at Palestine. My guests are Palestinian academics Mai Abu Moghli and Nida Badawi. Mai Abu Moghli is a Senior Researcher at the Centre for Lebanese Studies and an Academic Fellow at the University of Cambridge. Nida Badawi is a master’s students at the University College London. I spoke with them last week. freshedpodcast.com/moghli-badawi -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at digital humanitarianism and how digital interfaces are constructing new forms and modes of governance. My guest is Fleur Johns, who has recently authored the new book #Help: Digital Humanitarianism and the Remaking of International Order. Fleur Johns is a professor in the faculty of law and justice at the University of New South Wales in Sydney. She is currently an Australian Research Council Future Fellow. freshedpodcast.com/johns -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we revisit the ideas of the so-called new sociology of education, which were popularised in the 1970s. My guest is Julie McLeod, a Professor of Curriculum, Equity and Social Change at the University of Melbourne Faculty of Education Julie McLeod recently edited a Point and Counterpoint set of essays for Curriculum Perspectives that revisit the ideas and debates in the new sociology of education. freshedpodcast.com/mcleod -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore generative AI in education. My guest is none-other than ChatGPT, perhaps the most infamous generative AI assistant today. In our conversation, I ask ChatGPT about some of the biases in its answers and how schools and universities should try to overcome them. ChatGPT is a large language model-based chatbot developed by OpenAI. freshedpodcast.com/chatgpt -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Given the recent events in Palestine, I thought it would be a good time to revisit this episode on Lebanon. We'll be back soon with new episodes. -- What does citizenship education look like in a country affected by armed conflict and economic crises? My guest today, Bassel Akar, has closely examined citizenship and history education in Lebanon. Some of his research focuses on the ways in which teachers demonstrate their agency for curricular and pedagogical change through innovative approaches inside the classroom. Bassel Akar is Associate Professor of Education and Director of the Center for Applied Research in Education at Notre Dame University in Lebanon. Last year he published a book entitled Citizenship Education in conflict-affected areas: Lebanon and beyond. www.freshedpodcast.com/basselakar -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore new approaches to teacher education in Australia. My guest is Chris Morrissey, a Clinical Associate Professor and Director of School Partnerships at the University of Canberra. Chris tells me about the school-based teacher education clinics that he helped develop across the Australian Capital Territory. Chris was named the 2023 Australian Teacher Educator of the Year by the Australian Teacher Education Association. The Affiliated Schools Program that Chris leads has recently been renewed for another five years. freshedpodcast.com/morrissey -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd has over 300 episodes in its archive. For the next few weeks, we'll air some of our favourites. -- Is there a worldwide learning crisis today? My guest, Keith Lewin, argues that the real issue in much of international education development has to do with financing. In our conversation, we discuss aid to education and the ways in which the Sustainable Development Goals don’t take the idea of sustainability seriously. Keith Lewin is an Emeritus Professor of International Education and Development at the University of Sussex Citation: Lewin, Keith, interview with Will Brehm, FreshEd, 138, podcast audio, December 3, 2018. https://www.freshedpodcast.com/keithlewin/

FreshEd has over 300 episodes in its archive. For the next few weeks, we'll air some of our favourites. -- Today we talk about intercultural competencies. These are the attitudes, skills, and knowledge that enable people to see from different perspectives, helping us get along together as humans. These competencies seem particularly relevant in our current political climate. My guest is Darla Deardorff. She has spent the past decade thinking about intercultural competencies. What are? Can scholars agree on a common framework? And is it possible to measure them? For Darla, intercultural competencies are as vital as math and science for education. Darla Deardorff is the Executive Director of the Association of International Education Administrators at Duke University. Her latest co-edited book, Intercultural Competence in Higher Education: International Approaches, assessment, application, was published by Routledge. Citation: Deardorff, Darla, interview with Will Brehm, FreshEd, 80, podcast audio, July 3, 2017. https://freshedpodcast.com/deardorff/

Education privatisation continues to be a big topic across countries. But do you really know how it’s happening, how privatization as an educational policy is moving around the world? And what effect is it having on governments? Today we re-play an episode from 2017. My guest, Stephen Ball, has written a series of books looking at educational privatization. In his latest book, Edu.net, co-written with Caroline Junemann and Diego Santori, he explores through network ethnography the evolution of the global education policy community that is advancing privatization. Stephen Ball was a Distinguished Service Professor at the Institute of Education, University College London. Citation: Ball, Stephen, interview with Will Brehm, FreshEd, 78, podcast audio, June 19, 2017. https://www.freshedpodcast.com/stephenball/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at the research process in post-conflict Sri Lanka. My Guest is Suren Ladd, a PhD student at the University of Sydney. Suren Ladd has recently published the article “Virtual Qualitative Inquiry: Tensions of Research in Post-conflict Sir Lanka, which was published in Globalisation, Societies and education. freshedpodcast.com/ladd -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at the intersection of school financing and the climate emergency. Should green infrastructure updates in schools be financed primarily through grants or loans? With me are David Backer and Akira Drake Rodriguez. David Backer is an associate professor of education policy at West Chester University of Pennsylvania and Akira Drake Rodriguez is an assistant professor at the Weitzman School of Design at the University of Pennsylvania. Their new article is Movements at the Fiscal/Monetary Crossroads: Financing a Green New Deal for Schools in Philadelphia. freshedpodcast.com/backer-rodriguez -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore aboriginal voices in education research in Australia. Australians will soon vote in a referendum about whether to change their Constitution to allow for the creation of an advisory body made up of First Nations peoples. This body would provide advice to the Parliament and the government on matters that impact indigenous communities. This is called The Voice. Nikki Moodie is an Associate Professor and Program Director of the Atlantic Fellows for Social Equity at the University of Melbourne. Together with Kevin Lowe, Roselyn Dixon, and Karen Trimmer, she has recently co-edited the volume Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice. freshedpodcast.com/moodie -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the alternative education providers that have emerged in the aftermath of the 2021 coup in Myanmar. My guest is James, a representative of Spring University Myanmar. SUM has recently published a report entitled Higher Education in Post-Coup Myanmar. In order to protect James, I’ve agreed not to use his surname or photo. https://freshedpodcast.com/SUM/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at the high school dropout crisis and the dismantling of the social safety net in Philadelphia. My guest is Nikhil Goyal, a sociologist and policymaker who served as senior policy advisor on education and children for Senator Bernie Sanders. Nikhil’s new book is Live to see the day: Coming of Age in American Poverty. https://freshedpodcast.com/goyal/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we take stock of the Covid-19 pandemic and higher education. After nearly four years, how have universities changed and what might their future look like? With me to discuss the post-pandemic university are Mark Carrigan and Susan Robertson. Mark Carrigan is a lecturer in education at the University of Manchester and Susan Robertson is a professor of the sociology of education at Wolfson College at the University of Cambridge. Together with Hannah Moscovitz and Michele Martini, they’ve recently co-edited the volume entitled Building the Post-Pandemic University: Imagining, Contesting and materializing Higher Education Futures. https://freshedpodcast.com/carrigan-robertson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we dig into the ways in which governments in low- and middle-income countries make decisions on education. What interventions work and which should be scaled? My guest is Brad Olsen. As he shows, these questions are a lot more complex than we might think. Brad Olsen is a senior fellow with the Center for Universal Education in the Global Economy and Development program at the Brookings Institution. He has recently published the report “Government Decisionmaking on Education in Low- and Middle-Income Countries: Understanding the Fit among innovation, scaling strategy, and broader environment.” This report is part of the Research on Scaling the Impact of Innovations in Education (ROSIE) multiyear project housed at the Center for Universal Education at Brookings and part of the Global Partnership for Education’s Knowledge and Innovation Exchange. Brad’s opinions expressed on today’s episode are his alone, not official Brookings’ policy. https://freshedpodcast.com/olsen/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about what it would mean to queer higher education. My guests are Louise Morley and Daniel Leyton. In their new book, they disrupt some of the norms and common ways of thinking in higher education today.  Louise Morley is an Emeritus Professor at the University of Sussex and Daniel Leyton is a Lecturer at the University of Exeter. Their new book is entitled Queering Higher Education: Troubling Norms in the Global Knowledge Economy. https://freshedpodcast.com/morley-leyton/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the way in which education and economic well-being were linked in the USA. My guest, Jon Shelton, calls the link a myth and shows how it prevented alternative visions of education from expanding and furthering social democracy. Jon Shelton is a Professor and chair of democracy and justice studies at the University of Wisconsin Green Bay. His new book is The Education Myth: How Human Capital Trumped Social Democracy (Cornell University Press, 2023). https://freshedpodcast.com/shelton/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

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

Today we air the next episode of Flux. a FreshEd series where graduate students turn their research interests into narrative-based podcasts. This episode was created by Aizuddin Mohamed Anuar, who recently graduated with his PhD from Oxford and is now a lecturer in education at Keele University. In his Flux episode, Aizuddin problematizes the meaning of development. Is development always a forward motion? Or does it weave side to side like a river? And how does development get written onto lives? Is it always bad? Is it always good? Aizuddin meanders through these questions, connecting family memory to the development of Malaysia. freshedpodcast.com/flux-anuar -- Credits: Episode created, written, produced, and edited by Aizuddin Mohamed Anuar. Executive Producer: Johannah Fahey Producers: Brett Lashua and Will Brehm Voices: Narrator, Inner monologue, Translation of Mak, Willard C. Bush: Aizuddin Mohamed Anuar Long: Nazmi Anuar Joint reading from text: Nazmi Anuar and Ahmad Akif Mak: Noraini Ahmad Young people: Students of SMK Padang Midin, Malaysia (courtesy of their English teacher, Mr. Pravindharan Balakrishnan) Music and Sounds: Acoustic guitar compositions (Blues Sungai Seluar, Hujan Pagi, Menyusuri Sungai Jelai, Blues Jambatan Gantung, Bunga Cengang, Balada Kilang Rokok): Ahmad Black Link: https://ahmadblack.bandcamp.com/releases Camera Click Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/63925 Chainsaw Sound Effect by InspectorJ Link: https://freesound.org/people/InspectorJ/sounds/418042/ Clock Ticking Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/32756 Construction Site Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/198 Critters in the rural environment: Recorded by Aizuddin Mohamed Anuar Dial-up Internet Sound Effect by Free Sounds Library Link: https://www.freesoundslibrary.com/dial-up-internet-sound/ Drilling Rig Sound Effect by fkunze Link: https://freesound.org/people/fkunze/sounds/407454/ Elephant Sound Effect by geronimo83 https://freesound.org/people/geronimo83/sounds/103117/ Elevator opening and going up: Recorded by Aizuddin Mohamed Anuar Gas Flaring and Fire Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/3669 Hammer on Metal Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/39457 People Chattering Sound Effect by Breviceps Link: https://freesound.org/people/Breviceps/sounds/465699/ Thunder and Rainfall Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/48305 Tiger Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/62307 Traffic sounds in Kuala Lumpur: Recorded by Aizuddin Mohamed Anuar Underwater Bubbles Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/34316 Various River and Water Sounds: Recorded by Aizuddin Mohamed Anuar -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we air the next episode of Flux. This episode was created by Bhavani Kunjulakshmi, a recent graduate of the UCL Institute of Education and staff writer at Feminism in India. Bhavani’s episode explores the meaning of colonization and decolonization in international development and education. We might think we know what colonization is. The history. The actors involved. The exploitation. But what does it feel like? And then what would it mean to decolonize? And what would that feel like? Bhavani explores these questions. freshedpodcast.com/flux-kunjulakshmi -- This episode was created, written, produced and edited by Bhavani Kunjulakshmi. Johannah Fahey was the executive producer. Brett Lashua and Will Brehm were the producers. Fred Brehm read the quote by Noah Chomsky and Fran Vavrus read the quote by Martha Nussbaum. Music was composed by M.C Couper The bell hooks’ clip was a part of ‘A Public Dialogue between bell hooks & Laverne Cox hosted by Eugene Lang College of Liberal Arts’ (Creative commons) The clip of Amartya Sen was a part of ‘Equality and growth – an interview with Amartya Sen’ (Creative commons) Quote by Noam Chomsky about Kerala was from Pedagogy of the Oppressed: Noam Chomsky, Howard Gardner, and Bruno della Chiesa Askwith Forum (Creative commons) Quotes by Martha Nussbaum was from “Creating Capabilities: The Human Development Approach” (Creative commons) Music: The Spirituals Project – Sankofa – Oh Freedom (Creative commons) -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we re-air the first episode of the second season of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. In this Flux episode, Yanan Yu tells a story that raises some interesting questions about how ability should be defined. Is it enough that she has a level ten certification in piano? And a master’s degree? And now works at the BBC? Or does she need something else to be considered able? freshedpodcast.com/flux-yu -- Today’s episode was created, written, produced, and edited by Yanan Yu. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Flux theme music by Joseph Minadeo of Pattern Based music. The piano pieces in this episode, listed below, are all played by Yanan Yu: Claude Debussy: Ballade L. 70 Frederic Chopin: Etudes Op. 10 No. 3 Franz Liszt : Un Sospiro, Trois Etudes de Concert S.144 Sergei Rachmaninoff: Elegy Op. 3 No. 1 Wanghua Chu, 春江舟影 Thanks to Haozhou Ding, Zeyu Wang, Yishuang Xu, Xiaotong Wang and other activists across the globe. Yanan would not have been able to express the complexities surrounding this issue without their support. Finally, Yanan hopes that her efforts may contribute to some changes, however small, in her peers’ lives. -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we air the third episode of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. This episode is by Mari Casellato, a recent graduate of Teachers College, Columbia University. Mari takes us on a journey through time, revealing the potential of youth participation in environmental education in Brazil (and beyond). You might be thinking Brazil – where the Amazon was on fire just last year and the current Bolsonaro government has been routinely criticized for doing too little to prepare for the climate crisis. But back in the 1990s and early 2000s, Brazil spearheaded this idea of environmental education, which brought together a diversity of voices through national conferences and was seen as a political act. Mari was personally involved in this history. https://freshedpodcast.com/flux-casellato/ Credits: This episode was created, written, produced, and edited by Mari Casellato. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Voices: Narrator: Mariana Casellato History narrator: Tiago Luna English version of Joao: Alcides Ferreira English version of Mariana: Renata Penalva English version of Isis: Aline Godoy Youth voices: Ajani Stella and Kayley Chery Music in this episode (used with permission): Cacuriá – Mawaca “Temas tradicionais de cacuriá” Maranhão – Brazil/Arrangement: Mawaca Special guest: Tião Carvalho (Voice, cavaquinho and caixa) Lá na Mata da Amazônia – Seu Antonio and Grupo Cupuaçu Other music came from the Blue Dot Sessions (www.sessions.blue): Eggs and Powder and Alum Drum Solo; and Soundstripe (www.soundstripe.com) Baiao Baiao, Coco Coco, and Sambita Sambita, all by Hola Hola. Sound effects retrieved from Freesound.org: Sea sound effect by HowNotToSail and Forest sound scape by jonasrocha. Former UN Secretary-General Boutros-Ghali speech at Rio 92 audio retrieved from the UN Audiovisual Library: The Earth Summit. Special thanks to Rachel Trajber and Marcos Sorrentino for their generosity and continued work; to Clóvis, for continuing to be a reference; and to João, for the energy. To Projeto Cala-boca já morreu and all of its participants for so many years of partnership, with special remarks to Grácia for all the inspiration, to Mariana, for the insights, to Tiago, for the great voice, and, to Isis for all the support and companionship now and over the years. To Danilo Fernandes, Ajani Stella, Kayley Chery, Renata Penalva, Alcides Ferreira, Aline Godoy, Daniel Corsi, Carla Hirata, and Caio Mamede for agreeing to lend their voices for this project and for all the support. Finally, to Mawaca, to Tião Carvalho, to Neila Campos Mendes and her family, and to Grupo Cupuaçu for allowing us to use their amazing songs “Cacuriá” and “Lá na Mata da Amazônia” that gave so much life to this project.

SPECIAL ANNOUNCEMENT: Please take this survey on podcasting in higher education: www.freshedpodcast.com/survey -- In this Flux episode, Yardain Amron crafts a narrative that shows complex theories in action. He doesn’t simply tell his listeners what these ideas are or name them explicitly. He takes us to disparate places–from universities in India and Puerto Rico to Occupy Wall Street–and makes a connection between them by embedding stories within stories. Through this nested narrative, he shows us how the streets are schools by exploring spaces of activism as educative sites, while leading us to the core idea at the heart of this episode: the relationship between debt and violence. Yardain Amron is a freelance journalist and master’s student in Geography at the University of British Columbia. https://freshedpodcast.com/flux-amron/ Credits: Today’s episode was created, written, produced, and edited by Yardain Amron. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Flux theme music was composed by Joseph Minadeo of Pattern Based music. Music in this episode came from Blue Dot Sessions (www.sessions.blue): Tiny Bottles ShadowPlay The Bus at Dawn Kvelden Trapp David Graeber clip from “Debt: The First 5000 Years — Extended Interview” by Uprising with Sonali. Special thanks to Eleni Schirmer, Jose Laguarta, Banojyotsna Lahiri, Alessandra Rosa, and the many other student- and scholar-activists across the globe whose experiences and expertise, if not voices, underpin this story.

Special announcement: Starting in July, the University of Canberra will be the new home of FreshEd! While Will moves to Australia, we'll be re-playing the FreshEd Flux episodes. Also, please take this survey on podcasting in higher education: www.freshedpodcast.com/survey -- In the first episode of Flux, Daniela Hernández Silva takes listeners to a faraway place in the Colombian countryside. Here, reality is transformed. She uses magical realism to create a composite character called Jose. Jose gives voice to the hundreds of people Daniela spoke with during her five-years of ethnographic fieldwork. By raising Jose’s voice and listening to what he has to tell us, Daniela offers an alternative reading of Escuela Nueva, the award-winning rural education program founded in Colombia. She challenges policy assumptions about rural education in Colombia as a way to begin to change the narrative. Daniela also questions academic conventions and critiques the legitimacy of academic knowledge over local experience. The episode is a sonic journey unlike anything we’ve ever aired. freshedpodcast.com/flux-silva -- Today’s episode was written, edited, and produced by Daniela Hernández Silva. Senior producer was Johannah Fahey. Producers were Brett Lashua and Will Brehm. Flux theme music by Joseph Minadeo of Pattern Based music. Voices: • Narrator and Researcher: Daniela Hernández Silva • Young Jose: Pablo Rivas • Adult Jose: Guillermo Rivas • Gabriel García Márquez: Gustavo Fischman Music and Sounds used with permission: • Bamboo Flute by Carlos Carty • Bass track by Daniela Hernández Silva • Bittersweet by Matteo Galesi • Book Sound Effect by All Sounds • Bomb Sound Effect: Free Sound by ERH • Burning Fire Sound Effect by Hadwin Channel • Cash Register Sound Effect by Kiddpark • City Skyline Sound Effect by Audio Library • City Traffic Sound Effect by RoyaltyFreeSounds • Clapping Sound Effect by Audio-without-Copyright • Colombian Cumbia by Vodovoz Music Productions • Handwriting Sound Effect by Nagaty Studio • Keyboard Typing Sound by zrrion_the_insect • Kids playing: Recording by Daniela Hernández Silva • Magical Rising Wind by Jason Shaw • The Arctic by Gold Coast • People talking: Recording by Daniela Hernández Silva • Record Scratch Sound Effect by SONIDOS-NoCopyright • Shots Sound Effec by No-Copyright-Music-Vloggers • The Reflecting by Birds of Norway • Throwing Away Glass Sound Effect by Qubodup • Truck: Recording by Daniela Hernández Silva • Woman Crying Sound Effect by ARRNNOO -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

SPECIAL ANNOUNCEMENT: Please take this survey on podcasting in higher education: www.freshedpodcast.com/survey -- Today we continue our mini-series called the FreshEd Questionnaire. I’ve been asking guests a set of standard questions after each interview. These questions focus on how guests approach writing, reading, research, and supervision. I want to talk about them to highlight the many different approaches to the day-to-day activities we do inside universities. Today’s episode focuses on reading and writing. I asked guests to describe how they approach writing and to name their favorite book or author. Here’s what they had to say. freshedpodcast.com/323-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

SPECIAL ANNOUNCEMENT: Please take this survey on podcasting in higher education: www.freshedpodcast.com/survey -- Today we continue our mini-series called the FreshEd Questionnaire. I’ve been asking guests a set of standard questions after each interview. These questions focus on how guests approach writing, reading, research, and supervision. I want to talk about them to highlight the many different approaches to the day-to-day activities we do inside universities. Today’s episode focuses on research. I asked guests to describe how they approach research and to give one piece of advice to a new student in terms of conducting research. Here’s what they had to say. freshedpodcast.com/322-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

SPECIAL ANNOUNCEMENT: Please take this survey on podcasting in higher education: www.freshedpodcast.com/survey -- Today we continue our mini-series called the FreshEd Questionnaire. I’ve been asking guests a set of standard questions after each interview. These questions focus on how guests approach writing, reading, research, and supervision. These are the day-to-day activities we do inside universities, but we don’t talk too much about them. I want to talk about them to highlight the many different approaches. Today’s episode focuses on supervision. I asked guests to describe their preferred method of supervision. Here’s what they said. freshedpodcast.com/321-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the interconnections between Educational Assessment and Inclusive Education. My guests are Alison Milner and Ezequiel Gómez Caride. Alison Milner is an assistant professor in the Centre for Education Policy Research of the Department for Culture and Learning at Aalborg University in Denmark. Ezequiel Gómez Caride is an assistant professor at the School of Education at the University of San Andrés in Argentina. Together with Christian Ydesen, Tali Aderet-German and Youjin Ruan, they’ve recently co-written the book Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities. https://freshedpodcast.com/milner-caride/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at systems thinking in international education and development. With me are Moira V. Faul and Laura Savage. Moira V. Faul is Executive Director of NORRAG, and also a Senior Lecturer at the Geneva Graduate Institute. Laura Savage is the Executive Director of the International Education Funders Group (IEFG). Their new co-edited collection is entitled Systems Thinking in International Education and Development, which is Open Access. Please note: NORRAG provides financial contributions to FreshEd. https://freshedpodcast.com/faul-savage/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the production of global learning metrics inside the UNESCO Institute for Statistics. My guest is Clara Fontdevila, a British Academy Postdoctoral Fellow at the School of Education at the University of Glasgow. Clara’s newest article is entitled “The politics of good enough data. Developments, dilemmas, and deadlocks in the production of global learning metrics,” which was published in the International Journal of Educational Development. Today’s episode was recorded in front of a live audience at the School of Education at the University of Glasgow. Thanks to Matthew Thomas for organizing the event. https://freshedpodcast.com/fontdevila/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore scholarly podcasting: what it is and why it matters. With me is Ian M. Cook, who has recently published the book Scholarly Podcasting: Why, What, How? Ian M. Cook is Editor and Chief at Allegra Lab. He is an anthropologist whose work focus includes urban India, scholarly podcasting, open education, and environmental (in)justice. https://freshedpodcast.com/cook/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore one Ph.D. student’s journey from Yemen to the USA. We dig into different traditions of Islam and education, and what it means to shift between extremes. My guest is Abdulrahman Bindamnan, a Ph.D. student in Comparative ‎and International Development Education at the University of ‎Minnesota. He serves as a Fellow at the Interdisciplinary Center ‎for the Study of Global Change and is a contributing writer for Psychology Today where he documents his journey living abroad in a regular column. https://freshedpodcast.com/bindamnan/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the process of colonization and decolonization from a comparative perspective. My guest is Lachlan McNamee who has recently published the book Settling for Less: Why states colonize and why they stop. Lachlan McNamee is an Assistant Professor of Political Science at UCLA and a Lecturer of Politics at Monash University. https://freshedpodcast.com/mcnamee/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the experiences of Black Caribbean youth in the United Kingdom and the United States. My guest is Derron Wallace, an assistant professor of sociology and education at Brandeis University. Derron Wallace’s new book is The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth. https://freshedpodcast.com/wallace/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about Black Lives Matter and what it means for the field of comparative and international education. With me are Sharon Walker and Krystal Strong, who have recently co-edited with Derron Wallace, Arathi Sriprakash, Leon Tikly, and Crain Soudien, a special issue of Comparative Education Review entitled “Black Lives Matter and Global Struggles for Racial Justice in Education.” https://freshedpodcast.com/walker-strong/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Michael Crossley reflects on the field of comparative and international education. He looks at different eras to unpack some of the major debates in the field. Taking a historical perspective provides useful context and intellectual tools to understand and make sense of the big issues facing the field today, such as environmental uncertainty and decolonization. Michael Crossley is Emeritus Professor of Comparative and International Education at the University of Bristol. The reflections in today’s episode are based on his article “Epistemological and Methodological Issues and Frameworks in Comparative and International Research in Education,” which was published in the New Era of Education: The Journal of the World Education Fellowship. https://freshedpodcast.com/crossley/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the learning crisis in education. In particular, we unpack the crisis narrative, which has reached a crescendo during Covid-19. With me is Michele Schweisfurth, a Professor of Comparative and International Education at the University of Glasgow. She has a new article in the International Journal of Educational Development entitled “Disaster Didacticism: Pedagogical interventions and the ‘learning crisis.’” https://freshedpodcast.com/micheleschweisfurth-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the concepts of racialization and educational inequality in the field of comparative and international education. My guests are Janelle Scott and Monisha Bajaj who have recently co-edited the latest edition of the World Yearbook of Education. Janelle Scott is a Professor in the School of Education and African American Studies Department at the University of California at Berkeley and Monisha Bajaj is a professor of international and multicultural education at the University of San Francisco. https://freshedpodcast.com/scott-bajaj/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about affirmative action in higher education in the United States. The Supreme Court will soon rule on the latest case over race-based college admissions, which many fear will end affirmative action as we know it. My guest is Natasha Warikoo, a professor of sociology at Tufts University. Her new book is Is Affirmative Action Fair?, which was published by Polity press. https://freshedpodcast.com/warikoo/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Welcome to the first episode of 2023! We are thrilled to be starting another year and have a great line-up of guests for you. Before we kick things off, I’d like to encourage any graduate student who wants to make a narrative-based podcast about their research to apply for a FreshEd Flux Fellowship. The application deadline is Feb 17. So if that’s you, head over to FreshEdpodcast.com/flux for more details. Also, FreshEd will be holding an online Annual General Meeting on February 20 at 8:30 am Eastern Standard Time. This will be an opportunity for our listeners to learn about the inner workings of FreshEd. You can ask us questions, meet the team, and provide input into our future direction. More details will be shared on our website soon. Stay tuned and I hope you can join us. -- Today we focus on a hugely important issue but one that is generally absent within the organizations and structures that make up the global education architecture. The issue is race. My guests today, Francine Menashy and Zeena Zakharia, have spent years speaking with staff members at various global education organizations – you know, places like UNESCO, UNCIEF, the World Bank, and the Gates Foundation. They also scrutinized hundreds of publications these organizations have published. Francine and Zeena come to the conclusion that few if any of these organization deal with race and racial power relations between the global north and south in any meaningful way. Francine Menashy is an associate professor at the University of Toronto and Zeena Zakharia is an assistant professor at the University of Maryland, College Park. Their new article in Harvard Educational Review is entitled White Ignorance in Global Education. It’s open access until March 9. https://freshedpodcast.com/menashy-zakharia/ -- 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/ -- Hi FreshEd listeners. Some of you might have heard that the UK university sector has called for 18 days of strikes between February and March. We’re striking because pay has declined over 25 percent in real terms since 2010; our pensions have been cut on average by 35 percent; the sector relies on short-term, exploitative contracts; and there are massive gender and ethnic pay gaps. We can’t provide the proper learning conditions for our students when our working conditions are so dismal. Five years ago we aired a show about higher education in the UK. It coincided with an earlier round of industrial action. So I wanted to re-play this episode since reimagining he university is exactly what we are still trying to do today. This will be the last re-run before new episodes air next week. For now, enjoy this episode and please show your support for the striking university staff across the UK. -- Today, we explore the university strikes in the United Kingdom. My guests are Ioannis Costas Batlle and Aurelien Mondon, lecturers at the University of Bath and participants in the Bath Teach Outs. Based on their experiences in the current labor movement sweeping the UK, they find an alternative to the neoliberal university. Their new co-written blog post entitled "University Strikes: Reclaiming a space for emancipatory education" was published by Discover Society. Learn more about the strikes here: https://www.ucu.org.uk/article/12469/FAQs www.freshedpodcast.com/batlle-mondon -- 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 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

Today Aizuddin and Nazmi Anuar join me to talk about Aizuddin’s FreshEd Flux episode. I recommend you listen to that episode before you continue with this one. In today's episode, we discuss the power of memory when thinking about development and excavate some of the layers in Aizuddin’s Flux episode. Aizuddin Anuar is a lecturer in education at Keele University and his brother, Nazmi, teaches architecture in Malaysia. freshedpodcast.com/anuar -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we air the next episode of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. This episode was created by Aizuddin Mohamed Anuar, who recently graduated with his PhD from Oxford and is now a lecturer in education at Keele University. In his Flux episode, Aizuddin problematizes the meaning of development. Is development always a forward motion? Or does it weave side to side like a river? And how does development get written onto lives? Is it always bad? Is it always good? Aizuddin meanders through these questions, connecting family memory to the development of Malaysia. freshedpodcast.com/flux-anuar -- Credits: Episode created, written, produced, and edited by Aizuddin Mohamed Anuar. Executive Producer: Johannah Fahey Producers: Brett Lashua and Will Brehm Voices: Narrator, Inner monologue, Translation of Mak, Willard C. Bush: Aizuddin Mohamed Anuar Long: Nazmi Anuar Joint reading from text: Nazmi Anuar and Ahmad Akif Mak: Noraini Ahmad Young people: Students of SMK Padang Midin, Malaysia (courtesy of their English teacher, Mr. Pravindharan Balakrishnan) Music and Sounds: Acoustic guitar compositions (Blues Sungai Seluar, Hujan Pagi, Menyusuri Sungai Jelai, Blues Jambatan Gantung, Bunga Cengang, Balada Kilang Rokok): Ahmad Black Link: https://ahmadblack.bandcamp.com/releases Camera Click Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/63925 Chainsaw Sound Effect by InspectorJ Link: https://freesound.org/people/InspectorJ/sounds/418042/ Clock Ticking Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/32756 Construction Site Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/198 Critters in the rural environment: Recorded by Aizuddin Mohamed Anuar Dial-up Internet Sound Effect by Free Sounds Library Link: https://www.freesoundslibrary.com/dial-up-internet-sound/ Drilling Rig Sound Effect by fkunze Link: https://freesound.org/people/fkunze/sounds/407454/ Elephant Sound Effect by geronimo83 https://freesound.org/people/geronimo83/sounds/103117/ Elevator opening and going up: Recorded by Aizuddin Mohamed Anuar Gas Flaring and Fire Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/3669 Hammer on Metal Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/39457 People Chattering Sound Effect by Breviceps Link: https://freesound.org/people/Breviceps/sounds/465699/ Thunder and Rainfall Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/48305 Tiger Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/62307 Traffic sounds in Kuala Lumpur: Recorded by Aizuddin Mohamed Anuar Underwater Bubbles Sound Effect by Soundstripe Link: https://app.soundstripe.com/sfx/34316 Various River and Water Sounds: Recorded by Aizuddin Mohamed Anuar -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Here we are. 300 episodes. I can’t believe it really. FreshEd has been putting out regular content for 2,569 days. That’s just over 7 years and averages a new episode every 8.5 days. We’ve produced close to 200 hours of recorded conversations about education broadly defined. Over 1 million words transcribed. In that time, we started a fellowship program for graduate students and two spin-off podcasts in other languages. There are so many people to thank, from the FreshEd team, who make this all possible, to our big institutional donors, who give us the freedom to produce independent content. I don’t have time to thank everyone who makes FreshEd possible. But I’d like to pay special tribute to the thousands of listeners who tune in every week from across the globe. Because of you, the whole FreshEd team devotes countless hours to make the show possible week after week. So thank you. Thank you for your support, your engagement, and your shared love of education and podcasts. We’ll keep going so long as you keep listening. I didn’t know the best way to celebrate 300. Reflecting on the past 7 years I started wondering about the pre-history of FreshEd. Where did the idea come from? Who shaped its direction? And then I remembered the name Greg Skutches, a mentor to me during my undergraduate studies at Lehigh University. Greg saw education as an end in itself, not some means to another end like a high paying job. He loved learning and supporting the process of student learning. Recently he’s written an op-ed in the school newspaper where he calls for us to reimagine higher education as a Carnival of Learning. I love that phrase: a Carnival of Learning where anything is possible. I think it captures the idea Greg instilled in me nearly 15 years ago. I also think it’s what I’ve always wanted FreshEd to be. So to celebrate this podcasting milestone I’ve invited Greg Skutches on the show. In our conversation, we discuss topics far beyond FreshEd. We get into the purpose and meaning of education. What it means to have a voice. And learn from our failures. To push boundaries. And take on institutional power. Greg Skutches is the Director of Writing Across the Curriculum at Lehigh University and teaches courses in the university’s English department. freshedpodcast.com/skutches -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we air the next episode of Flux. This episode was created by Bhavani Kunjulakshmi, a recent graduate of the UCL Institute of Education and staff writer at Feminism in India. Bhavani’s episode explores the meaning of colonization and decolonization in international development and education. We might think we know what colonization is. The history. The actors involved. The exploitation. But what does it feel like? And then what would it mean to decolonize? And what would that feel like? Bhavani explores these questions. freshedpodcast.com/flux-kunjulakshmi -- This episode was created, written, produced and edited by Bhavani Kunjulakshmi. Johannah Fahey was the executive producer. Brett Lashua and Will Brehm were the producers. Fred Brehm read the quote by Noah Chomsky and Fran Vavrus read the quote by Martha Nussbaum. Music was composed by M.C Couper The bell hooks’ clip was a part of ‘A Public Dialogue between bell hooks & Laverne Cox hosted by Eugene Lang College of Liberal Arts’ (Creative commons) The clip of Amartya Sen was a part of ‘Equality and growth – an interview with Amartya Sen’ (Creative commons) Quote by Noam Chomsky about Kerala was from Pedagogy of the Oppressed: Noam Chomsky, Howard Gardner, and Bruno della Chiesa Askwith Forum (Creative commons) Quotes by Martha Nussbaum was from “Creating Capabilities: The Human Development Approach” (Creative commons) Music: The Spirituals Project – Sankofa – Oh Freedom (Creative commons) -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Yanan Yu joins me to talk about her FreshEd Flux episode, which aired last week. Spoiler alert: we talk about her episode in depth in today’s show, so if you haven’t already listened to her episode, I recommend you do so right now. Really, hit pause, go back and listen to her flux episode, and then come back here to go behind the scenes. In our conversation today, Yanan details what it’s like to live in a vision centric world and the difficulty of making a podcast. She talks about moving to the United Kingdom and inclusive education. Yanan Yu completed her master’s degree at the University of Bristol and recently finished an internship at the BBC. She is currently looking to enrol in a PhD program where she can further her studies on inclusive education. freshedpodcast.com/yu -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we start the second season of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. To kick things off, Yanan Yu tells a story that raises some interesting questions about how ability should be defined. Is it enough that she has a level ten certification in piano? And a master’s degree? And now works at the BBC? Or does she need something else to be considered able? freshedpodcast.com/flux-yu -- Today’s episode was created, written, produced, and edited by Yanan Yu. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Flux theme music by Joseph Minadeo of Pattern Based music. The piano pieces in this episode, listed below, are all played by Yanan Yu: Claude Debussy: Ballade L. 70 Frederic Chopin: Etudes Op. 10 No. 3 Franz Liszt : Un Sospiro, Trois Etudes de Concert S.144 Sergei Rachmaninoff: Elegy Op. 3 No. 1 Wanghua Chu, 春江舟影 Thanks to Haozhou Ding, Zeyu Wang, Yishuang Xu, Xiaotong Wang and other activists across the globe. Yanan would not have been able to express the complexities surrounding this issue without their support. Finally, Yanan hopes that her efforts may contribute to some changes, however small, in her peers’ lives. -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the meaning of regionalism in the South Pacific. With me is Seu’ula Johansson-Fua who uses the concept of Wansolwara to think about creating a regionalism from within the “sea of islands” that is the South Pacific. Seu’ula Johansson-Fua is the director of the institute of education at the University of the South Pacific. Her new article is Wansolwara: Sustainable Development, Education and Regional Collaboration in Oceania, which was published in the Comparative Education Review. freshedpodcast.com/johansson-fua -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today Kehaulani Vaughn joins me to discuss Trans-Indigenous education primarily on Turtle Island, the name used by Indigenous peoples for North America. Kēhaulani Vaughn (Kanaka Maoli) is an assistant professor in the Department of Education, Culture, and Society and the Pacific Islands Studies Initiative at the University of Utah. She has recently co-written, with Theresa Jean Ambo, an article entitled “Trans-Indigenous Education: Indigeneity, Relationships, and Higher Education” which was published in the Comparative Education Review. freshedpodcast.com/vaughn -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today You Yun joins me to talk about Social-Emotional Learning (SEL). She critiques the approach to SEL advocated by western organizations by showing how conceptions of the self, other, and emotions are not universal. By exploring these concepts from Confucian and Daoist philosophies, she begins to show alternative ways to think about SEL. You Yun is an Associate Professor in the department of Education at the East China Normal University. Her new article is "Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism," which was published in Educational Philosophy and Theory. freshedpodcast.com/you -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today Mir Abdullah Miri joins me to talk about his escape from Afghanistan and takes me inside the production of “The Desert of Death,” an episode he made for the Intercepted podcast. Mir Abdullah Miri is an Afghanistan Observatory Scholar at New America. In Afghanistan, he served on the faculty of Herat University. In the fall of 2021, Miri was evacuated from Kabul to England, and now lives in Bath. freshedpodcast.com/miri -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore higher education assessment for disabled students. My guest is Juuso Nieminen, an Assistant Professor at the University of Hong Kong. Juuso argues that assessment adjustments are often technical processes that presuppose a medical logical. Juuso’s new article is “A spanner in the works: the portrayal of disabled students in assessment adjustment research” which was published in the journal International Studies in Sociology of Education. freshedpodcast.com/nienminen -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

It’s great to be back after an extended holiday. I’m recharged and ready to go. We have an exciting line-up for the rest of the year, including our FreshEd Flux episodes. Before we start today, I’d like say hello to all our new listeners who may be joining us for the first time as they start their degrees at universities across the Northern Hemisphere. I hope you find FreshEd useful in your studies and please be sure to get in touch! We love hearing from listeners. Over the past few weeks on holiday, I’ve been doing a lot of reading. It’s been really relaxing. Reading is a fundamental part of education. There’s no way around it. There’s even an idea called “foundational literacy” that is being championed – not without controversy -- within international development circles. But let’s put that to one side. I’m more interested in what people are reading. Have you ever wondered what some of your teachers or fellow peers are reading? Today we continue our mini-series called the FreshEd Questionnaire. Over the past eight months, I’ve asked FreshEd guests a set of standard questions after each interview. These questions ask guests how they approach writing, reading, research, and supervision. These are the day-to-day activities we do inside universities, but perhaps don’t talk too much about them. I want to talk about them. The first volume in this mini-series, which you should go back to listen to if you haven’t, explored research supervision. It offers great insight and tips for new university students. In today’s episode we explore books. I asked guests who are their favourite writers and why? What we learn is that academics read far and wide. Some stick to academic texts directly in the field of education. Others read non-fiction far beyond the field of education. And still others devour fiction, using it as a source of inspiration in their own academic work. My hope is by listening to this mash-up of voices you’ll think about your own reading habits and realize the value of reading in education. I hope you enjoy the show! freshedpodcast.com/291-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Hi FreshEd Listeners. We’re on holiday for the month of August. We’ll be back in September with new episodes, including the next round of Flux. I’ve already listened to a few rough cuts and they’re going to be great. While we’re away, please send us your recommendations for future guests as well as consider donating to FreshEd to keep independent media alive. FreshEd is nothing without you. Thanks for all your support and I’ll be back in September! freshedpodcast.com/contact-2/ -- Today the journalist, author, and academic, Gary Younge, joins me to talk about race, identity, and education. Our conversation starts with his reflections on the UK Government’s Commission on Race and Ethnic Disparities, which published its report in March. We then touch on a range of issues from across his career. Gary Younge is a professor of sociology at the University of Manchester. He worked for the Guardian newspaper for two decades and has written five books. His book Who are We – and should it matter in the 21st century? was recently re-released with an updated introduction. In May, he released his latest BBC radio documentary called Thinking in Colour. freshedpodcast.com/younge/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Hi FreshEd Listeners. We’re on holiday for the month of August. We’ll be back in September with new episodes, including the next round of Flux. I’ve already listened to a few rough cuts and they’re going to be great. While we’re away, please send us your recommendations for future guests as well as consider donating to FreshEd to keep independent media alive. FreshEd is nothing without you. Thanks for all your support and I’ll be back in September! https://freshedpodcast.com/contact-2/ -- Did you know that today there are more forcibly displaced people than at any time since World War II? The total number comes out to roughly 65 million, including internally displaced peoples, asylum seekers, and refugees. That’s roughly 1 out of every 113 people on Earth. Today I speak with three professors from Teachers College, Columbia University about their research project on refugees, which is being funded by the United States Department of State’s Bureau of Population, Refugees and Migration. At Teachers College, Mary Mendenhall is an Assistant Professor of Practice in International and Comparative Education; Garnett Russell is an Assistant Professor of International and Comparative Education; and Elizabeth Buckner is a Visiting Assistant Professor in International Comparative Education. https://freshedpodcast.com/marygarnettelizabeth/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Hi FreshEd Listeners. We’re on holiday for the month of August. We’ll be back in September with new episodes, including the next round of Flux. I’ve already listened to a few rough cuts and they’re going to be great. While we’re away, please send us your recommendations for future guests as well as consider donating to FreshEd to keep independent media alive. FreshEd is nothing without you. Thanks for all your support and I’ll be back in September! https://freshedpodcast.com/contact-2/ -- There’s an urban legend that Winston Churchill, near the end of World War II, once said “never let a good crisis go to waste.” President Obama’s chief of staff, Rahman Emanuel, certainly said similar words in 2009 after the Global Financial Crisis. Is the crisis in education today caused by the coronavirus an opportunity to make lasting and positive change? How can we be sure not to waste this moment by returning to normal? Yong Zhao joins me to talk about educational change in the time of COVID-19. He argues that we must change the “yes, but” attitude to a “yes, and” collaborative approach. We must be innovative and work together to redesign education systems into something new. He’s hoping to see more self-directed learning emerge out of this crisis as well as a shift towards the humanities and philosophy. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. His newest book is entitled Teaching Students to Become Self-Determined Learners (ASCD, 2020). www.freshedpodcast.com/yongzhao-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Hi FreshEd Listeners. We’re on holiday for the month of August. We’ll be back in September with new episodes, including the next round of Flux. I’ve already listened to a few rough cuts and they’re going to be great. While we’re away, please send us your recommendations for future guests as well as consider donating to FreshEd to keep independent media alive. FreshEd is nothing without you. Thanks for all your support and I’ll be back in September! https://freshedpodcast.com/contact-2/ -- 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. With me are Matthew Thomas, Emilee Rauschenberger and Katy Crawford-Garrett who have recently co-edited Examining Teach For All: International Perspectives on a Growing Global Network. The collection “brings together research focused on Teach for All and its affiliate programmes to explore the organization’s impact on education around the world.” Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney; Emilee Rauschenberger is Senior Research Fellow at Manchester Metropolitan University; and Katy Crawford-Garrett is an Associate Professor of Teacher Education, Educational Leadership and Policy at the University of New Mexico. freshedpodcast.com/teach-for-all/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the role of students and youth in global education governance. With me is Sebastian Berger, the Executive Director of the Global Student Forum. The Global Student Forum is the umbrella organisation of the world’s major representative student federations and the only independent, democratic and representative student governance structure dedicated to promoting the rights and perspectives of student organisations and movements on the global level. Sebastian Berger has been an active member of the international student movement for years, holding various leadership positions on the local, national and international level. He previously held the office of Vice President in the European Students’ Union (ESU) and was a founding member of the GSF Steering Committee. He’s currently paused his Master’s degree to work full-time with the Global Student Forum. freshedpodcast.com/berger -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the birth of global economic governance and the myth of equal sovereignty. We look at early efforts of international development and technical assistance, revealing how many of the tensions that existed in the early 1900s are still with us today. My guest is Jamie Martin an Assistant Professor of History and Social Studies at Harvard University. His new book is The Meddlers: Sovereignty, Empire, and the Birth of Global Economic Governance. https://freshedpodcast.com/jamiemartin -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd has a new podcast! It's called Aula Divergente and it's in Spanish. The show, which airs on Fridays, is series-based (that is, we'll air a group of episodes around a single topic before moving to the next) and focuses on educational issues across Latin America. It's hosted by Daniela Hernández and Carlos Navia. Today Dani and Carlos join me to talk about Aula Divergente. We then play the first full epsiode, which is of course in Spanish. You can find an English-translation on our website. Please make sure you subscribe to our new show here: https://freshedpodcast.com/auladivergente/subscribe/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Special announcement: FreshEd started a Spanish-language podcast called Aula Divergente! Subscribe now: https://freshedpodcast.com/auladivergente/subscribe/ -- Today we explore mass shootings in the USA. My guest is Dinur Blum who explores this phenomenon using a sociological lens. Dinur Blum is a lecturer in the department of Sociology at California State University, Los Angeles. Together with Christian Gonzalez Jaworski, he published the book Critical Mass: Understanding and fixing the social roots of mass shootings in the United States. He is also the co-host of the podcast Learning Made Easier. freshedpodcast.com/blum -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

As many students in the Northern Hemisphere begin summer break, I thought it would be a good time to reflect on and reimagine universities. Ian Cook and Prem Kumar Rajaram join me today to talk about their new Open Access co-edited volume, Opening up the University: Teaching and Learning with Refugees, which was put together with Celine Cantat. Ian M. Cook is Director of Studies at the Open Learning Initiative (OLIve), Budapest located at the Central European University (CEU), where Prem Kumar Rajaram is Professor at the Department of Sociology and Social Anthropology and Head of the Open Learning Initiative. freshedpodcast.com/cook-rajaram -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we are going to do something slightly different. Over the past six months, I’ve asked FreshEd guests how they approach writing, reading, research, and supervision. Listening back to the responses, I realized there is no one way to do any of this! There isn’t a “right way” to do higher education. What I hope is that by compiling these voices here, we can start to appreciate the diversity within higher education, potentially opening spaces for new futures. So today we air the first episode devoted to these questions. This episode focuses on supervision and advice for graduate students. You might want to grab a notebook because there are a lot of good tips that are going to come up. I hope you enjoy the show! freshedpodcast.com/285-questionnaire -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore race and the criminalization of failure in the United States. With me is Sean Drake. Sean Drake is an Assistant Professor of Sociology in the Maxwell School of Citizenship & Public Affairs at Syracuse University, and Senior Research Associate at the Maxwell Center for Policy Research. His new book is Academic Apartheid: Race and the Criminalization of Failure in an American Suburb. freshedpodcast.com/drake -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today FreshEd teams up with the Swedish podcast Bakom Bokhyllan to explore science communication. Cecilia Burman, Gia Destoun, and Will Brehm discuss the benefits and challenges of communicating science to a public audience. By teaming up, FreshEd and Bakom Bokhyllan offer an example of the impact podcasts can have in higher education. Cecilia Burman is a communication officer at Stockholm University Library and host and producer of the Bakom Bokhyllan. Gia Destoun is a Professor of Hydrology, Hydrogeology and Water Resources and Head of the Department of Physical Geography at Stockholm University. Will Brehm is an Associate Professor at the Institute of Education, University College London, and host of the FreshEd podcast.

Today we discuss the climate crisis, why it’s a difficult knowledge for humans to grasp, and how art can help us transform approaches to teaching about it. My guest is Audrey Bryan. Audrey Bryan is an associate professor of Sociology in the School of Human Development at Dublin City University. Her new article is Pedagogy of the Implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis, which was published in Pedagogy, Culture & Society. freshedpodcast.com/bryan -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today Matthew Thomas fills in for Will Brehm. Some of you might recognize his voice. Matthew's been a guest a few times on the FreshEd over the years. Now it’s his turn to interview Will, which he did as part of an event organized last week at the University of Sydney. In their conversation today, Matthew and Will explore the issue of regional identity in Southeast Asia’s Mekong region. Together with Yuto Kitamura, Will has a new co-edited book entitled Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia. Will Brehm is an associate professor of education and international development at the UCL Institute of Education. He is also the host of FreshEd. Today’s episode was organized by the Sydney Comparative and International Education Community, Sydney Southeast Asia Centre, and the History and Education SIG of the Australian Association for Research in Education. freshedpodcast.com/281-brehm -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the issue of whiteness and how it is learned in and beyond schools in Australia. My guests are Arathi Sriprakash, Sophie Rudolph and Jessica Gerrard. They have written the new book, Learning Whiteness: Education and the settler Colonial State, which was published by Pluto Press. Arathi Sriprakash is a Professor of Education at the University of Bristol. Sophie Rudolph is a Senior Lecturer in the Melbourne Graduate School of Education at the University of Melbourne where Jessica Gerrard is an Associate Professor. https://freshedpodcast.com/sriprakash-rudolph-gerrard -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

How can we define comparative education? That question has long vexed scholars in the field. My guest today is Angela Little, who has spent her entire career in comparative education and has wrestled with this very question. Angela argues that it is best to define the field through shared action rather than agreed-upon definitions and talks about the challenges of being an academic-slash-practitioner. She also discusses the recent role that southern theory plays in the field of comparative education. Angela Little is Professor Emerita at the University College London, Institute of Education, University of London. https://freshedpodcast.com/angelalittle/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

With the leaked Supreme Court ruling that would effectively overturn Roe v. Wade, I thought it would be good to revisit an old episode that explored various constitutional issues vis-a-vis schools. Do constitutional rights stop at the schoolhouse gate? Are American students, in other words, granted the freedom and protections outlined in the US constitution? These questions doesn’t have easy answers. With me to explore some of these questions is Justin Driver. In his book, The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind, Justin explores most if not all Supreme Court rulings on students in public education. Justin Driver is the Harry N. Wyatt Professor of Law at the University of Chicago Law School. His first book,The Schoolhouse Gate(2018 Pantheon), is receiving rave reviews. The New York Times called it “indispensable” while the Washington Post called it “masterful.” www.freshedpodcast.com/driver-p1 twitter: @freshedpodcast email: info@freshedpodcast.com

Today we look at education in Ukraine during times of war. With me is Anatoly Oleksiyenko, who was born and raised in Soviet Ukraine and is a leading scholar in post-Soviet higher education systems. Anatoly Oleksiyenko is an Associate Professor in the Faculty of Education at the University of Hong Kong. He is also the director of the Comparative Education Research Centre. His latest article is Ukrainian Academics in the Times of War, which was published in Academic Praxis. https://freshedpodcast.com/oleksiyenko -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Everyone knows covid-19 disrupted education in countless ways. But what we don’t have is cross-national data that clearly measures these disruptions. That is until now. The International Association for the Evaluation of Educational Achievement (IEA) and UENSCO conducted a joint study called the Responses to Educational Disruption Survey or REDS for short. REDS was developed and implemented quickly across 11 countries. It’s the first survey of its kind. Earlier this year, the first report on the survey was published. That’s what we explore today. With me are Dirk Hastedt, the Executive Director of IEA, Sabine Meinck, the Co-Head of the Research and Analysis Unit and the Head of the Sampling Unit at the IEA. The REDS data is open access, so anyone can dive into it. The IEA is holding a REDS data analysis workshop in June: https://tinyurl.com/2p83z22m https://freshedpodcast.com/hastedt-meinck -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

It's spring break for Will's university in London, so we are re-airing one of our favourite episodes from 2020. See you next week! Today we take a critical look at numbers. Think about it: numbers are everywhere in education, from grades to impact scores to rankings. My guests today, Nelli Piattoeva and Rebecca Boden, have recently co-edited a special issue for the journal International Studies in Sociology of Education that looks at the “ambiguities of the governance of education through data” (read their open access introduction!). Nelli Piattoeva is an Associate Professor at Tampere University in Finland where Rebecca Boden is the research director and professor at the New Social Research Programme. https://freshedpodcast.com/nellipiattoeva-rebeccaboden/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today Sarah Dryden-Peterson, a regular on FreshEd, joins me to talk about her new book Right Where We Belong: How Refugee Teachers and Students are Changing the Future of Education. Her book is the product of her 15 years of working with and researching refugee education around the world. Sarah Dryden-Peterson is Associate Professor at the Harvard Graduate School of Education. She is the founder and director of REACH, which promotes research, education, and action for refugees. https://freshedpodcast.com/sarahdrydenpeterson-3/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the ways in which economic thinking came to dominate in public policy. With me is Beth Popp Berman, who has recently written the new book Thinking like an Economist: How Efficiency Replaced Equality in US Public Policy. Beth Popp Berman is an Associate Professor of Organizational Studies at the University of Michigan. www.freshedpodcast.com/popp-berman -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we take stock of Covid-19 and education two years after the World Health Organization declared a pandemic. Although we are still living through the pandemic, this anniversary is a good opportunity for reflection. What worked? What didn’t? Will there be lasting changes in education because of Covid-19? With me to discuss the second anniversary of the Covid-19 pandemic is David Edwards, General Secretary of Education International, a global federation of teacher trade unions representing over 30 million education personnel. He is also a FreshEd board member. He has worked with and supported teachers around the world as they navigated schools in chaos. He’s also been involved with various international organizations as they developed responses to the pandemic. www.freshedpodcast.com/edwards -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we talk about transitional justice, the role of truth telling in historical memory, and how education can help or hinder the process. With me is Natasha Robinson who has written a new book chapter entitled “Developing Historical Consciousness for Social Cohesion: How South African Students Learn to Construct the Relationship Between Past and Present.” Natasha Robinson is a Postdoctoral researcher at Oxford University and ESRC Fellow. www.freshedpodcast.com/natasharobinson -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the collective memory in Ghana of the transatlantic slave trade. With me is PhD student Phyllis Kyei Mensah. Phyllis Kyei Mensah is a doctoral candidate in Educational Leadership, Culture, and Curriculum at Miami University in Ohio. She also works on FreshEd as the Resource list manager. Her new article is “Collective memory and the transatlantic slave trade: Remembering education towards new diasporic connections” which was published in Curriculum Inquiry. www.freshedpodcast.com/Kyei-Mensah -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore the role of financiers in US higher education. My guest is Charlie Eaton. Charlie Eaton is assistant professor of sociology at the University of California, Merced. His new book is Bankers in the Ivory Tower: The troubling rise of financiers in US Higher Education. www.freshedpodcast.com/eaton -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

In 2020, Chilean citizens voted for their national constitution to be re-written. This was the culmination of mass protests the year before. Now a Constitutional Convention is actively re-writing a new constitution, which will be put to the public for an up or down vote later this year. With me to talk about the ways in which education is being reimagined in the new constitution is Carlos Navia Canales. Carlos is a lawyer with experience in Human Rights, Constitutional Law, and the Right to Education. He is currently a technical advisor on education to the Socialist Party at the Constitutional Convention. In our conversation, he takes us inside the Convention, detailing some of the debates delegates are having over education. www.freshedpodcast.com/navia-canales -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we explore how teachers navigate their practice in challenging circumstances. My guest is Chris Sowton. Chris works in the field of English Language Teaching and international Education and has conducted teacher training and educational research in many countries, including Lebanon, Jordan, Palestine, Nigeria, Nepal, India, Somaliland and Indonesia. He’s interested in the small-p politics of teaching. Chris Sowton’s new book is Teaching in Challenging Circumstances, which was published by Cambridge University Press. www.freshedpodcast.com/sowton -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Today we look at China’s foreign policy, especially in relation to its international development and education efforts. With me is Elizabeth Economy, who has recently published the book The World According to China. Elizabeth Economy is Senior Advisor for China to the US Secretary of Commerce. She is on leave from her position as Senior Fellow at the Hoover Institution, Stanford University. www.freshedpodcast.com/economy -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Welcome to our first episode of 2022. Over the past few weeks, we’ve been a bit quiet. But we’ve been hard at work producing the next round of Flux episodes (they’re going to be awesome!), developing a new podcast (more details on that later!), and figuring out how to engage you, our listeners, in more ways. We are thrilled to be back and are looking forward to our sixth year! One of our goals this year is to highlight the work of PhD students more regularly. So, to kick things off, Michael Sciffer and his supervisor, Laura Perry, join me to talk about school segregation and compositional effects across countries. Michael G. Sciffer is a Ph.D. student at Murdoch University, where Laura Perry is a Professor. Their latest co-written article with Andrew McConney is entitled “Does school socioeconomic composition matter more in some countries than others, and if so, why?”, which was published in the journal Comparative Education. www.freshedpodcast.com/sciffer-perry -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is taking a break during the month of January. While we are away, we'll re-play some of our favourite episodes. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. Today we look at conditional cash transfers as a global phenomenon of educational development. My guest is Michelle Morais de Sa e Silva. Michelle has written a new book called Poverty Reduction, Education, and the Global Diffusion of Conditional Cash Transfers, which was published by Palgrave Macmillan. She finds that different political ideologies have been used to justify conditional cash transfers, helping them spread worldwide. Michelle Morais de Sa e Silva is a Lecturer in International and Area Studies in the Department of International and Area Studies at the University of Oklahoma. www.freshedpodcast.com/silva -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is taking a break during the month of January. While we are away, we'll re-play some of our favourite episodes. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. Today we look at the lessons that can be learned from radical histories. My guests are Aziz Choudry and Salim Vally. They’ve edited a new volume entitled: Reflections on Knowledge, Learning and Social Movements: History's Schools (Routledge, 2018). They see history as an organizing tool and discuss the ways in which social movements have learned from the past. Aziz Choudry is Associate Professor and Canada Research Chair in Social Movement Learning and Knowledge Production in the Department of Integrated Studies in Education at McGill University and a Visiting Professor at the Centre for Education Rights and Transformation, University of Johannesburg. Salim Vally is the Director of the Centre for Education Rights and Transformation, an Associate Professor at the Faculty of Education, University of Johannesburg, and a Visiting Professor at the Nelson Mandela University. They are both active in various social movements and solidarity organizations around the world. https://freshedpodcast.com/azizchoudry-salimvally/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is taking a break for the next few weeks. While we are away, we'll re-play some of our favourite episodes. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. -- Today we take stock of public education in the United States after the 2020 election. With me are Jack Schneider and Jennifer Berkshire. You may know Jack and Jennifer from their education podcast called Have You Heard, which you should definitely check out. They’ve also recently co-written the book "A Wolf at the schoolhouse door: The dismantling of public education and the future of school," which traces the war on public education in America. They argue that we should be watching the changes at the state level after the recent election. Jack Schneider is an assistant professor at the University of Massachusetts, Lowell and Jennifer Berkshire is a freelance journalist. They co-host the podcast Have you Heard. freshedpodcast.com/Schneider-Berkshire/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is taking a break for the next few weeks. While we are away, we'll re-play some of our favourite episodes. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. Today I talk with Rebecca Tarlau about her new book, Occupying Schools, Occupying Land, which was published last year. The book details the way in which the Landless Workers Movement transformed Brazilian Education. Rebecca Tarlau is an Assistant Professor of Education and Labor and Employment Relations at the Pennsylvania State University. She is affiliated with the Lifelong Learning and Adult Education Program, the Comparative and International Education program, and the Center for Global Workers' Rights. Occupying Schools, Occupying Land won the 2020 book award from the Globalization and Education Special Interest Group of the Comparative and International Education Society. www.freshedpodcast.com/tarlau/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

FreshEd is taking a break for the next few weeks. While we are away, we'll re-play some of our favourite episodes. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. My guest today, David Labaree, argues it was the very decentralized and autonomous structure of the higher education system that allowed universities to develop an entrepreneurial ethos that drove American higher education to become the best. Today, America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world The messy structure of American higher education was not planned, however. There was no strong state or strong church directing the system from above. Rather higher education developed in a free market where survival was never guaranteed. Such a system produced unintended consequences that would make American higher education the envy of the world. David Labaree is a professor of Education at Stanford University. His new book is A Perfect Mess: The unlikely ascendancy of American Higher Education, which was published by the University of Chicago Press earlier this year. Citation: Labaree, David, interview with Will Brehm, FreshEd, 77, podcast audio, June 12, 2017. https://www.freshedpodcast.com/davidlabaree/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

FreshEd is taking a break for the next few weeks. While we are away, we'll re-play some of our favourite episodes. Today's episode is with Maria Ressa, which was recorded two years ago. Maria won the 2021 Nobel Peace Prize for her efforts to "safeguard freedom of expression." Her interview on FreshEd focused on the rise of misinformation campaigns. Maria Ressa is a Filipino-American journalist and author. Co-founder of online news site Rappler, she has been an investigative reporter in Southeast Asia for CNN and was included in the 2018 Time’s Person of the Year for her work combating fake news. She has been arrested for her reporting on Duterte, the Philippine president, and is currently on trial for cyberlibel. Special Note: We need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. www.freshedpodcast.com/mariaressa/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

As we end this year, I’d like to thank all the listeners of FreshEd. We are nothing without you. And we need your support to keep us ad-free in 2022. If you have the means to do so, please consider donating to FreshEd by visiting freshedpodcast.com/donate. This is the last show for 2021, so as is the FreshEd tradition, Susan Robertson and Mario Novelli join me to review the year. Our conversation covers a lot of ground. We talk about Covid-19, the role of the State, decolonization, climate change, and pay tribute to two FreshEd guests who passed away this year. It’s been a challenging year for many but there are signs for hope. Susan Robertson is a professor of education in the Faculty of Education at the university of Cambridge. Mario Novelli is Professor in the Political Economy of Education at the University of Sussex. They are co-editors of the journal Globalisation, Societies, and Education. Resources, transcript and more: freshedpodcast.com/2021inreview/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

In October, we aired our first focus on Afghanistan, looking at the thousands of Afghans stranded after the UK withdrew from the country. Today, we look at the situation from the perspective of the United States. With me is Susanne Jalbert, who served as the Chief of Party on the USAID Promote: Women in Government Project. She details the stories and struggles of trying to evacuate the thousands of people connected to this USAID project. Susanne Jalbert currently serves as Senior Advisor for the Syria, Iraq, Yemen, and Afghanistan Regional Business Unit at Chemonics, which implements many USAID-funded projects. Donate to support the evacuation effort: https://gofund.me/386973af Resources, transcript and more: freshedpodcast.com/jalbert/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about accelerated education as an effective way to bring children who dropped out back into school. There have been many attempts at accelerated education. In this episode we focus on Speed School. Josh Muskin is Senior Director and Education Team Leader at Geneva Global, which has been supporting Speed Schools in Ethiopia and Uganda. Resources, transcript and more: freshedpodcast.com/muskin/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Earlier this month, UNESCO held a high-level segment of its Global Education Meeting aimed at galvanizing political commitment towards mobilizing additional investment in education. The goal was to encourage countries to develop strong domestic systems to fund education. My guest today is Borhene Chakroun, Director for Policies and Lifelong Learning Systems at UNESCO. He has been working with UNESCO to spearhead the effort to bring conversations about financing education to the highest levels of the international community. Resources, transcript and more: https://freshedpodcast.com/chakroun/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we think through the concept of power within the internationalization of higher education. My guest is Jenny Lee, professor at the Center for the Study of Higher Education and College of Education Dean's Fellow for Internationalization at the University of Arizona. Jenny Lee has a new edited collection entitled U.S. Power in International Higher Education, which was published by Rutgers University Press earlier this year. Resources, transcript and more: https://freshedpodcast.com/lee-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we take stock of climate education, its past and its future. With me are Christina Kwauk and Radhika Iyengar, who have recently co-edited the book, "Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change." They argue that COP26 has been disappointing in terms of education and climate action, and encourage everyone to focus on local action and change. Christina Kwauk is the Research Director at Unbounded Associates and a non-resident fellow at the Brookings Institute. Radhika Iyengar is Director of Education at the Center for Sustainable Development, Earth Institute, Columbia University. Resources, transcript and more: freshedpodcast.com/kwauk-Iyengar -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about UNESCO’s new report from the international commission on the Futures of Education. The report is entitled “Reimagining our futures together: A new social contract for education.” It launches on Wednesday, November 10. With me to discuss the report is António Nóvoa, who was the Chair of the research-drafting committee of the International Commission. He is also a Professor at the Institute of Education of the University of Lisbon and currently serves as the Portuguese Ambassador to UNESCO. You can find more information about the Futures of education report here: https://freshedpodcast.com/novoa -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Steve Carney joins me to talk about his new co-written book with Ulla Ambrosius Madsen entitled “Education in Radical Uncertainty: Transgression in Theory and Method.” The book offers a major critique of the field of comparative education and asks us to dwell in experience rather than make value judgements. This is a powerful book in both form and content and demands to be read by anyone working in the field of comparative and international education. Steve Carney is a Professor of Educational Studies at Roskilde University, Denmark. freshedpodcast.com/carney/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about the 45 million people in the USA who owe $1.7 trillion in student debt. My guest is Elizabeth Tandy Shermer, an Associate Professor of History at Loyola University Chicago. Elizabeth shows in her new book that the student debt crisis today can be traced back to the New Deal. She details the changing political fault lines when it comes to federally funding higher education. Elizabeth Tandy Shermer’s new book is Indentured Students: How Government-Guaranteed Loans Left Generations Drowning in College Debt. freshedpodcast.com/shermer/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about confronting settler colonialism in higher education. My guest is Leigh Patel, Professor of Urban Education at the University of Pittsburgh, and President of Education for Liberation. In her new book, No Study Without Struggle, Leigh shows how the ability to study has always involved some form of struggle by groups historically marginalised in the USA. Her book is a love letter to study groups around the world. https://freshedpodcast.com/patel2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

When foreign militaries withdrew from Afghanistan on August 31, hundreds if not thousands of researchers and civil society members were left behind. In the UK, many of these people were prioritized for evacuation under the Afghan Relocations and Assistance Policy, known as ARAP, but they never got out. What has happened to those who were left behind? Today Brad Blitz joins me to talk about his work on the Afghan Solidarity Coalition. Brad details this unfolding human tragedy as well as reflects on his own work on migration and forced displacement. He questions the meaning of equal university partnerships when one side does not protect the other, and encourages listeners to donate to the International Civil Society Action Network, which is trying to evacuate thousands of Afghans who are currently in danger. You can donate here: https://icanpeacework.org/2021/09/15/help-at-risk-afghans-with-your-donation/ Brad Blitz is a professor of international politics and policy and head of the Education, Practice and Society department at the UCL Institute of Education. That’s the same department where I work. Brad is technically my boss. freshedpodcast.com/blitz -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore what it means to decolonize education. My guests are Riyad Shahjahan, Annabelle Estera, and Kirsten Edwards. Together with Kristen Surla, they conducted a literature review of 207 articles about the topic. They show that the very idea of decolonizing takes on diverse meanings and subsequently is put into practice in different ways. They argue there is no one way or best practice to decolonize curriculum or pedagogy. They also detail some of the challenges of actualizing decolonization. Riyad Shahjahan is an associate professor of higher, adult, and lifelong Education at Michigan State University. Annabelle Estera is an Advisor and Instructor in Graduate Education at Endicott College. Kirsten Edwards is an Associate Professor in educational policy studies at Florida International University. Their new co-written article is “‘Decolonizing’ curriculum and pedagogy: A comparative review across disciplines and global higher education contexts” published in the Review of Educational Research. https://freshedpodcast.com/shahjahan-estera-edwards/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we talk about how to teach about and beyond September 11th. My guest, Ameena Ghaffar-Kucher, says 9/11 is often taught in American schools as a one day event, focused on loss and mourning, heroes and first responders. Together with a global team, Ameena has launched the Teaching Beyond September 11th curriculum to change the narrative. Ameena Ghaffar Kucher is a Senior Lecturer in the Literacy, Culture, and International Education division at the Graduate School of Education, University of Pennsylvania and the director of the international educational development program. She also hosts the podcast, The Parent Scoop, which she started with her family during the Covid-19 lockdown. https://freshedpodcast.com/ghaffar-kucher/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we celebrate the life and work of Paulo Freire, who was born on September 19, 1921. Freire has had an enormous impact on education around the world, from his concept of freedom and praxis to this understanding of oppression and liberation. I’m sure many listeners have read his famous book “Pedagogy of the Oppressed.” With me today is Alma Flor Ada who knew Freire and was deeply influenced by his work and friendship. Alma is Professor Emerita at the University of San Francisco and author of children’s books, poetry, and novels. https://freshedpodcast.com/ada/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we take a critical look at the idea of competency-based education. Not only is the term hard to define but also it has various political agendas depending on which organization is promoting it. With me are Kathreyn Anderson-Levitt, a Professor Emerita of Anthropology at the University of Michigan–Dearborn and Meg Gardinier, who teaches at the School for International Training’s (SIT) Doctorate in Global Education Program. They’ve recently co-edited a special issue of Comparative Education entitled “Contextualising Global Flows of Competency-based Education." https://freshedpodcast.com/Anderson-Levitt-Gardinier/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Mari Casellato joins me to talk about her FreshEd Flux episode, which aired last week. I recommend you listen to her Flux episode before listening to this interview. It’ll make a lot more sense! In our conversation today, we talk about the history of environmental education and how it is different from education for sustainable development. Mari details youth conferences in Brazil in more detail and explains how they impacted her. She also talks about the way she approaches audio story telling from a collective standpoint. Mari Casellato recently graduated with her master’s degree from Teachers College, Columbia University. https://freshedpodcast.com/casellato/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we air the third episode of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. This episode is by Mari Casellato, a recent graduate of Teachers College, Columbia University. Mari takes us on a journey through time, revealing the potential of youth participation in environmental education in Brazil (and beyond). You might be thinking Brazil – where the Amazon was on fire just last year and the current Bolsonaro government has been routinely criticized for doing too little to prepare for the climate crisis. But back in the 1990s and early 2000s, Brazil spearheaded this idea of environmental education, which brought together a diversity of voices through national conferences and was seen as a political act. Mari was personally involved in this history. freshedpodcast.com/flux-casellato -- Today’s episode was created, written, produced, and edited by Mari Casellato. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Voices: Narrator: Mariana Casellato History narrator: Tiago Luna English version of Joao: Alcides Ferreira English version of Mariana: Renata Penalva English version of Isis: Aline Godoy Youth voices: Ajani Stella and Kayley Chery Music in this episode (used with permission): Cacuriá – Mawaca “Temas tradicionais de cacuriá” Maranhão – Brazil/Arrangement: Mawaca Special guest: Tião Carvalho (Voice, cavaquinho and caixa) Lá na Mata da Amazônia - Seu Antonio and Grupo Cupuaçu Other music came from the Blue Dot Sessions (www.sessions.blue): Eggs and Powder and Alum Drum Solo; and Soundstripe (www.soundstripe.com) Baiao Baiao, Coco Coco, and Sambita Sambita, all by Hola Hola. Sound effects retrieved from Freesound.org: Sea sound effect by HowNotToSail and Forest sound scape by jonasrocha. Former UN Secretary-General Boutros-Ghali speech at Rio 92 audio retrieved from the UN Audiovisual Library: The Earth Summit. Special thanks to Rachel Trajber and Marcos Sorrentino for their generosity and continued work; to Clóvis, for continuing to be a reference; and to João, for the energy. To Projeto Cala-boca já morreu and all of its participants for so many years of partnership, with special remarks to Grácia for all the inspiration, to Mariana, for the insights, to Tiago, for the great voice, and, to Isis for all the support and companionship now and over the years. To Danilo Fernandes, Ajani Stella, Kayley Chery, Renata Penalva, Alcides Ferreira, Aline Godoy, Daniel Corsi, Carla Hirata, and Caio Mamede for agreeing to lend their voices for this project and for all the support. Finally, to Mawaca, to Tião Carvalho, to Neila Campos Mendes and her family, and to Grupo Cupuaçu for allowing us to use their amazing songs “Cacuriá” and “Lá na Mata da Amazônia” that gave so much life to this project. -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Next week we will air another episode of Flux, our series where graduate students turn their research interests into narrative-based podcasts. In fact, it’ll be the last episode of Flux for the year before we launch the application period for the next round of fellows. Next week’s episode will be about environmental education in Brazil. Environmental education is different from education for sustainable development, the common phrasing used by UNESCO and others today. So, in preparation for the Flux episode, I’m going to replay an interview about education for sustainable development. It’ll be good background for next week’s episode. -- Climate change and its effects aren’t some future possibilities waiting to happen unless we take action today. No. The effect of climate change is already occurring. Today. Right now. Around the world, people have been displaced, fell ill, or died because of the globe’s changing climate. These effects are uneven: Some countries and classes of people are more affected by global warming than others. Still, the United Nations estimates that catastrophic consequences from climate change are only a decade away. That’s the year 2029. [Editor’s note: The IPCC report is from 2018 and gave a 12-year prediction, so it should read 2030, not 2029.] What is the role of education policy in an era of detrimental climate change? My guest today is Marcia McKenzie, a professor in the Department of Educational Foundations at the University of Saskatchewan and director of the Sustainability Education Research Institute. She recently has been awarded a grant to research UN policy programs in relation to climate change education and in June will release a report for the United Nations that reviews country progress on climate change education and education for sustainable development. In our conversation, we talk about what countries are doing or not doing in terms of education and sustainability, and we reflect on some of the existential questions that climate change brings to the fore. https://freshedpodcast.com/mckenzie/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today I’m going to play an old episode that has taken on new meaning now that we’ve aired Yardain Amron’s Flux episode, “Education is not the silver bullet.” If you don’t remember or haven’t listened, Yardain brought together multiple stories of student activism in India and Puerto Rico to paint a picture of how the privatization and marketization of higher education is a violent act. Back in 2017, I interviewed David Harvey, the Distinguished Professor of Anthropology at the City University of New York. In that episode, our 100th, Harvey gave a Marxist interpretation of higher education. He touched on student debt, living through contradictions of capitalism, and resistance movements internal to our neoliberal system. Much of what he said provides excellent background to Yardain’s episode. It’s also nice to think that Yardain is studying Geography and Harvey is a Rockstar in the field. They make for an excellent pair of FreshEd episodes. So here it is, David Harvey on Freshed from December 2017. https://freshedpodcast.com/davidharvey/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Yardain Amron joins me to talk about his FreshEd Flux episode, which aired last week. I recommend you listen to his Flux episode before listening to this interview. It’ll make a lot more sense! https://freshedpodcast.com/flux-amron/ In our conversation today, we talk about his process of creating podcasts and telling stories. He says he dwells on contradictions that often go unnoticed. Yardain also talks about the connections and tensions between his approach to storytelling as a journalist and his approach to academics as a master’s student. He worked through some of these tensions developing his Flux episode, which brought together many different stories into a coherent narrative connected to theory. Yardain Amron is a freelance journalist and master’s student at the University of British Colombia. www.freshedpodcast.com/amron/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we air the second episode of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. In this episode Yardain Amron crafts a narrative that shows complex theories in action. He doesn’t simply tell his listeners what these ideas are or name them explicitly. He takes us to disparate places–from universities in India and Puerto Rico to Occupy Wall Street–and makes a connection between them by embedding stories within stories. Through this nested narrative, he shows us how the streets are schools by exploring spaces of activism as educative sites, while leading us to the core idea at the heart of this episode: the relationship between debt and violence. Yardain Amron is a freelance journalist and master’s student in Geography at the University of British Columbia. freshedpodcast.com/flux-amron -- Today’s episode was created, written, produced, and edited by Yardain Amron. Johannah Fahey was the executive producer and Brett Lashua and Will Brehm were the producers. Flux theme music was composed by Joseph Minadeo of Pattern Based music. Music in this episode came from Blue Dot Sessions (www.sessions.blue): Tiny Bottles ShadowPlay The Bus at Dawn Kvelden Trapp David Graeber clip from "Debt: The First 5000 Years — Extended Interview" by Uprising with Sonali. Special thanks to Eleni Schirmer, Jose Laguarta, Banojyotsna Lahiri, Alessandra Rosa, and the many other student- and scholar-activists across the globe whose experiences and expertise, if not voices, underpin this story. -- Learn more about Flux: freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the language of instruction in refugee education. Although learning in a home language is important, often it’s impossible for refugee children. Such tensions have important implications for refugee futures which are often unknowable. My guests are Celia Reddick and Sarah Dryden-Peterson who have recently co-written a new book chapter entitled “Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice.” Celia Reddick is a PhD Candidate in Education at Harvard where Sarah Dryden-Peterson is an Associate Professor and Director of REACH. www.freshedpodcast.com/reddick-dryden-peterson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at some of the tensions implementing Sustainable Development Goal 4, which aims to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” My guest is Antonia Wulff who has closely followed the development, adoption, and implementation of the SDGs for nearly a decade. She even edited an open-access book about it, which was published last year. That book is Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education. In our conversation today, she details some of the tensions in the SDGs, from its lack of an accountability framework to limited financing to problems balancing a broad and inclusive conception of quality with one that is narrow and based on global learning metrics. Antonia Wulff is the Director of Research, Policy and Advocacy at Education International (EI), the global federation of teacher unions. She coordinated EI's advocacy and engagement in the intergovernmental negotiations on Agenda 2030. www.freshedpodcast.com/wulff/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we take stock of the first human rights guiding principles for education, known as the Abidjan Principles. Adopted in 2019, these principles provide guidelines for State obligations to provide quality public education and the role of the private sector in education. My guest is Frank Adamson, Assistant Professor at California State University, Sacramento. Together with Sylvain Aubry, Mireille de Koning, and Delphine Dorsi, he’s recently co-edited the open-access book, Realizing the Abidjan Principles on the Right to Education: Human Rights, Public Education, and the Role of Private Actors in Education. www.freshedpodcast.com/adamson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we look at the way in which dissertations in the early 20th Century produced and governed the emerging field of education and how these new knowledges moved across the world. Our focus is on Teachers College, Colombia University. My guest is Daniel Friedrich, an Associate Professor of Curriculum and Director of the Doctoral Program in the Department of Curriculum and Teaching at Teachers College, Columbia University. Together with Nancy Bradt, he recently published in the latest issues of Comparative Education Review “The Dissertation and the Archive: Governing a field through the production of a genre.” www.freshedpodcast.com/friedrich/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Elite schools help reproduce the capitalist class. The sons and daughters of the wealthy go to elite schools to gain networks and receive education that helps maintain their social status in the future. My guest today, Karen Lillie, has looked at this process in an elite school in Switzerland that enrolls children from around the world. She finds that students are in the process of becoming part of the transnational class while also maintaining their national identities in interesting ways. Karen Lillie recently finished her PhD at University College London, focused on the processes of transnational class formation. Starting in October, she will be a postdoctoral researcher at the Max Planck Institute for the Study of Societies in Cologne, Germany. Her latest article is “Multi-sited understandings: complicating the role of elite schools in transnational class formation,” which was published by the British Journal of Sociology of Education. www.freshedpodcast.com/lillie/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today I replay my conversation with Julie Mead from August 2019. We speak about her co-written report with Suzanne Eckes for the National Education Policy Center entitled: How school privatization opens the door for discrimination. In our conversation, we touch on a range of issues related to voucher programs and charter schools. Julie reminds listeners that the dictionary definition of discrimination is not the same as the legal definition. Julie Mead is the Associate Dean for Education and Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin at Madison. She is a member of the Education Law Association. Julie Mead is the Associate Dean for Education and Professor at the University of Wisconsin at Madison. Her latest report is How school privatization opens the door for discrimination. www.freshedpodcast.com/juliemead/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we celebrate the life and work of Aziz Choudry, who died suddenly on May 26, 2021 at the age of 54. Aziz was a scholar-activist who fought injustice worldwide. He appeared on FreshEd twice, so to honor his legacy here is his first appearance from February 8, 2016. -- Social movements produce a huge amount of intellectual knowledge. Yet, in many academic circles, this knowledge is overlooked. My guest today, Aziz Choudry, has spent most of his life working with social movements around the world. He is currently an associate professor in the Department of Integrated Studies in Education at McGill University and visiting professor at the Centre for Education Rights and Transformation at the University of Johannesburg. His newest book Learning Activism: The Intellectual Life of Contemporary Social Movements was published in 2015 by the University of Toronto Press. All book proceeds will be donated to the Immigrant Workers Centre in Montreal. Learning Activism is designed to encourage a deeper engagement with the intellectual life of activists who organize for social, political, and ecological justice. Professor Choudry is concerned with “making visible the dialectical relationship between ‘Research’ and ‘organizing.’” I spoke with Aziz Choudry in mid January about his new book. https://freshedpodcast.com/azizchoudry/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today the journalist, author, and academic, Gary Younge, joins me to talk about race, identity, and education. Our conversation starts with his reflections on the UK Government’s Commission on Race and Ethnic Disparities, which published its report in March. We then touch on a range of issues from across his career. Gary Younge is a professor of sociology at the University of Manchester. He worked for the Guardian newspaper for two decades and has written five books. His book Who are We – and should it matter in the 21st century? was recently re-released with an updated introduction. In May, he released his latest BBC radio documentary called Thinking in Colour. https://freshedpodcast.com/younge/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today Daniela Hernández Silva joins me to talk about her FreshEd Flux podcast episode, which aired last week. Spoiler alert: we talk about her Flux episode in depth in today’s show. So, if you haven’t already listened to her flux episode, I recommend you hit pause now before continuing with this episode. In our conversation today, Daniela details how podcasting allowed her to combine her creative and academic sides into one. She also provides additional context on education in rural Colombia. She argues that the Escuela Nueva model of rural education has had a lot of success increasing access to education across Colombia, but it does not fit the country’s context today. Either the model or the context needs to change. Daniela Hernández Silva recently finished her Erasmus Mundus Joint Master Degree in Education Policies for Global Development (GLOBED). She is the first FreshEd Flux fellow to air her episode. https://freshedpodcast.com/Hernandez-Silva/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we launch the first episode of Flux, a FreshEd series where graduate students turn their research interests into narrative-based podcasts. In the first episode of Flux, Daniela Hernández Silva takes listeners to a faraway place in the Colombian countryside. Here, reality is transformed. She uses magical realism to create a composite character called Jose. Jose gives voice to the hundreds of people Daniela spoke with during her five-years of ethnographic fieldwork. By raising Jose’s voice and listening to what he has to tell us, Daniela offers an alternative reading of Escuela Nueva, the award-winning rural education program founded in Colombia. She challenges policy assumptions about rural education in Colombia as a way to begin to change the narrative. Daniela also questions academic conventions and critiques the legitimacy of academic knowledge over local experience. The episode is a sonic journey unlike anything we’ve ever aired. https://freshedpodcast.com/flux-silva -- Today’s episode was written, edited, and produced by Daniela Hernández Silva. Senior producer was Johannah Fahey. Producers were Brett Lashua and Will Brehm. Flux theme music by Joseph Minadeo of Pattern Based music. Voices: • Narrator and Researcher: Daniela Hernández Silva • Young Jose: Pablo Rivas • Adult Jose: Guillermo Rivas • Gabriel García Márquez: Gustavo Fischman Music and Sounds used with permission: • Bamboo Flute by Carlos Carty • Bass track by Daniela Hernández Silva • Bittersweet by Matteo Galesi • Book Sound Effect by All Sounds • Bomb Sound Effect: Free Sound by ERH • Burning Fire Sound Effect by Hadwin Channel • Cash Register Sound Effect by Kiddpark • City Skyline Sound Effect by Audio Library • City Traffic Sound Effect by RoyaltyFreeSounds • Clapping Sound Effect by Audio-without-Copyright • Colombian Cumbia by Vodovoz Music Productions • Handwriting Sound Effect by Nagaty Studio • Keyboard Typing Sound by zrrion_the_insect • Kids playing: Recording by Daniela Hernández Silva • Magical Rising Wind by Jason Shaw • The Arctic by Gold Coast • People talking: Recording by Daniela Hernández Silva • Record Scratch Sound Effect by SONIDOS-NoCopyright • Shots Sound Effec by No-Copyright-Music-Vloggers • The Reflecting by Birds of Norway • Throwing Away Glass Sound Effect by Qubodup • Truck: Recording by Daniela Hernández Silva • Woman Crying Sound Effect by ARRNNOO -- Learn more about Flux: https://freshedpodcast.com/flux/about/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

It’s common to believe that education makes people socially mobility. The more education one receives, the more job prospects one will have. There are whole economic theories that explore the relationship between education, productivity, and earnings. Because of this commonplace assumption, education is believed to reduce inequality. But what if the power we commonly place on education is misplaced? What if the story is more complex than what our neat theories of the economy and society tell us? This is where history comes in. My guest today is Cristina Groeger. She’s recently written The Education Trap: Schools and the Remaking of Inequality in Boston. Cristina explores the history of work and education in Boston between 1880 and 1930 and finds legacies that continue into the present. Cristina Groeger is an Assistant Professor of History at Lake Forest College. https://freshedpodcast.com/groeger/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the Organisation for Economic Co-operation and Development and its work in education. My guest, Christian Ydesen, looks at the history of the OECD to show how the international organization has shaped-shifted overtime. From this perspective, the OECD is dynamic and includes far more products and viewpoints than its famed PISA examination. Christian Ydesen is a professor at the Department of Culture and Learning, Aalborg University in Denmark. He’s recently co-edited (with Tore Sorensen and Susan Robertson) a special issue of Globalisation, Societies and Education called “Re-reading the OECD’s roles in education: the becoming of a global governing complex." https://freshedpodcast.com/christian-ydesen/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we take an inside look at Low Fee Private Schools. With me is Joanna Härmä who has recently published the book Low-Fee Private Schooling and Poverty in Developing Countries (Bloomsbury 2021) Joanna Härmä is a writer and researcher on education and development. She also owns and operates a low fee private school in India. Joanna is a visiting research fellow at the Centre for International Education at the University of Sussex and a teaching fellow at the University of Edinburgh. https://freshedpodcast.com/harma -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the interconnections between the fields of peace education and human rights education. With me are Maria Hantzopoulos and Monisha Bajaj, authors of the new book Education for Peace and Human Rights: An Introduction (Bloomsbury, 2021). Their book launches a new book series by Bloomsbury Academic on Peace and Human Rights Education, which brings together cutting-edge scholarship from scholars and practitioners in the field. It will provide a cross-section of scholarly research as well as conceptual perspectives on the challenges and possibilities of implementing both peace and human rights education in diverse global sites. Maria Hantzopoulos is an Associate Professor of Education at Vassar College and Monisha Bajaj is Professor of International and Multicultural Education at the University of San Francisco. Discount Code: 30% off with code EDU21 https://freshedpodcast.com/Hantzopoulos-Bajaj -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we think about the power of ideas and imagine what life might look like after capitalism. With me is Tim Jackson. In his new book, Post Growth: Life after capitalism, Tim shows the limits of the dominant metaphors used to explain our current world and argues for new metaphors to help imagine a sustainable, just, and creative future. Tim Jackson is the director of the center for understanding of Sustainable prosperity and professor of sustainable development at the university of Surrey. https://freshedpodcast.com/jackson -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Special Note: Check out FreshEd's new Portuguese-language podcast called Eduquê, which launched today! https://freshedpodcast.com/eduque/ -- Climate change and its effects aren’t some future possibilities waiting to happen unless we take action today. No. The effect of climate change is already occurring. Today. Right now. Around the world, people have been displaced, fell ill, or died because of the globe’s changing climate. These effects are uneven: Some countries and classes of people are more affected by global warming than others. Still, the United Nations estimates that catastrophic consequences from climate change are only a decade away. That’s the year 2029. [Editor's note: The IPCC report is from 2018 and gave a 12-year prediction, so it should read 2030, not 2029.] What is the role of education policy in an era of detrimental climate change? My guest today is Marcia McKenzie, a professor in the Department of Educational Foundations at the University of Saskatchewan and director of the Sustainability Education Research Institute. She recently has been awarded a grant to research UN policy programs in relation to climate change education and in June will release a report for the United Nations that reviews country progress on climate change education and education for sustainable development. In our conversation, we talk about what countries are doing or not doing in terms of education and sustainability, and we reflect on some of the existential questions that climate change brings to the fore. www.freshedpodcast.com/McKenzie -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the response of the Finnish education system to the Covid-19 pandemic. Unlike many countries with children out of school, the narrative of “learning loss” never emerged. In fact, as Pasi Sahlberg tells me, the opposite happened. Pasi Sahlberg is a professor of education policy at the University of New South Wales in Sydney, Australia. He’s been a regular on FreshEd for the past five years. His latest books include Finnish Lessons 3.0: What can the world learn from educational change in Finland (2021), and In Teachers We Trust: The Finnish way to world-class schools, which was co-authored with Tim Walker (2021). Today we discuss these books in relation to the pandemic. freshedpodcast.com/sahlberg-2 -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

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. freshedpodcast.com/elfert -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we explore the global education architecture and its failures to ensure quality education. My guest is Girindre Beeharry. In a new article in the International Journal of Educational Development, he calls on the international community to focus on foundational literacy and numeracy and says it is high time for the global education community to hold itself accountable. His article is entitled "The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it." Girindre Beeharry is a senior advisor on Global Education at the Gates Foundation. He advises on the foundation’s efforts to support partners that focus on improving foundational literacy and numeracy in sub-Saharan Africa and India , having initiated and led the program for four years. freshedpodcast.com/beeharry -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Today we flip the script. Susan Robertson interviews me as part of her weekly Ideas Lab seminar at Cambridge University. We discuss the creation and evolution of FreshEd and what the podcast’s impact has been on higher education. We recorded this interview in front of a live Zoom audience. freshedpodcast.com/brehm -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Does more schooling always lead to a better life? Is this optimistic view a certainty everyone around the world can expect? My guest today, Fran Vavrus, has recently written a new book that weaves together her 30 years of work in Tanzania with her own biography as an academic, mother, and development practitioner. She details the tension between the certainty and uncertainty inherent in education. Fran Vavrus is a Professor of Comparative and International Development Education at the University of Minnesota. Her new book is Schooling as Uncertainty: An ethnographic memoir in comparative education. https://freshedpodcast.com/vavrus/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Shadow education is private supplementary tutoring. East Asia is often assumed to be the center of private tutoring. But it’s actually a global phenomenon. Today Mark Bray joins me to talk about shadow education in Africa. Mark Bray is the Director of the Centre for International Research in Supplementary Tutoring (CIRIST) at East China Normal University in Shanghai, and UNESCO Chair in Comparative Education at the University of Hong Kong. His latest book is Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications. freshedpodcast.com/markbray-2/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

What does it mean to be both an activist and an academic? With me today are Colette Cann & Eric DeMeulenaere. They have spent their careers wearing both of these hats. They’ve found ways for their activism to create social change in the academy and for their academic pursuits to inform their activism. In their new co-written book titled The Activist Academic: Engaged Scholarship for Resistance, Hope and Social Change, they present their own journeys as a guide for merging activism and academia. Colette Cann is an Associate Dean and Professor in International and Multicultural Education in the School of Education at University of San Francisco. Eric DeMeulenaere is an Associate Professor in Clark University’s Education Department. https://freshedpodcast.com/cann-demeulenaere/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Vietnam has been herald as an education superstar. In just a few years, it both increased access to education and improved student learning outcomes. What explains Vietnam’s success, and can other countries learn anything from the Vietnam experience? My guest today is Jonathan London, Associate professor of Global Political Economy at Leiden University. He has a new working paper for RISE, which stands for Research on Improving Systems of Education, entitled “Outlier Vietnam and the Problem of Embeddedness: Contributions to a critique of the political economy of learning.” In our conversation, he details the history of Vietnam, its system of decentralization, and the process of household co-payments to education. www.freshedpodcast.com/london -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

To kick off the year, Professor Marie Lall joins me today to talk about education reform in Myanmar. Marie Lall has recently published a new, Open-Access book entitled Myanmar’s Education Reforms – a pathway to social justice? I’ve posted a link to the book on our website. Check it out! She is a professor at the UCL Institute of Education and has over 25 years of experience in the region. www.freshedpodcast.com/lall -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

Special note: New episodes start next week! School students all over the globe have declared a “Climate Emergency.” For some time now, youth have been striking for immediate and effective action to stop global warming and secure the habitability of our planet. Greta Thunberg is perhaps the most recognizable student protesting. You’ve probably seen her moving speech at the United Nations. In the context where students skip school to protest, what role do teachers play? More broadly, what is the role of education in times of climate crisis? One group of university professors and activists have thought deeply about these questions. They have recently launched a “Call to Action” for educators, asking signatories to transform their pedagogies and curricula, realign research agendas, and reformulate policy frameworks – all in line with the climate crisis and other environmental challenges. In short, signatories are asked to voice their concerns any way they can in their professional work in and outside the classroom. Today’s show takes you behind the scenes of this Call to Action, connecting the student protests and the climate crisis to the Sustainable Development Goals and Global Learning Metrics. Sign the call to action here: https://educators-for-climate-action.org/petition/ Photo credit: https://unsplash.com/s/photos/climate-change -- www.FreshEdpodcast.com/climateaction Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we take a critical look at human rights. My guest is Radha D’Souza. Radha has a new book entitled: What’s wrong with rights? Social movements, Law, and Liberal Imaginations. In our conversation we discuss why there has been a proliferation of human rights since the end of World War II and how these rights have actually furthered the interests of the transnational capitalist class. Radha also discusses education as a human right and the challenge it has for social movements and unions such as education international. Radha D’Souza teaches law at the University of Westminster, London. www.freshedpodcast.com/radhadsouza/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

On Wednesday, the Trump presidency comes to an end. To look back at the past four years, we are going to replay this episode with Julian Vasquez Heilig. In this episode, we explore the schooling received by children affected by the Trump administration’s immigration policy of family separation. This was one of the most sinister policies of the Trump era, one in which the incoming Biden administration promises to reverse in the first days in office. Julian Vasquez Heilig is the Dean of the College of Education at the University of Kentucky. When I spoke with him, he was a professor of educational leadership and policy studies at California State University Sacramento. Julian writes a blog entitled “Cloaking Inequity”. In the post discussed in this episode, he reported on a Texas-based detention center forcing children to use an online, for-profit charter school. www.freshedpodcast.com/heilig -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

In the aftermath of the riots in America, I thought it would be timely to replay my conversation with Cynthia Miller-Idriss. Our conversation focused on her book, The Extreme Gone Mainstream, which looks at far right youth subculture in Germany. Many of the insights she reveals about extremist groups in Germany can be applied to the groups that stormed the Capitol building in America. Cynthia Miller-Idriss is Associate Professor of Education and Sociology at American University. Her book "Extreme goes Mainstream?: the Commercialization of Far Right Youth Subculture in Germany was published by Princeton University Press. https://freshedpodcast.com/cynthiamilleridriss/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Many students move across national borders to attend university. Although the number of these globally mobile students is small compared to the total number of students enrolled in higher education, there numbers are increasing. But the patterns are changing, with more regional and south-south mobility. The role of scholarships in promoting these new patterns of student mobility is gaining attention by researchers and development aid alike. My guests today, Joan Dassin and Aryn Baxter, have recently contributed to a new edited collection entitled International Scholarships in Higher Education: Pathways to Social Change, which was edited by Joan Dassin, Robin March, and Matt Mawer. Joan Dassin is a Professor of International Education and Development and Director of the Masters Program in Sustainable International Development at the Heller School for Social Policy and Management at Brandeis University. Aryn Baxter is an Assistant Professor in the Mary Lou Fulton Teachers College and Director of the Mastercard Foundation Scholars Program at Arizona State University (ASU). https://freshedpodcast.com/dassinbaxter/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Note: FreshEd is on holidays. Since the pandemic continues to rage worldwide, I wanted to re-air an interview from March. Much of what Yaneer Bar-Yam mentioned then is still true today, 9 months later. -- Blaise Pascal, the 17th Century French mathematician and physicist, once wrote “All of humanity's problems stem from man's inability to sit quietly in a room alone.” As people and governments around the world are wondering whether or not to self-isolate to stop the spread of covid-19, Pascal’s adage has become more pertinent than ever. As we grapple with our new world, I wanted to bring you a special episode of FreshEd. With me is Yaneer Bar-Yam, a physicist, systems scientist, and founding president of the New England Complex Systems Institute. Yaneer has spearheaded endcoronavirus.org, which aims to minimize the impact of Covid-19 by providing useful data and guidelines for action. In our conversation, Yaneer discusses what different countries are doing in response to the virus and talks specifically about children and whether or not they should be in school. www.freshedpodcast.com/bar-yam/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today Susan Robertson and Mario Novelli join me to review the year. And what a year it’s been! Covid-19 has upended the world. But how has it upended research on education and globalization? Has it changed how we think about and teach comparative and international education? Susan Robertson is a professor of education in the Faculty of Education at the university of Cambridge. Mario Novelli is Professor in the Political Economy of Education at the University of Sussex. They are co-editors of the journal Globalisation, Societies, and Education. https://freshedpodcast.com/2020inreview/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

What’s the relationship between school dropout, child marriage, and early pregnancy? Do girls drop out of school because of early marriage or pregnancy? Or is it the reverse? My guest today is Erin Murphy-Graham who has researched these questions extensively in Honduras. She focuses on the agency of girls in their adolescence and the disconnect between schooling and their futures. Erin Murphy-Graham is an Associate Adjunct Professor at the Graduate School of Education, UC Berkeley. She’s recently published with Alison Cohen and Diana Pacheco-Montoya a new article in the Comparative Education Review entitled: School dropout, child marriage and early pregnancy among adolescent girls in rural Honduras. freshedpodcast.com/Murphy-Graham/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today I wax philosophically with Dennis Shirley about his new co-edited special issue of the ECNU Review of Education entitled Beyond well-being: Educating for Wholeness and Purpose. In our conversation we discuss the future of education and the dialectic between well-being and learning. Dennis Shirley is Duganne Faculty Fellow and Professor of Education at the Lynch School of Education and Human Development at Boston College. He’s co-editor with Stanton Wortham, and Deoksoon Kim of the latest issue of the ECNU Review of Education. freshedpodcast.com/shirley/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today I talk with Kang Zhao about how Chinese policy has interpreted and implemented notions of competency-based education, which has been advanced in global organizations such as the OECD. Kang sees core competencies as limiting and calls for an education beyond competencies. Kang Zhao is an associate professor in the College of Education at Zhejiang University. He’s latest article published in the ECNU Review of Education is entitled Education for Wholeness, but beyond competences: Challenges to key-competences-based education in China. freshedpodcast.com/zhao/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

My guest today is Steve Klees, professor of international education policy and a distinguished scholar teacher at the University of Maryland. Steve has a new book entitled The Conscience of a Progressive, which draws on his 45 years of work around the world as an economist and international educator. In the book he compares conservative, liberal, and progressive views on a wide range of social issues. Steve’s critique goes to the heart of neoliberal capitalism, pushing us to confront the intersectional challenges of gender, class, race, ethnicity, LGBTQ rights, and disability. freshedpodcast.com/steveklees-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

How can we think of indigenous knowledge systems as a paradigm for research methodology? With me are Elizabeth Sumida Huaman and Nathan Martin to discuss their new co-edited volume entitled Indigenous Knowledge Systems and Research Methodologies: Local Solutions and Global Opportunities. Navigating the interplay of multiple knowledges and research paradigms can be extremely beneficial. Elizabeth Sumida Huaman is an associate professor of comparative and international development Education in the college of Education and Human development at the University of Minnesota, Twin Cities. Nathan D. Martin is an Associate Professor of Justice and Social Inquiry in the School of Social Transformation at Arizona State University. freshedpodcast.com/sumida-huaman-martin/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we take stock of public education in the United States after the 2020 election. With me are Jack Schneider and Jennifer Berkshire. You may know Jack and Jennifer from their education podcast called Have You Heard, which you should definitely check out. They’ve also recently co-written the book "A Wolf at the schoolhouse door: The dismantling of public education and the future of school," which traces the war on public education in America. They argue that we should be watching the changes at the state level after the recent election. Jack Schneider is an assistant professor at the University of Massachusetts, Lowell and Jennifer Berkshire is a freelance journalist. They co-host the podcast Have you Heard. freshedpodcast.com/Schneider-Berkshire/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we look at some of the colonial legacies in discourses around girls’ education. With me are Chris Kirchgasler and Karishma Desai. They’ve recently published an article entitled, “’Girl’ in Crisis: Colonial Residues of Domesticity in Transnational School Reforms,” which was published in the Comparative Education Review. Chris Kirchgasler is an Assistant Professor at the University of Wisconsin-Madison and Karishma Desai is an assistant Professor at Rutgers Graduate School of Education. https://freshedpodcast.com/kirchgasler-desai/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Pro-democracy protests erupted in Thailand in February 2020. Students were in the vanguard. Such protests are extremely dangerous in Thailand. With me to talk about the protests is Kanokrat Lertchoosakul, an assistant professor at the Faculty of political science at Chulalongkorn University in Thailand. She has followed student activist movements for many years and has interviewed hundreds of student protesters. She specializes in student movements, left-wing activism and democratization in Thailand. www.freshedpodcast.com/lertchoosakul -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we continue the mini-series on global learning metrics. Last week we heard from Eric Hanushek about the desirability of large scale international assessments such as PISA. He argued that cross-national tests offer ways for countries to see what is possible when it comes to student learning. But what effect are large scale international assessments having on national governments? In my conversation today, I speak with Radhika Gorur about how PISA, and its embedded assumptions about education, are going a global. In our conversation, Radhika unpacks what it means to “see like PISA.” She finds three major ways governments around the world have embraced PISA. First, governments have assumed that the very purpose of education is to increase GDP, which is a cornerstone of PISA and the OECD. But of course education has many more values that are much harder to define. Second governments have narrowed the field of vision of the meaning of education to be in line with what PISA has been able to test. In effect, we only talk about what we can actually measure on the test, missing so many other subjects and areas that are also important to education. And the third issue she finds is that we now talk about an impersonal “Student” as represented by PISA. The many reports put out by the OECD talk about so-called “students”, but they are always abstracted and without color or context. Who is this so-called PISA “student” and why do states compare their young citizens to her? Radhika Gorur is an Associate Professor at Deakin University, Australia, and a Director of the Laboratory for International Assessment Studies. She will speak at the inaugural CIES Symposium this November. The article discussed in this podcast can be found in the European Educational Research Journal. https://freshedpodcast.com/radhikagorur/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Do constitutional rights stop at the schoolhouse gate? Are American students, in other words, granted the freedom and protections outlined in the US constitution? This question doesn’t have an easy answer. My guest for the next two episodes is Justin Driver. In his new book, The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind, Justin explores most if not all Supreme Court rulings on students in public education. Justin Driver is the Harry N. Wyatt Professor of Law at the University of Chicago Law School. His first book, The Schoolhouse Gate (2018 Pantheon), is receiving rave reviews. The New York Times called it “indispensable” while the Washington Post called it “masterful.” https://freshedpodcast.com/driver-p1/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Children are inundated with technology. Video games, smartphones, and computers are common in the lives of today’s digital generation. With school closures from the covid-19 pandemic, learning from home only added to the screen time overload for many children. How do children and young people use and are affected by technological transformations in their everyday lives? How are schools and education systems adapting to these changes? And what might we learn from the coronavirus when it comes to technology and education? With me is Halla Holmarsdottir a Professor in the Faculty of Education and International Studies at the Oslo Metropolitan University in Norway. She is currently the coordinator of a large-scale European Research project funded by Horizon 2020 (grant agreement No 870548) entitled The Impact of Technological Transformations on the Digital Generation (DigiGen). The DigiGen project focuses on the impact of digital technology on the lives of children and young people primarily in Europe. freshedpodcast.com/Holmarsdottir/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

World Teachers Day is next week, on Monday, October 5th. This year, the event is being held entirely online because of covid-19. With me is David Edwards to talk about the online event and some of the key people who will join. We also talk about some of the big issues that teachers face worldwide because of coronavirus. David Edwards is the general secretary of Education International, the global federation of teachers unions representing some 32 million teachers worldwide. He is also a board member of FreshEd and a regular guest on the show. Be sure to join the World Teachers Day celebration by visiting 5oct.org. Again, that’s the number 5OCT.org. Everyone is invited.

Covid-19 disrupted school systems worldwide. Many children are still out of school. One of the issues impacted by school closures has been education assessment. How should students be assessed on their learning when school buildings are closed? Is it fair to hold tests when online learning has patchy coverage? And what happens if high stake tests can’t be held? Today I speak with Mary Richardson about how coronavirus impacted education assessment in England and how government, schools, universities, and students responded. Mary Richardson is an Associate Professor of Education (Assessment) at the UCL Institute of Education, University College London. Prior to joining academia, she was a Senior Research Officer in the department of Research and Statistics for AQA conducting national studies relating to school-based examinations, testing regimes in schools and the impact of testing on children alongside the key role in awarding national examinations. https://freshedpodcast.com/richardson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we explore the idea of degrowth. With me is Jason Hickel, an economic anthropologist, author, and a Fellow of the Royal Society of Arts in the United Kingdom. He is a Visiting Senior Fellow at the International Inequalities Institute at the London School of Economics, and Senior Lecturer at Goldsmiths, University of London. He recently published a book entitled Less is More: How Degrowth will Save the World. The book is a must read for anyone who wants to know how we can stop ecological break down and enable human flourishing. https://freshedpodcast.com/jasonhickel/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we explore educational privatization in Brazil and Portugal. With me is Rui da Silva, a researcher in the Center for African Studies at the University of Porto in Portugal. Together with Theresa Adrião, Rui has recently published a new article in the journal Globalisation, Societies and Education entitled “Public funding to private providers of compulsory education: crossed looks between Brazil and Portugal in the context of globalisations.” https://freshedpodcast.com/ruidasilva-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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. With me are Matthew Thomas, Emilee Rauschenberger and Katy Crawford-Garrett who have recently co-edited Examining Teach For All: International Perspectives on a Growing Global Network. The collection “brings together research focused on Teach for All and its affiliate programmes to explore the organization’s impact on education around the world.” Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney; Emilee Rauschenberger is Senior Research Fellow at Manchester Metropolitan University; and Katy Crawford-Garrett is an Associate Professor of Teacher Education, Educational Leadership and Policy at the University of New Mexico. https://freshedpodcast.com/teach-for-all/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we talk about the complexities of private higher education worldwide and how some private universities and colleges responded to and have been impacted by the coronavirus. My guest is Daniel Levy, a professor at the University at Albany, State University of New York. He’s recently co-written a report entitled: “How Covid-19 puts private higher education at especially high risk – and not: early observations plus propositions for ongoing global exploration.” https://freshedpodcast.com/daniellevy -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we look at counter narratives to Teach for All, the global network of affiliate organizations that recruit people to make 2-year commitments teaching in high-need schools. An outgrowth of Teach for America and Teach First in the United Kingdom, Teach for All advances a one-size fits all solution to educational problems in over 53 countries. It is funded by powerful corporations and organizations, such as the Clinton Global Initiative, and has become an important actor in the global education reform movement. But what do former recruits think of Teach for All? How does Teach for All’s carefully crafted message of reform translate into practice? My guests today are Jameson Brewer, Kathleen deMarrais and Kelly L. McFaden who have recently co-edited a volume called Teach for All Counter Narratives. The book is a collection of first-hand accounts where former recruits offer powerful critiques of the organization and its methods. T. Jameson Brewer is an Assistant Professor of Social Foundations of Education at the University of North Georgia where Kelly L. McFaden is a professor. Kathleen deMarrais is a Professor and Department Head in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. https://freshedpodcast.com/tjamesonbrewer-kathleendemarrais-kellylmcfaden/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we take a critical look at numbers. Think about it: numbers are everywhere in education, from grades to impact scores to rankings. My guests today, Nelli Piattoeva and Rebecca Boden, have recently co-edited a special issue for the journal International Studies in Sociology of Education that looks at the “ambiguities of the governance of education through data” (read their open access introduction!). Nelli Piattoeva is an Associate Professor at Tampere University in Finland where Rebecca Boden is the research director and professor at the New Social Research Programme. https://freshedpodcast.com/nellipiattoeva-rebeccaboden/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Are we heading towards another economic crisis? The stock market plunged last week; private debt is at an all-time high; speculative markets are on the rise; wealth remains concentrated at the top; and workers are stuck in precarious low-wage jobs. My guest today, William I. Robinson, says that the Transnational Capitalist Class is facing a crisis of over-accumulation. But what is to be done? Professor Robinson details the social movements that will be necessary to escape the rise of a global fascism. He sees the role of intellectuals as an important part of these broad social movements. William I. Robinson is a professor of sociology at the University of California, Santa Barbara. He has written extensively on globalization, capitalism, and the transnational capitalist class. His latest opinion piece is entitled “The Next Economic Crisis? Digital Capitalism and Global Police State,” which was published on teleSUR, an alternative representation for world news. https://freshedpodcast.com/robinson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

School systems worldwide are struggling to figure out if, when, and how to re-open schools. Educational planning during a pandemic is no easy task, especially when there is little evidence that can be used to guide policy. My guest today is Karen Mundy, Professor of International and Comparative Education at the University of Toronto. She is a leading expert on education in the developing world and former Chief Technical Officer at the Global Partnership for Education, known as the GPE. I wanted to speak with Karen since part of her job at the GPE was to work through delicate planning issues with government and school officials worldwide. What advice would she give school planners today? https://freshedpodcast.com/karenmundy-2 -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

What does citizenship education look like in a country affected by armed conflict and economic crises? My guest today, Bassel Akar, has closely examined citizenship and history education in Lebanon. Some of his research focuses on the ways in which teachers demonstrate their agency for curricular and pedagogical change through innovative approaches inside the classroom. Bassel Akar is Associate Professor of Education and Director of the Center for Applied Research in Education at Notre Dame University in Lebanon. Last year he published a book entitled Citizenship Education in conflict-affected areas: Lebanon and beyond. https://www.freshedpodcast.com/basselakar -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Can Sesame Street’s Big Bird help fight terrorism? And what does a children’s television show tell us about the challenges and paradoxes of multicultural education? My guest today is Naomi Moland, Professorial Lecturer at the American University in Washington D.C. In her new book, entitled Can Big Bird Fight Terrorism?, Naomi explores a children’s television show in conflict-affected Nigeria that “is designed to teach ethnic and religious tolerance and to build national unity.” Naomi uncovers lessons for multicultural education in general, which she speaks about in relation to the current pandemic and the protests against racism and colonialism that have recently spread to many countries worldwide. www.freshedpodcast.com/moland -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/ financingELAUSAlawrightsvortingcourtsno child left behind

It takes about 15 minutes to drive from Edgewood to Alamo Heights in San Antonio, Texas. Yet the schools in each neighborhood are worlds apart. The student body at Alamo is roughly 52 percent white and 40 percent Hispanic. Only about 20 percent of students are classified as economically disadvantaged. At Edgewood, less than 1 percent of students are white and 97 percent are Hispanic. Nearly 95 percent of students are considered economically disadvantaged. Over 50 years ago, similar school disparities promoted parents in Edgewood to file a court case seeking equality in educational financing. The case would work its way up to the Supreme Court in what is known as San Antonia Independent School District v. Rodriguez. Considered one of the worst Supreme Court rulings since 1960, Rodriquez has withstood various challenges over the years. My guests today, Mark Paige and Bruce Meredith, argue it’s time to find new paths to create educational equality. Mark Paige is a professor of public policy at the University of Massachusetts-Dartmouth and Bruce Meredith is the former General Counsel to the National Education Association Wisconsin Affiliate. Their article “Reversing Rodriquez: A siren call to a dangerous shoal” will be published in the University of Houston Law Review later this year. https://www.freshedpodcast.com/markpaige-brucemeredith -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

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. https://www.freshedpodcast.com/mmantsetsamarope -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

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. My guest today, Kalyani Unkule, says the pandemic is an opportunity to re-think internationalization away from the short-term financial interests and homogenizing discourse of World-Class Universities towards an embrace of other ways of knowing where intercultural dialogue is possible. Kalyani Unkule is Associate Professor and Director of International Affairs and Global Initiatives at O.P. Jindal Global University, India, where she teaches international relations while researching and practicing higher education internationalization. She recently published Internationalizing the University: A Spiritual Approach. https://www.freshedpodcast.com/kalyaniunkule/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

The Minneapolis police officer who knelled on the neck of George Floyd and killed him was training new recruits. One of the trainees was on his third day on the job. That got me thinking: How are police trained? What type of education do police officers receive? And are there any connections between type and quality of education and training to the excessive police force so common in black communities? My guest today is Gary Cordner, a retired professor and dean, former police officer and former police chief. Most recently he served as Chief Research Advisor for the National Institute of Justice in the U.S. Department of Justice. He has actively studied and written about community policing, police administration, police agency accreditation, and police education. We spoke last week on a range of issues including structural racism and the prospects of defunding the police. https://www.freshedpodcast.com/garycordner/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

The murder of George Floyd has ignited a global outcry against racism and police violence. How can we understand the meaning of George Floyd while not forgetting Sean Bell, Oscar Grant, Kelly Thomas, Eric Garner, Michael Brown, Laguan McDonald, Antown Rose II, and Ahmaud Arbery to name just a few Americans killed for the color of their skin? To help process the protests and riots, racism and police violence, I’ve invited back on the show my friend Tio Hardiman. We met in Chicago last year after I watched The Interrupters, a documentary that details his organization and its work trying to stop violence on the front end. Tio Hardiman is president and founder of Violence Interrupters, Incorporated and an Adjunct Professor of Criminal Justice. He was active in the 2015 Chicago protests after Laquan McDonald was killed by a police officer and has been active in the recent protests since George Floyd's death. www.freshedpodcast.com/tiohardiman-2/ -- Get in touch! Twitter: ＠FreshEdPodcast Facebook: FreshEd Email: info@freshedpodcast.com

Protests over the murder of George Floyd have erupted across the United States. Police have responded with acts of violence caught on camera and spread across social media. What we are witnessing seems to be a confluence of centuries of systemic racism and injustice with the frustration towards the government in action during this pandemic. I think it is important to think through some of these issues, so I wanted to replay an episode I recorded last summer in Chicago with Tio Hardiman. He and I talked about the ways of interrupting violence and the impacts, violence has on children and schools. www.freshedpodcast.com/tiohardiman/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today is the 200th episode of FreshEd! To celebrate this milestone, we take you behind the scenes to meet our talented team: Lushik Wahba, Sherry Yang, Hang Doung, Fatih Aktas, Injung Cho, Iveta Silova, Yuto Kitamura, David Edwards, Arathi Sriprakash, and Keita Takayama. These are the people who edit and produce episodes; the people who manage FreshEd’s social media; and the board members who provide guidance. This episode gives you a sense of the massive volunteer effort it has taken to get to 200 and describes where FreshEd aims to go in the future. Of course, none of this would have been possible without FreshEd’s dedicated audience. Thank you for the past 200 episodes! https://www.freshedpodcast.com/celebrating200episodes/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

The COVID-19 pandemic has created an emergency situation for most education systems worldwide. Schools are closed. Students are at home. Stress and anxiety are high. Domestic violence and food insecurity are on the rise. And we are uncertain when this emergency will end. Luckily, there is a large body of research on education in emergencies that can help guide us through this unprecedented situation. My guest today is Sarah Dryden-Peterson, a foremost scholar on education in conflict and post-conflict settings. Sarah Dryden-Peterson is an Associate Professor at the Harvard Graduate School of Education. She is the co-founder and director of REACH, a collaborative initiative that provides guidance and resources on key topics in education, migration, and displacement for educators, policymakers, and researchers. She has recently started Books of Belonging, an online video series where she reads a picture book each day of the week. https://www.freshedpodcast.com/sarahdrydenpeterson-2/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

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 peak 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. https://www.freshedpodcast.com/arjunappadurai/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

There’s an urban legend that Winston Churchill, near the end of World War II, once said “never let a good crisis go to waste.” President Obama’s chief of staff, Rahman Emanuel, certainly said similar words in 2009 after the Global Financial Crisis. Is the crisis in education today caused by the coronavirus an opportunity to make lasting and positive change? How can we be sure not to waste this moment by returning to normal? Yong Zhao joins me to talk about educational change in the time of COVID-19. He argues that we must change the “yes, but” attitude to a “yes, and” collaborative approach. We must be innovative and work together to redesign education systems into something new. He’s hoping to see more self-directed learning emerge out of this crisis as well as a shift towards the humanities and philosophy. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. His newest book is entitled Teaching Students to Become Self-Determined Learners (ASCD, 2020). https://www.freshedpodcast.com/yongzhao-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we talk about a television show that was hugely popular in Latin America called El Chavo del Ocho. The show crossed borders across Latin America, taking on a multiplicity of meaning. My guests today, Daniel Friedrich and Erica Colmenares, have a new edited collection that explores how the show worked and produced particular visions of Latin American childhood, schooling, and societies. They also contend that their approach to studying El Chavo del Ocho is a new direction in comparative education research. Daniel Friedrich is an Associate Professor of Curriculum at Teachers College, Columbia University where Erica Colmenares is a doctoral candidate in the Curriculum and Teaching department. Their new edited collection is entitled Resonances of El Chavo del Ocho in Latin American Childhood, schooling and societies. It is the first book in the new Bloomsbury series “New Directions in Comparative and International Education.” https://www.freshedpodcast.com/friedrichcolmenares/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Ted Dintersmith is not your normal Silicon Valley venture capitalist trying to save the world through technology. He’s much more complex. After producing the film Most Likely to Succeed, which premiered at Sundance in 2015, Ted embarked on a trip across America. For nine months he visited school after school, meeting teachers in ordinary settings doing extraordinary things. Today Ted joins FreshEd to talk about his new book What School Could Be: Insights and inspiration from teachers across America. Ted is currently a Partner Emeritus with Charles River Ventures. He was ranked by Business 2.0 as the top-performing venture capitalist in the U.S. for the years 1995-1999. In 2012, he was appointed by President Obama to represent the U.S. at the United Nations General Assembly, where he focused on education. www.freshedpodcast.com/dintersmith -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Most children are now out of school because of the pandemic. How should we think about teaching and learning during the crisis? How can we ensure the basic needs of students continue to be met out of school? And can digital learning teach the whole child? My guest today is Armand Doucet, one of the world’s foremost pracademics and teachers in education for the Digital Age. He has recently co-written a report with Deborah Netolicky, Koen Timmers, and Francis Jim Tuscano entitled Thinking about pedagogy in an unfolding pandemic: an independent report on approaches to distance learning during Covid 19 School Closures. I spoke with Armand from his home where he was taking care of his son while speaking with me. https://www.freshedpodcast.com/armanddoucet-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

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. https://www.freshedpodcast.com/clairemaxwell/ ‎ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today I talk with Prachi Srivastava about educational planning in a time of coronavirus. Over 1.5 billion children are out of school. What does that mean for educational delivery and assessment? And are there issues of equity we need to consider? Prachi Srivastava is an Associate Professor specializing in education and international development at Western University in Canada. In our conversation we talk about what the global south can teach the global north when it comes to planning in emergencies. http://www.freshedpodcast.com/P prachisrivastava/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd:

Today I talk with Rebecca Tarlau about her new book, Occupying Schools, Occupying Land, which was published last year. The book details the way in which the Landless Workers Movement transformed Brazilian Education. Rebecca Tarlau is an Assistant Professor of Education and Labor and Employment Relations at the Pennsylvania State University. She is affiliated with the Lifelong Learning and Adult Education Program, the Comparative and International Education program, and the Center for Global Workers' Rights. Occupying Schools, Occupying Land won the 2020 book award from the Globalization and Education Special Interest Group of the Comparative and International Education Society. http://www.freshedpodcast.com/tarlau/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Blaise Pascal, the 17th Century French mathematician and physicist, once wrote “All of humanity's problems stem from man's inability to sit quietly in a room alone.” As people and governments around the world are wondering whether or not to self-isolate to stop the spread of covid-19, Pascal’s adage has become more pertinent than ever. As we grapple with our new world, I wanted to bring you a special episode of FreshEd. With me is Yaneer Bar-Yam, a physicist, systems scientist, and founding president of the New England Complex Systems Institute. Yaneer has spearheaded endcoronavirus.org, which aims to minimize the impact of Covid-19 by providing useful data and guidelines for action. In our conversation, Yaneer discusses what different countries are doing in response to the virus and talks specifically about children and whether or not they should be in school. http://www.freshedpodcast.com/bar-yam/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we talk about digital education and the future of learning. My guest is Ben Williamson, a Chancellor’s Fellow in the Centre for Research in Digital Education at the University of Edinburgh. He wrote the book Big Data in Education: The digital future of learning, policy and practice (Sage, 2017), and is an editor of the journal Learning, Media and Technology. In our conversation, Ben talks about the many ways data is being extracted inside schools and education systems and reflects on what that might mean for policy and practice. He warns that there are biases built into data. http://www.freshedpodcast.com/benwilliamson/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we talk about tax as a way to fund education systems worldwide. My guest is David Archer, Head of Participation and Public Services at ActionAid (www.actionaid.org). David leads ActionAid’s work on civic participation, tax justice and gender responsive public services. He has written about domestic taxation and education for the Education Commission and is edited a special issue for NORRAG on the topic. David is a co-founder and until recently a board member of the Global Campaign for Education. He is the Chair of the Board of the Right to Education Initiative. He also chairs the Global Partnership for Education’s Strategy and Impact Committee and is a trustee of the UK Forum on International Education and Training. In our conversation, David roundly critiques many development agencies for their contradictory stance towards financing education and other social services through domestic taxation http://www.freshedpodcast.com/davidarcher/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we talk about education and conflict in Burma. My guest is Rosalie Metro, an Assistant Teaching Professor in the College of Education at the University of Missouri-Columbia. As an anthropologist of education, she is interested in the conflicts that arise around history, identity, and language in the classroom. Her latest commentary in the Compare Forum argues that we need to consider the Thrid Face of Education http://www.freshedpodcast.com/rosaliemetro/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/ Rose has been researching Burma/Myanmar for the past two decades. She is the author of Histories of Burma: A Source-Based Approach to Teaching Myanmar's History (Mote Oo, 2013), and Teaching US History Thematically: Document-Based Lessons for the Secondary Classroom (Teachers College Press, 2017). Her world history textbook will be published by Teachers College Press later this year.

Today we talk about powerful knowledge, a concept that has sparked a major debate about what should be taught in schools. My guest is Michael Young, a professor of Sociology of Curriculum at UCL’s Institute of Education. Michael’s work in the sociology of education has been criticized by both the Right and the Left. That’s why I wanted to sit down with him to unpack what he even means by powerful knowledge and how it applies to schools. Where did the idea come from? How has his own thinking evolved over his career? Michael Young has worked at the Institute of Education for over 50 years. A student of Basil Bernstein, he has had a major impact on the field of sociology of education since the publication of his first book, Knowledge and Control, in 1971. Much of our conversation today focuses on his 2008 book, Bringing Knowledge Back in. http://www.freshedpodcast.com/michaelyoung/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

Today we explore affect theory in comparative education. With me is Irv Epstein, the Ben and Susan Rhodes Professor of Peace and Social Justice at Illinois Wesleyan University, where he chairs the Department of Educational Studies and directs the Center for Human Rights and Social Justice. Irv’s new book is called Affect Theory and Comparative Education Discourse which was published in Bloomsbury’s New Directions in Comparative Education book series, which he co-edits. http://www.freshedpodcast.com/irvingepstein/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

The global architecture for aid is mostly contained within the 17 Sustainable Development Goals, which were adopted by the United Nation’s member states in 2015. We’ve discussed goal 4 – the one on education – at length in previous episodes. Today we take a look at goal 17, which aims to “strengthen the means of implementation and revitalize the global partnership for sustainable development." What is a global partnership for sustainable development? And how does it manifest in education? With me to discuss goal 17 is Francine Menashy, an Associate Professor in the Department of Leadership in Education at the University of Massachusetts Boston. Her research explores global education policy, international financing of education, and private sector engagementin education. Francine’s latest book, International Aid to Education: Power Dynamics in an Era of Partnership, provides a critical take on partnerships, arguing that power asymmetries continue to exist. http://www.freshedpodcast.com/francinemenashy2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

What are Americans’ views of higher education? The common story is that people see higher education as an investment in the future of an individual. More education from the best university will result in high salaries in the future. In this story, the public doesn’t appear. It’s all about the private good of higher education. But what if this story is wrong? Or at least biased by the very questions being asked? Instead of asking if higher education is an investment in one’s future job prospects, what if we asked about higher education’s public value? Well, my guests today did just that. Noah Drezner and Oren Pizmony-Levy, together with Aaron Pallas, conducted a nationally representative survey in America on views of higher education. Their findings tell a new and powerful story. Noah Drezner is an Associate Professor of Higher Education at Teachers College, Columbia University, where Oren Pizmony-Levy is an Assistant Professor of International and Comparative Education. -- http://www.freshedpodcast.com/drezner-pizmony-levy/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

One of the primary goals of education is to prepare youth for the labor market. This task is infinitely difficult because economies are constantly changing. What will the global labor market look like in 30 years and how will it impact specific countries? It’s impossible to know for sure, which therefore makes deciding which skills to teach inside national school systems difficult to pinpoint. It’s a major public policy question facing many governments. But there are some skills that employers want right now that they feel schools are not teaching. Plus, with the labor movement in decline worldwide, jobs have become precarious for many people. This reality requires laborers to have the grit and tenacity to be flexible in their job choices as economies change. Can schools teach these soft-skills to students? My guests today have recently co-edited a book that dives into the subject, looking at the skills deemed necessary by employers but lacking in students. The book is entitled “Bridging the Skills Gap: Innovations in Africa and Asia, which was published by Springer earlier this year. With me today are two of the co-editors, Wambui Munge and Shubha Jayaram. Wambui is a Communications Officer at Results For Development where Shubha is a Senior Program Officer. -- http://www.freshedpodcast.com/mungejayaram/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Nine public service employees are suing Navient, the student debt service provider, for providing misleading and inaccurate information. They allege that Navient engaged in predatory lending, more interested in turning a profit than finding them the best repayment plan. My guest today is Randi Weingarten, president of the American Federation of Teachers. ATF has been helping their members navigate the student loan industry. What they found is shocking. For Randi, there is a legal and electoral path to find justice for student loan borrowers. For listeners living in the USA, please make sure you vote tomorrow. www.freshedpodcast.com/weingarten twitter: @freshedpodcast email: info@freshedpodcast.com

Human capital theory connects education to the labor market. It posits that more education makes workers more productive, which increases earnings. A more educated and productive workforce subsequently increases the gross domestic product of a nation. This theory has been prevalent since the 1950s and continues to play a central role in minds of both policy makers and parents. You go to school because you will get a better job in the future. The government invests in education because it will have a return on investment in larger GDPs. My guest today says human capital theory is dead. Hugh Lauder is Professor of Education and Political Economy at the University of Bath. He specializes in the relationship of education to the economy and has for over 10 years worked on national skill strategies and more recently on the global skill strategies of multinational companies. -- http://www.freshedpodcast.com/hughlauder/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we look at sexuality education. In some countries, scholars who advocate for a secular worldview have constructed a progressive sexuality education that embraces science at the exclusion of religion. With me is Mary Lou Rasmussen. In her monograph, Progressive Sexuality Education: The Conceits of Secularism (Routledge, 2015), which was just released in paperback. Mary Lou carefully explores how progressive scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education. Mary Lou Rasmussen is a professor at the School of Sociology at The Australian National University. She is co-editor, with Louisa Allen, of the Handbook of Sexuality Education which will be published in October. -- http://www.freshedpodcast.com/rasmussen/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

My guest today is Gina Athena Ulysse, a professor of Anthropology at Wesleyan University in Connecticut. She has a new book entitled Because when God is too busy: Haiti, me & THE WOLRD. Gina’s is a feminist artist-anthropologist-activist and self-described Post-Zora Interventionist. Her creative projects lie within the intersections of geopolitics, historical representations, and the dailiness of Black diasporic conditions. Her latest work, Remixed Ode to Rebel's Spirit, involves conversations with ghosts roving the British Museum. http://www.freshedpodcast.com/ulysse/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Many listeners probably use LinkedIn. That’s the social media website aimed at connecting employers with employees. My guest today, Janja Komljenovic, researches the ways in which LinkedIn is shaped by and shaping higher education. Janja argues that LinkedIn furthers the employability mandate in universities. Janja Komljenovic is a lecturer of higher education at Lancaster University. In today’s show, we discuss her new article “Linkedin, Platforming labour, and the new employability mandate for universities,” which was published in Globalisation, Societies and Education. www.freshedpodcast.com/janjakomljenovic/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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. -- www.freshedpodcast.com/2019inreview/ ‎ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

What role does higher education play in achieving the Sustainable Development Goals? My guest today is Tristan McCowan, author of the new book entitled Higher Education for and beyond the Sustainable Development Goals, which was published earlier this year. Tristan interrogates the idea of a so-called developmental university working towards the SGDs, identifying both positive and negative outcomes. Tristan McCowan is a Professor of International Education at the Institute of Education, University College London. I spoke with Tristan in his office in London, which just so happens to be around the corner from mine. This is actually the first episode that I’ve recorded at my new intuitional home at the Institute of Education. There’s a lot more to say about the future of FreshEd now that I live in London, but I’m going to wait until next year to tell you all about it. For now, enjoy our latest episode and stay tuned for our end of year show with Susan Robertson and Roger Dale, which will air next week. -- www.freshedpodcast.com/McCowan/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Play is a foundational element of a child’s life. Yet, how much is play embraced inside schools? My guests today, Pasi Sahlberg and William Doyle, argue play is the fundamental energy of learning. And schools need to embrace play much more than they currently do to support child development. For Pasi and William, screen time and the global education reform movement that emphasizes standardized tests have reduced the amount of time children are allowed to play in school. Pasi Sahlberg is a professor of education policy at the Gonski Institute for Education of the University of New South Wales, Sydney, Australia. He is a globally renowned educator, author, speaker, and scholar, and one of the world’s most respected authorities on educational improvement. William Doyle is New York Times bestselling author and TV producer. Since 2015 he has served as a Fulbright Scholar, a Scholar in Residence and lecturer on media and education at the University of Eastern Finland, and as advisor to the Ministry of Education and Culture of Finland Their new co-written book is called Let the Children Play, which was published by Oxford University Press earlier this year. -- www.FreshEdpodcast.com/pasisahlberg-williamdoyle Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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 -- www.FreshEdpodcast.com/andysmart Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

What are the possible futures presupposed within the organization of refugee education worldwide? Do the understood purposes of refugee education align at the global, national and school levels? My guest today is Sarah Dryden-Peterson, an Associate Professor at the Harvard Graduate School of Education who has been researching refugee education for 15 years. Together with Elizabeth Adelman, Michelle Bellino, and Vidur Chopra, she has recently co-authored an article for the journal Sociology of Education that looks at the purposes of refugee education today. Sarah and her colleagues argue that quality refugee education must further a sense of belongingness. -- www.freshedpodcast.com/sarah-dryden-peterson Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

School students all over the globe have declared a “Climate Emergency.” For some time now, youth have been striking for immediate and effective action to stop global warming and secure the habitability of our planet. Greta Thunberg is perhaps the most recognizable student protesting. You’ve probably seen her moving speech at the United Nations last month. In the context where students skip school to protest, what role do teachers play? More broadly, what is the role of education in times of climate crisis? One group of university professors and activists have thought deeply about these questions. They have recently launched a “Call to Action” for educators, asking signatories to transform their pedagogies and curricula, realign research agendas, and reformulate policy frameworks – all in line with the climate crisis and other environmental challenges. In short, signatories are asked to voice their concerns any way they can in their professional work in and outside the classroom. By the early of November, almost 2000 educators signed the Call to Action. Today’s show takes you behind the scenes of this Call to Action, connecting the student protests and the climate crisis to the Sustainable Development Goals and Global Learning Metrics. Sign the call to action here: https://educators-for-climate-action.org/petition/ Photo credit: https://unsplash.com/s/photos/climate-change -- www.FreshEdpodcast.com/climateaction Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today I speak with Elizabeth Sumida Huaman and Tessie Naranjo about indigenous women and research. They have co-edited the latest issue of the International Journal of Human Rights Education, which was released last week. Elizabeth Sumida Huaman is an associate professor of Comparative and International Development Education at the University of Minnesota. An Indigenous education researcher, her work focuses on the link between Indigenous lands and natural resources, languages, and cultural and educational practices in the North and South America. Tessie Naranjo lives in northern New Mexico and is an internationally recognized Indigenous community education, language revitalization, and arts advocate. She is a founder of the Pueblo Indian Studies Program at Northern New Mexico College where she served as faculty, and former co-Director of the Northern Pueblos Institute.

What does it mean to think of comparative education beyond the human? Is our field based on assumptions of individual autonomy and Western Enlightenment thinking that sees time as linear and progress as possible? Does a “posthuman future” hold new possibilities for our research? And can our field live with such dissonance? Earlier this month, the Post Foundational Approaches to Comparative and International Education Special Interest Group of the Comparative and International Education Society organized a webinar entitled “Exploring education beyond the human” to think through some of these questions. The webinar brought together Weili Zhao, Stephen Carney, and Iveta Silova. I moderated the discussion, which explored what education beyond the human would actual look like and entail. In this special addition of FreshEd, I’m going to replay our conversation because I think the ideas discussed push our field in new and important directions. www.freshedpodcast.com/beyondhuman Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Controversies over school policies that impact transgender students have increasingly made headlines in the United States for the past few years. What legal protections do transgender students have in schools? And how have the Obama and Trump administrations interpreted the law in this regard? My guest today is Suzanne Eckes, professor in the Educational Leadership and Policy Studies Department at Indiana University. She has written about the various legal cases involving transgender students. www.freshedpodcast.com/suzanneeckes/ ‎ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Teach For America developed an alternative teacher education model that spread not only around the United States but also across the world. My guest today is Rolf Straubhaar, Assistant Professor of Educational Leadership and School Improvement at Texas State University. In his latest article in the Journal of Teacher Education, Rolf looks at the Teach For All affiliate in Brazil called Ensina! In our conversation, Rolf explores the history of TFA, the motivation of people to join the program, and how their perspectives changed over time www.freshedpodcast.com/rolfstraubhaar/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Over 500 people were murdered in Chicago last year. Most of these murders were concentrated in a few historically black neighborhoods on the West and South sides of the city. And most of the victims were under 30 years old. For many people listening to this show in the comfort of their home or car or while at the gym, it’s probably difficult to grasp what such a high rate of murder and violence does not only to those involved but also to the wider community. In some of these Chicago neighborhoods, the impacts from violence have been compounded by a raft of school closures. A WBEZ Chicago report found since 2002 over 70,000 children – “the vast majority of them black -- have seen their schools closed or all staff in them fired.” In 2013 alone, 50 schools were closed, which was the largest intentional mass school closing in recent history. My guest today is Tio Hardiman, president and founder of Violence Interrupters, Incorporated and an Adjunct Professor of Criminal Justice. Tio is on the front lines of conflict resolution, restorative justice practices, and community organizing. He has seen what violence does to a community and the way it impacts and is impacted by schools. In our conversation, we talk about the history of violence in Chicago and what this means for children today. www.freshedpodcast.com/tiohardiman/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we rethink Technical and Vocational Education and Training. Instead of looking at it from a human capital approach, my guest, Leesa Wheelahan, looks at it from a productive capabilities perspective. Together with Gavin Moodie and Eric Lavigne, Leesa Wheelahan has recently co-written a new report for Education International entitled Technical and vocational education and training as a framework for social justice: Analysis and evidence from World Case Studies. Leesa Wheelahan is Professor and William G. Davis chair in Community College Leadership at the Ontario Institute for Education Studies at the University of Toronto. This episode was put together in collaboration with Education International. www.freshedpodcast.com/wheelahan/ ‎ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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 launching 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. This episode was put together in collaboration with Education International. www.freshedpodcast.com/futures/ ‎ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Kailash Satyarthi won the 2014 Nobel Peace Prize for his activism for children’s rights and education. He has been on the forefront of creating and leading global change against child labor and child slavery. Today I speak with Kailash about his activism and the power of civil disobedience. In the context of the global climate crisis, what can we learn from Kailash’s experiences? Is there a way to mobilize humanity to fight against climate change similar to the way in which he organized hundreds of thousands of people to fight against child labor? Kailash Satyarthi is a Children’s Rights Activist and Nobel Peace Laureate. This episode was put together in collaboration with Education International. www.freshedpodcast.com/kailashsatyarthi/ ‎ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

The past few shows have focused on climate change as being the biggest issue facing teacher unions globally. There are, of course, other big issues. One of them is propaganda. Misinformation campaigns have been on the rise partly due to the turn towards right-wing extremism in many parts of the world. Social media has created new ways to spread misinformation and propaganda, making education a powerful tool to combat the spread of lies and what we might call fake news. My guest today is Maria Ressa, a Filipino-American journalist and author. Co-founder of online news site Rappler, she has been an investigative reporter in Southeast Asia for CNN and was included in the 2018 Time’s Person of the Year for her work combating fake news. She has been arrested for her reporting on Duterte, the Philippine president, and is currently on trial for cyberlibel. This episode was put together in collaboration with Education International. http://www.freshedpodcast.com/mariaressa/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Teaching is a profession that must respond to the changing social world. From new technology and curriculum reforms to privatization and climate change – teachers are on the front-lines of a complex system that has huge consequences for the future. In this context, what is it like to be a teacher today? How do teachers manage the competing pressures? My guest today is Armand Doucet, an award-winning teacher recognized around the world. Nominated in the Top 50 for the Global Teacher Prize, Armand is a high school history teacher in New Brunswick, Canada and the author of the new book Teaching Life: Our Calling, Our Choices, Our Challenges. This episode was put together in collaboration with Education International. www.freshedpodcast.com/armanddoucet/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Unions are on the front lines of advocating human rights. That puts them in natural collaboration with non-governmental organizations doing the same. Amnesty International is one such NGO that has strong ties to global trade unions. Today I speak with Shane Enright, a Workers’ rights campaigner and global trade union adviser at Amnesty International. He recounts various campaigns organized by Amnesty that have tried to pressure governments to release some teachers held prison. He also talks about climate change and the September 20th general strike. This episode was put together in collaboration with Education International. www.freshedpodcast.com/shaneenright/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

How does change happen? What role do unions play in creating decent quality lives for its members? When is more militant action needed? These questions are asked by all unions. So, in our quest to explore education unions in more depth, I want to explore how transport unions begin to answer these questions. In many ways, the struggles facing teacher unions worldwide are similar to those facing the transport sector. My guest today is Stephen Cotton, the general secretary of the International Transport Workers’ Federation. The ITF is composed of 677 national trade unions and represents over 19 million workers in 149 countries. It represents the seafaring, ports, roads, rail, tourism and aviation sectors. In our conversation Stephen shares his history in trade unionism and reflects on the process of making change. He also talks about the climate crisis as one of the biggest issues facing unions today. This episode was put together in collaboration with Education International. www.freshedpodcast.com/stephencotton/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

In the second installment of our focus on the big issues facing education unions, we focus on union renewal. My guest today is Howard Stevenson, Professor of educational leadership and policy studies at the University of Nottingham. He has researched teacher trade unions around the world to try and understand the best way to revive the power of unions. In our conversation, he talks about his findings and contextualizes the state of education unions. This episode was put together in collaboration with Education International. www.freshedpodcast.com/howardstevenson/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Education International is the global federation of teacher unions, representing some 32 million teachers worldwide. Every four years EI, as it is commonly known, holds a World Congress to determine its policies, principles, programs, and budget for the future. It is also where the President, Vice Presidents and General Secretary are elected to new terms. The World Congress this year was composed of some 1,400 delegates nominated by and representing member organizations. I had the privilege of attending EI’s World Congress where I met and interviewed people from around the world. Over the next 2 months, FreshEd will air some of my conversations. My hope is that these interviews will show unions in their complexity. Profoundly democratic, unions struggle to figure out how best to address the biggest issues facing the world today in ways that have material consequences for the lives of teachers and students. But unions are often misunderstood. Right-wing politicians and capitalist elites have systematically tried to destroy the labor movement for decades. These attacks on unions have decreased union membership, lowered public opinion, and even found union leaders and members harassed, imprisoned, and – in the most extreme cases -- killed. I actually met some teacher union members at the World Congress who recently got out of prison. Fearing for their safety, these members could not join me for an interview, but their stories stick with me. So to kick off our mini-series focused on the big issues facing education unions today and into the future, I begin with a two part show. The first part is a short interview with Susan Hopgood, president of Education International and Federal Secretary of the Australian Education Union (AEU). She explains what the world Congress is and some of the big issues being discussed. In the second part, I interview Sharan Burrow, the General Secretary of the International Trade Union Confederation, which represents some 207 million workers in 163 countries and territories. This episode was put together in collaboration with Education International. www.freshedpodcast.com/susanhopgood-sharanburrow/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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. http://www.freshedpodcast.com/dbrentedwardsjr/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Many universities around the world are focused on their efforts to internationalize. But what does that even mean? And what does that look in a single country, such as like Japan? My guests today are Tom Brotherhood and Chris Hammond. Together with Yangson Kim, they have co-written a new article in the journal Higher Education that explores junior international faculty in Japanese Universities. Their actor-centered approach to the study of internationalization adds new insights about the phenomenon. Tom Brotherhood is a doctoral researcher at the University of Oxford and a pre-doctoral fellow at the Research Institute for Higher Education at Hiroshima University. Chris Hammond is a doctoral student at the University of Oxford and an assistant professor in the College of Education, Psychology and Human Sciences at Aoyama Gakuin University in Tokyo, Japan. http://www.freshedpodcast.com/tombrotherhood-chrishammond/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Teach for America has altered the landscape of teacher preparation across the country. Typically TFA recruits, as they are commonly known, are given provisional certifications and put into classrooms after taking a short training course. They then take university courses to learn to be a teacher. Learning to be a teacher while already being one poses unique challenges. My guest today is Matthew Thomas, a Senior Lecturer in Comparative Education and Sociology of Education at the Sydney School of Education and Social Work, University of Sydney. He has taught TFA teachers in the past and currently researches the topic. Together with Elisabeth Lefebvre, Matthew has a forthcoming co-written article in Teachers College Record that examines the phenomenon of what they call synchronous-service teacher training. A transcript of today's episode can be found at: www.freshedpodcast.com/Thomas Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

What was it like growing up and attending school in the Soviet Union and other socialist societies? Did the lived experiences of children match the official rhetoric of the state or the Western bloc? What agency did children have? My guests today are Iveta Silova and Nelli Piattoeva. Together with Zsuzsa Millei, they have a new co-edited book that explores the memories of everyday life in socialist societies, showing the multiplicity and political nature of childhood experiences. Their memories challenge the master-narratives that have come to dominate the way we think about the Soviet Union and other Socialist societies. Ultimately, their work pushes the field of comparative education in new directions. Iveta Silova is a professor at Mary Lou Fulton Teachers College at Arizona State University and Nelli Piattoeva is an Associate Professor at the Faculty of Education and Culture, University of Tampere, Finland. Their new co-edited book is entitled Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life. Nelli Piattoevia's photo credit: Jonne Renvall/Tampere University A transcript of today's episode can be found at: www.freshedpodcast.com/Silova-Piattoeva Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Teachers are striking across America. From Arizona to Oklahoma to West Virginia, teachers are not simply demanding higher pay. They are also demanding better learning conditions for students and better working conditions for all state employees. And they are succeeding. Many of these industrial workplace actions are taking place in states that have passed right-to-work laws, meaning workers cannot be compelled to join a union or pay union dues as a condition of employment. The strikes are also happening in the states that Trump won in 2016. So what does this mean for public education generally and the 2020 US presidential election? My guest today is Eric Blanc, the author of the new book Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics (Verso 2019). Eric is a journalist and a former high school teacher and has followed the on-the-ground developments of the Los Angeles, West Virginia, Oklahoma, Arizona, Denver, and Oakland public education strikes. A transcript of today's episode can be found at: www.freshedpodcast.com/Blanc Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we have a slightly different type of show for you. One of FreshEd’s producers, Lushik Wahba, created an amazing podcast about the experiences of international students at one small college in the USA. Over 1 million international students currently study at colleges and universities across America. Why did they choose to study in the USA? What can we learn from their experiences? Lushik’s podcast gives voice to some of those students, showcasing the promise and challenges of internationalization. Born and raised in Cairo, Lushik Wahba came of age during the 2011 Egyptian Revolution. This was a time when citizen journalism flourished, and she saw first-hand the power of an informed public. Growing up in such an environment inspired her to work in media. At 16 she earned a scholarship to study at the United World College in Bosnia and Herzegovina. After high school, she moved to Vermont to attend Bennington College. She just graduated in May but before doing so she put together this podcast, featuring many of her fellow international students. Lushik is determined to pursue a career in producing podcasts and documentaries that focus on issues affecting marginalized populations around the world. We know Lushik has a bright future in media in front of her, well-beyond the FreshEd podcast, so we are extremely lucky to be able to air one of her first podcasts for you today. Before we start, I’d like to give a content warning. Some of the students you will hear today use potentially offensive language. If you’re not into that or are with small children, we have posted a beeped version online. Enjoy the show! www.freshedpodcast.com/wahba Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Religion in American public schools is a hot-button issue. Can prayers be said in public schools? What about in extracurricular activities? Can states provide funds to religious schools? And if parents don’t vaccinate their children for religious reasons but send them to public schools, what can the State do? These questions don’t have easy answers and the US constitution offers little help. The Establishment clause of the First Amendment of the constitution, for instance, forbids Congress from making laws in support of religion but also protects the free exercise of religion. Finding the right balance isn’t always straightforward. My guest today is Martha McCarthy. She is the Presidential Professor at Loyola Marymount University and the Chancellor’s Professor Emeritus at Indiana University. Together with Suzanne Eckes and Janet Decker, Professor McCarthy has recently published Legal Rights of School Leaders, Teachers, and Students (Pearson, 2019). Today’s episode of FreshEd was put together in collaboration with the Education Law Association. www.freshedpodcast.com/McCarthy Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Some thirty-five percent of out-of-school children live in conflict-affected areas. These emergency situations include both human conflicts, such as, war and natural disasters, such as earthquakes. These children are in desperate need of help. Yet before anyone can act, information is critical. Information and data on education in emergencies is, however, inadequate in most cases. My guest today is Mary Mendenhall, an Associate Professor of Practice and the Director of the International and Comparative Education program at Teachers College, Columbia University. She is a member of the Inter-agency Network for Education in Emergencies’ (INEE) Standards and Practice Working Group and has edited a new NORRAG special issue on data collection and evidence building to support education in emergencies. http://www.freshedpodcast.com/marymendenhall/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today Raewyn Connell returns to FreshEd to talk about her new book, The Good University. In it, Raewyn takes a deep dive into the labor that makes a university possible while also detailing the main troubles the institution currently faces. She argues that a good university must work for the social good rather than for profit. It must embrace its democratic roots and protect the process of being truthful. Raewyn Connell is Professor Emerita at the University of Sydney. She is an active trade unionist and advocate for workers’ rights, student autonomy and educational reform. http://www.freshedpodcast.com/raewynconnell2/ Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Photo by Peter Hall

Are there limits to what can be said on college campuses? When a far-right-wing speaker is disinvited to speak on campus, is it an issue of Free Speech? My guest today, Neal Hutchens, explores these issues in his research and writing. Ultimately, his look at the legal issues facing universities when it comes to free speech and academic freedom go to the heart of the purpose of higher education. What are colleges for? Neal H. Hutchens serves as Professor and Chair in the University of Mississippi School of Education’s Department of Higher Education. His latest opinion piece on campus free speech laws was published in The Conversation in April. Today’s episode was put together in collaboration with the Education Law Association. www.freshedpodcast.com/hutchens Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

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.

Climate change and its effects aren’t some future possibilities waiting to happen unless we take action today. No. The effect of climate change is already occurring. Today. Right now. Around the world, people have been displaced, fell ill, or died because of the globe’s changing climate. These effects are uneven: Some countries and classes of people are more affected by global warming than others. Still, the United Nations estimates that catastrophic consequences from climate change are only a decade away. That’s the year 2029. [Editor's note: The IPCC report is from 2018 and gave a 12-year prediction, so it should read 2030, not 2029.] What is the role of education policy in an era of detrimental climate change? My guest today is Marcia McKenzie, a professor in the Department of Educational Foundations at the University of Saskatchewan and director of the Sustainability Education Research Institute. She recently has been awarded a grant to research UN policy programs in relation to climate change education and in June will release a report for the United Nations that reviews country progress on climate change education and education for sustainable development. In our conversation, we talk about what countries are doing or not doing in terms of education and sustainability, and we reflect on some of the existential questions that climate change brings to the fore. www.freshedpodcast.com/McKenzie Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Laws that mandate education for special needs students have not always existed. In the United States, courts only began referring to students with special needs in the early 1900s. At the time, such students were typically excluded from public school. Things began to change after the Brown v. Board of Education supreme country ruling in 1954. Twenty years later in the 1970s, congress enacted various legislation mandating educational services and support for children with special needs. My guest today is Charlie Russo. In our conversation, Charlie details the power of the Individuals with Disabilities Education Act and situates it in an international context. Charlie Russo is the Joseph Panzer Chair in Education in the School of Education and Health Sciences and Research Professor of Law in the School of Law at the University of Dayton. www.freshedpodcast.com/Charlierusso Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we talk about the history and recent rise of Islamophobia worldwide. My guest is Mariam Durrani, an Assistant Professor of Anthropology at Hamilton College. In our conversation, we discusses both the state policy infrastructure enabling Islamophobia while also the everyday discourses and actions that normalize the Othering of a particular group. Dr. Durrani also discusses her own life story of growing up in a military family and witnessing the rise of Islamophobia in the aftermath of September 11th. Mariam Durrani recently published the book chapter “Communicating and Contesting Islamophobia.” www.freshedpodcast.com/mariamdurrani Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Today we continue our Education and Law mini-series with a show on the legal and policy issues surrounding special education. My guest is Janet Decker, an Associate Professor in the Educational Leadership and Policy Studies Department at Indiana University. Dr. Decker became interested in special education policy when she taught students with autism. In our conversation, Dr. Decker talks about the legal term FAPE, which stands for Free and Appropriate Public Education. FAPE is legally guaranteed to children under the Individuals with Disabilities Education Act. It is one of the most important legal issues in special education, but also one of the most problematic. What is the definition of 'Free' and 'Appropriate' 'Public' 'Education'? Janet Decker’s latest co-written book with Martha McCarthy and Suzanne Eckes is Legal Rights of School Leaders, Teachers, and Students, published by Pearson. This episode was put together in collaboration with the Education Law Association. www.freshedpodcast.com/decker Twitter: @FreshEdpodcast Email: info@freshedpodcast.com

Today we air the first ever FreshEd Live event, which was recorded last night in San Francisco. Gita Steiner-Khamsi joined me to discuss the ways in which the global education industry has altered the State and notions of free public education. We touched on a range of topics, from Bridge International to the International Baccalaureate and from network governance to system theory. Gita theorized why the State has taken on the logic of business and how a quantum leap in privatization has radically altered education. Gita Steiner-Khamsi is permanent faculty at Teachers College, Columbia University. In addition, she has been seconded by the Graduate Institute of International and Development Studies in Geneva as a faculty member and by NORRAG as the director. This FreshEd Live event was sponsored by NORRAG. www.freshedpodcast.com/gitalive email: info@freshedpodcast.com twitter: @freshedpodcast facebook: FreshEd

Today we kick off a mini-series on education and law. Intermittently, overly the next 8 months or so, we’ll be airing a collection of conversations with scholars affiliated with the Education Law Association. These shows will touch on timely legal and policy issues affecting education. For our first show in the education and law mini-series, I speak with Julie Mead about her new co-written report with Suzanne Eckes for the National Education Policy Center entitled: How school privatization opens the door for discrimination. In our conversation, we touch on a range of issues related to voucher programs and charter schools. Julie reminds listeners that the dictionary definition of discrimination is not the same as the legal definition. Julie Mead is the Associate Dean for Education and Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin at Madison. She is a member of the Education Law Association. Julie Mead is the Associate Dean for Education and Professor at the University of Wisconsin at Madison. Her latest report is How school privatization opens the door for discrimination. www.freshedpodcast.com/juliemead/ email: info@freshedpodcast.com twitter: @freshedpodcast

Today we look at US imperialism in Venezuela. For the past 20 years, since Hugo Chavez was elected in 1998 in what is known as the Bolivarian revolution, the US has attempted to overthrow a democratically elected government. The US has wanted to install a leader who supported its political and business interests. In January, the US tried again, thus time putting its full support behind Juan Guaido, a little known politician who became the self-described interim-president. But who is Juan Guaido and why was his rise nearly as fast as his fall? My guest today is Jorge Martin, the secretary of the Hands off Venezuela campaign and a leading member of the International Marxist Tendency. He has followed the Bolivarian revolution for nearly twenty years, visiting the country often where he has been involved in the revolutionary movement, particularly the workers' control and occupied factories experiences. In our conversation today, Jorge focuses on the many connections Juan Guaido has to various US institutions, from think tanks to philanthropic organizations, and to universities. Jorge makes clear that Juan Guaido was groomed through his education to take a leading role in the right-wing fight against the Bolivarian revolution. Guaido, in other words, is the latest figurehead in a class struggle supported by elite education in Venezuela and the USA. www.freshedpodcast.com/martin email: info@freshedpodcast.com twitter: @FreshEdPodcast

The UK is set to leave the EU on March 29, 2019. Will there be a delay? A hard exit? A people’s vote? With four days before the deadline, it is too unpredictable to tell with any certainty. In an effort to reflect on the Brexit process, today we re-air Will’s conversation with Susan Robertson about Brexit, which took place mere days after the vote on June 23, 2016. As we await the conclusion of the chaotic exit process, it is valuable to remember just what the discussion sounded like immediately after the UK voted to leave the EU. Susan Robertson is a Professor of Sociology of Education at the University of Cambridge. When I spoke with her in 2016, she worked for the University of Bristol. http://www.freshedpodcast.com/susanrobertson-brexit/ email: info@freshedpodcast.com twitter: @freshedpodcast

Today we dive into the nightmare that is the growing tide of fascism worldwide and the prospects and perils this nightmare holds for public education. My guest today is the renowned scholar, Henry Giroux. He has a new book entitled American Nightmare: Facing the challenge of Fascism, which will be published in May. Henry Giroux is the McMaster University Professor for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy. He has written over 60 books and is considered one of the top educational thinkers today.

Last week, the Trump administration invited university, higher education association, and private company officials to the White House to discuss international students and post-college work. At the time of this recording, we aren’t sure what exactly was said or decided. But in an effort to provide some background on international student experiences in American Higher Education, Jenny Lee is with me today to discuss the underlying U.S. political climate for international students and scholars. In our talk, Jenny discusses the rise in discrimination and hate crimes since Trump’s election and the presence of neo-racism on campuses. Jenny J. Lee is a Professor at the Center for the Study of Higher Education at the University of Arizona. She is currently a NAFSA Senior Fellow, Associate Editor of the Review of Higher Education, and Co-editor of the book series, Studies in Global Higher Education. Her latest piece can be found in the NAFSA newsletter, Trends and Insights. www.freshedpodcast.com/Lee email: info@freshedpodcast.com twitter: @freshedpodcast

The University of Sussex was ranked the world’s best for development studies in the 2019 QS World University Rankings by subject. To celebrate, we re-air Mario Novelli's 2016 FreshEd interview. In that interview, Mario talked about the role of schools in the production of inequality. Mario not only details how modernity, capitalism, and colonialism combine to create systems of inequality inside school systems but also publicly struggles with his role in the production of inequality through his work in international educational development. Mario Novelli is Professor of the Political Economy of Education and Director of the Centre for International Education (CIE) at the University of Sussex. His latest article discussed in this podcast can be found in the most recent issue of the British Journal of the Sociology of Education. Citation: Novelli, Mario, Interview with Will Brehm, FreshEd, 41, September 12, 2016. Transcript, translation, and resources: http://www.freshedpodcast.com/marionovelli/

My guest today is Iveta Silova, Director of the Center for the Advanced Studies in Global Education at Arizona State University. Professor Silova has spent her career studying post-socialist education transformation processes. In today’s show she discusses some of her new work comparing Latvian textbooks before, during, and after Soviet occupation. http://www.freshedpodcast.com/ivetasilova/ Email: info@freshedpodcast.com Twitter: @freshedpodcast

Last week, Linda Darling-Hammond was named the head of California’s State Board of Education, the governing and policy-making body of the California Department of Education. With over six million students and nearly 300,000 teachers in California, this is a powerful position. Last year, Linda Darling-Hammond joined me to talk about her co-authored book Empowered Educators: How high-performing systems shape teaching quality around the world. The book explores how several countries and jurisdictions have developed comprehensive teaching and learning systems that produce a range of positive outcomes, from student achievement to equity and from a professionalized teaching workforce to the integration of research and practice. Linda Darling-Hammond is the president of the Learning Policy Institute and a Professor of Education Emeritus at Standard University. http://www.freshedpodcast.com/lindadarlinghammond/ Email: info@freshedpodcast.com Twitter: @freshedpodcast

How did vouchers and charter schools become key elements in the education reform agenda in the United States? My guest today, Professor of Education Policy at the University of Illinois, Chris Lubienski, speaks about the rise of policy orchestration among a network of private and non-profit actors and what this means for democratic decision making. His research shows how Philanthropic Foundations, such as the Gates and Walton Family Foundations, and think tanks, such as the Brookings Institute and RAND Corporation, have come to promote a common agenda that has helped propel vouchers and charters into the national spotlight. Professor Lubienski explores the changing structures of educational policy making in the United States, and argues that the contracting out of policy making to actors such as Gates, Brookings, and RAND has resulted in the privatization of public policy making. http://www.freshedpodcast.com/chrislubienski/ Email: info@freshedpodcast.com Twitter: @freshedpodcast

A group of Yale graduate students are protesting their labor conditions as teachers. They are demanding the administration recognize them as a union and negotiate their contract as full employees of the university. After all, graduate students teach many undergraduate classes. But the administration is stalling, waiting for Donald Trump to appoint an anti-union National Labor Relations Board that, they hope, will throw out the union’s right to exist. My guest today is Jennifer Klein, a professor of history at Yale University who has followed the unionization efforts closely. She’s written a recent New York Times op-ed detailing the events at Yale. The fight over graduate student’s right to unionize at Yale is a microcosm of the reliance on precarious work across the American higher education system. You can find the solidarity statement in support of the graduate students here. http://www.freshedpodcast.com/jenniferklein/ Email: info@freshedpodcast.com Twitter: @freshedpodcast

Many countries around the world participate in the Programme for International Student Assessment, the cross-national test administered by the OECD. Today we look at the economic costs for a country to participate in PISA. My guests are Laura Engel and David Rutkowski. They followed the money through publicly available budget documents in the United States to uncover exactly how much the test costs both the federal and state governments. Through this complicated web, they found a host of contractors and sub-contractors hired to implement PISA and call for a full cost-benefit analysis in order to determine if PISA is worth it. Laura Engel is an Associate Professor of International Education and International Affairs at the George Washington University and David Rutkowski is an Associate Professor with a joint appointment in Educational Policy and Educational Inquiry at Indiana University School of Education. Their latest co-written article published in the journal Discourse is called “Pay to play: What does PISA participation cost in the US?” www.freshedpodcast.com/LauraEngel-David Rutkowski/ email: info@freshedpodcast.com twitter: @freshedpodcast

What’s the connection between education and development? My guest today, Dan Wagner, argues that it’s past time to move beyond conceptualizing development as economic growth. For Dan, the framework we should use is learning as development. He calls on social scientists to work towards a Learning Gini Index that not only takes learning seriously but also equity. Dan Wagner is Professor of Education and UNESCO Chair in Learning and Literacy at the Graduate School of Education, University of Pennsylvania, where he is also the director of the International Literacy Institute and International Educational Development Program.  In today’s show we talk about his new book, Learning as Development: Rethinking International Education in a Changing World (Routledge 2018). He has also published a new book for UNESCO entitled Learning at the Bottom of the Pyramid (UNESCO 2018). www.freshedpodcast.com/danwagner/ email: info@freshedpodcast.com twitter: @freshedpodcast

What’s the connection between education and climate change? My guest today, Arjen Wals, takes a critical take on sustainability yet offers a hopeful outlook. In our conversation, Arjen details a few examples of school-level practices that could be seen as working towards a sustainable future while also critiques educational competition and the hidden curriculum of commodification. He ultimately calls for more dissonance in education systems as a way to learn new forms of sustainability to combat climate change. Arjen Wals is the UNESCO Chair of Social Learning and Sustainable Development and Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University in The Netherlands. I spoke with Prof. Wals at the 2018 Global Education Meeting, which was a high-level forum held in Brussels in early December that reviewed the progress towards the Sustainable Development Goals. www.freshedpodcast.com/arjenwals/ email: info@freshedpodcast.com twitter: @freshedpodcast

Today we look at the role of education in achieving the Sustainable Development Goals. My guest is Parfait Eloundou, professor and department chair of development sociology at Cornell University and member of the independent group of scientists writing the Global Sustainable Development report. I spoke with Parfait during a break at the UNESCO Global Education Meeting held in Brussels in early December. In our conversation, Parfait calls wealth inequality, demographic changes, and parental choices the perfect storm of inequality. Education plays an important role in overcoming this social trifecta of disparity. We also discuss the assumption of meritocracy in education and the lack of a class analysis in the SDGs. www.freshedpodcast.com/parfait-eloundou-enyegue/ email: info@freshedpodcast.com twitter: @freshedpodcast

This is the final episode of 2018. It’s been an incredible year for FreshEd. We’ve aired 41 new episodes and had nearly 130,000 downloads over the past 12 months. We’ve also received financial support from the Open Society Foundations, which is allowing us to transcribe episodes and translate a few into Chinese and Arabic. I’d like to say thank you to Sherry, Hang, and Lushik for their tireless efforts producing the show. FreshEd would not be possible without you. I’d also like to thank our listeners for your continued support. It’s been wonderful to hear from you over the year. Please do consider rating us on iTunes or sending your comments directly to me through our website. Your feedback will only make the show better. In what is now becoming a tradition, today we review the field of comparative and international education for 2018. With me are Susan Robertson and Roger Dale, co-editors of the journal Globalisation, Societies and Education. In our conversation, we touch on many topics, from the contradictions found within the Sustainable Development Goals to the lack of Climate Change research in the field and to the power of PISA. Susan and Roger also point to new directions in research for 2019. Susan Robertson is a Professor of Sociology of Education at the University of Cambridge, and Roger Dale is a Professor of Education at the University of Bristol. http://www.freshedpodcast.com/2018inreview/ email: info@freshedpodcast.com twitter: @freshedpodcast

Sustainable Development Goal 4 is all about education. Under the goal, there are seven targets, ranging from providing equitable access to education worldwide to making sure students have relevant skills for the future. The most revolutionary yet incredibly complex indicator is 4.7. My guest today, Aaron Benavot, takes us through the history of target 4.7. How did the international community agree on such a revolutionary target? But Aaron warns us about the future of the target given there is no consensus on how to measure it across countries. Aaron Benavot is a Professor in the department of educational policy and leadership at the school of education, University at Albany, State University of New York. He was previously the Director of the Global Education Monitoring report. www.freshedpodcast.com/aaronbenavot email: info@freshedpodcast.com twitter: @freshedpodcast

Today we take stock of the Sustainable Development Goals, which were adopted by the United Nations three years ago. With me is Silvia Montoya who is the director of the UNESCO Institute of Statistics. UIS is charged with monitoring some of the SDGs. In our conversation, which we had on the sidelines of the Global Education Meeting in Brussels, we dive into the problems and challenges of trying to measure concepts such as literacy, global citizenship, and sustainability. Today’s episode of FreshEd was made possible through the support of the Graduate School of Education at the University of Tokyo and Education International. www.freshedpodcast.com/montoya email: info@freshedpodcast.com twitter: @freshedpodcast

How can we define comparative education? That question has long vexed scholars in the field. My guest today is Angela Little, who has spent her entire career in comparative education and has wrestled with this very question. Angela argues that it is best to define the field through shared action rather than agreed-upon definitions and talks about the challenges of being an academic-slash-practitioner. She also discusses the recent role that southern theory plays in the field of comparative education. Angela Little is Professor Emerita at the University College London, Institute of Education, University of London.

Is there a worldwide learning crisis today? My guest, Keith Lewin, argues that the real issue in much of international education development has to do with financing. In our conversation, we discuss aid to education and the ways in which the Sustainable Development Goals don't take the idea of sustainability seriously. Keith Lewin is an Emeritus Professor of International Education and Development at the University of Sussex. http://www.freshedpodcast.com/keithlewin twitter: @freshedpodcast email: info@freshedpodcast.com

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. http://www.freshedpodcast.com/michellefine twitter: @freshedpodcast email: info@freshedpodcast.com

Today we bring you a special episode of FreshEd. With me is Manos Antoninis, the Director of the Global Education Monitoring Report, which was just released. Each year, UNESCO publishes an editorially-independent Global Education Monitoring report to monitor the progress towards the education targets in the Sustainable Development Goals. This year’s topic is migration, displacement and education. Based on evidence from around the world, the report argues that investing in the education of mobile people can actually create cohesion and peace. Of course, there are many challenges facing children, teachers, policymakers, and society from the displacement and migration of large numbers of people. The 2019 GEM report is entitled "Migration, Displacement, and Education: Building Bridges, not Walls" and is available online now. http://www.freshedpodcast.com/Antoninis twitter:@freshedpodcast email: info@freshedpodcast.com

Today I continue my two-part conversation with Justin Driver, the author of the new book, The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind. In today’s episode Justin recounts his biography from growing up in Washington DC to clerking for two Supreme Court justices. Justin takes us through some of the Supreme Court cases involving public schools he thinks are most important but that receive little attention today. He also looks to the future given the recent confirmation of Justice Brett Kavanaugh. Justin Driver is the Harry N. Wyatt Professor of Law at the University of Chicago Law School. His book, The Schoolhouse Gate (2018 Pantheon), is receiving rave reviews. The New York Times called it “indispensable” while the Washington Post called it “masterful.” http://www.freshedpodcast.com/driver-p2 twitter: @freshedpodcast email: info@freshedpodcast.com

Do constitutional rights stop at the schoolhouse gate? Are American students, in other words, granted the freedom and protections outlined in the US constitution? This question doesn’t have an easy answer. My guest for the next two episodes is Justin Driver. In his new book, The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind, Justin explores most if not all Supreme Court rulings on students in public education. In the first part of my conversation with Justin, we explore the constitutional significance of school rulings and focus much of our attention on the issue of race. Justin Driver is the Harry N. Wyatt Professor of Law at the University of Chicago Law School. His first book,The Schoolhouse Gate(2018 Pantheon), is receiving rave reviews. The New York Times called it “indispensable” while the Washington Post called it “masterful.” http://www.freshedpodcast.com/driver-p1 twitter: @freshedpodcast email: info@freshedpodcast.com

Nine public service employees are suing Navient, the student debt service provider, for providing misleading and inaccurate information. They allege that Navient engaged in predatory lending, more interested in turning a profit than finding them the best repayment plan. My guest today is Randi Weingarten, president of the American Federation of Teachers. ATF has been helping their members navigate the student loan industry. What they found is shocking. For Randi, there is a legal and electoral path to find justice for student loan borrowers. For listeners living in the USA, please make sure you vote tomorrow. www.freshedpodcast.com/weingarten twitter: @freshedpodcast email: info@freshedpodcast.com

Today we explore the feminist movement in China. My guest is Leta Hong Fincher, an award-winning journalist and scholar. Leta argues that the jailing of the Feminist Five in 2015 was a turning point for the movement. Leta Hong Fincher recently published the book, Betraying Big Brother: The Feminist Awakening in China, published by Verso (2018). www.freshedpodcast.com/fincher twitter:@freshedpodcast email: info@freshedpodcast.com

Today marks the 3rd anniversary of FreshEd. To celebrate, we are going to air our first ever FreshEd Live event where Saskia Sassen joined me for a conversation about her life and work. Saskia Sassen is a professor at Columbia University. In 1991, she published the now classic book called The Global City where she chronicled how New York, London, and Tokyo became the centers in the new digital economy. What she focused on was the rise of intermediary services that allowed corporations to operate globally. Instead of seeing place as no longer necessary in the digital economy, she saw certain cities as physical sites that became more important than ever in the global economy. For Sassen, intermediaries concentrated in certain parts of the city and relied on high-level knowledge, like algorithmic mathematics. In New York City, financial services took over lower Manhattan. This left a peculiar reality for the physical buildings in the city. As a result, many people who didn’t work in intermediary services were expelled from those parts of the city. And yet, despite this expulsion by intermediaries, new forms of inclusion were created. Today’s show was recorded at Musashi University during the Third Japanese Political Economy Workshop organized by Nobuharu Yokokawa. www.freshedpodcast.com/sassen twitter: @freshedpodcast email: info@freshedpodcast.com

Many universities worldwide hope to internationalize and push faculty to produce knowledge across disciplines. That’s easier said than done. My guest today, Angela Last, looks at these university fads and finds difficult ethical dilemmas that scholars must overcome. Angela Last is Lecturer in Human Geography at the University of Leicester. Angela is an interdisciplinary researcher in the field of political ecology, drawing on her background in art & design and science communication to investigate environmental controversies and geographical knowledge production. She has been writing the blog Mutable Matter since 2007. The chapter discussed in today's podcast was published in Decolonizing the University (2018, Pluto Press). www.freshedpodcast.com/last

Many listeners probably use LinkedIn. That’s the social media website aimed at connecting employers with employees. My guest today, Janja Komljenovic, researches the ways in which LinkedIn is shaped by and shaping higher education. Janja argues that LinkedIn furthers the employability mandate in universities. Janja Komljenovic is a lecturer of higher education at Lancaster University. In today’s show, we discuss her new article “Linkedin, Platforming labour, and the new employability mandate for universities,” which was published in Globalisation, Societies and Education. http://www.freshedpodcast.com/janjakomljenovic/

Today we discuss education, gender and sexual health. My guest, Marni Sommer, has helped develop puberty books for girls and boys in low-income countries. To date, these books have been developed in seven countries, with almost two million copies distributed to girls and boys. Marni Sommer is an Associate Professor of Sociomedical Sciences at the Mailman School of Public Health, Columbia University where she leads the GATE (Gender, Adolescent Transitions and Environment) program. She is also the President of the non-profit Grow and Know. In our conversation she discusses how she navigates being both an academic and development practitioner. http://www.freshedpodcast.com/marnisommer/

Today we interrogate the idea of creativity. My guest, Oli Mould, says 21st Century capitalism has redefined creativity from being a power to create something from nothing to the ability to create new products for markets. Creativity, in other words, feeds capitalism’s own growth. Students and workers alike are told they must be entrepreneurial and flexible to survive the global economy. We are told businesses and governments seek out these character traits. In effect, the power to create has become an individual characteristic that can be traded and exploited. Oli Mould is a human geographer based at Royal Holloway, University of London. He argues for a creativity that forges entirely new ways of societal organization. His new book, Against Creativity, published by Verso, goes on sale tomorrow. Oli Mould works at Royal Holloway, University of London. His new book is Against Creativity. http://www.freshedpodcast.com/olimould/

American students are in debt. Some forty-four million Americans collectively hold over $1.4 trillion worth of debt. Those numbers have increased since the Global Financial Crisis from 10 years ago. Today I speak with Ben Miller, a senior director for Postsecondary Education at the Center for American Progress. Ben specializes in higher-education accountability, affordability, and financial aid, as well as for-profit colleges. His most recent op-ed – “The Student Debt Problem is Worse than we Imagined” – appeared in the New York Times in August. http://www.freshedpodcast.com/benmiller/

Today we explore the schooling received by children affected by the Trump administration’s immigration policy of family separation. My guest is Julian Vasquez Heilig, a professor of educational leadership and policy studies at California State University Sacramento. Julian writes a blog entitled “Cloaking Inequity”. In a recent post, he reported on a Texas-based detention center forcing children to use an online, for-profit charter school. www.freshedpodcast.com/heilig

What’s the relationship between test scores and gross domestic product? Do higher test scores lead to higher GDP? This question may seem a bit strange because most people think about the value of education on a much smaller, less abstract scale, usually in terms of “my children” or “my education.” Will my children earn a higher wage in the future if they do well on school examinations today? If I major in engineering, will I earn a higher income than if I majored in English? The answer to these question is usually assumed to be a resounding “yes.” Doing better on examinations or studying subjects that are perceived to be more valuable will result in higher wages at the individual level and higher GDP at the national level. Such a belief shapes educational policies and influences educational decision making by families. It has even resulted in a global private tutoring industry that prepares students for tests in hopes of getting ahead. But what if this assumption isn’t true? What if the relationship between test scores and GDP isn’t so straightforward? With me today are Hikaru Komatsu and Jeremy Rappleye. Recently they have been publishing numerous articles (see here, here, and here) challenging the statistical research supporting the conclusion that higher tests scores cause higher GDPs. Instead, they find that test scores don’t determine GDP by all that much. Hikaru and Jeremy were kind enough to give FreshEd a graph showing their results. You can find it on FreshEdpodcast.com. Hikaru Komatsu and Jeremy Rappleye are based at the Graduate School of Education at Kyoto University. Their most recent op-ed appeared in the Washington Post. www.freshedpodcast.com/komatsurappleye

Rwanda is perhaps most well-known for the genocide it experienced in the 1990s. In its post-conflict development, the country has had to balance colonial legacies, state centralizing tendencies, and the zeitgeist of neoliberalism. This has made for a careful balancing — one that has left the government regulating the society and economy while simultaneously reducing its responsibility to citizens. In education, this balancing act manifests in the government’s three aims: credentials, control, and creativity. The education system is based on credentials awarded through examinations, a colonial hangover, and teaches students control and order as part of the state’s centralization efforts; yet, somehow, the system promotes creativity so students can pursue a learner-centered education tailored to their own needs, preparing them for the 21st century labor market of precarious work. My guest today, Catherine Honeyman, has a new book that explores Rwanda’s opportunities, challenges, and paradoxes in post-conflict development through the policy of mandatory entrepreneurship education, which is believed to be the country’s beacon for economic growth. Catherine Honeyman is a visiting scholar at the Duke Center for International Development and Managing Director of Ishya Consulting. Her new book, The Orderly Entrepreneur, takes us inside both policy making circles and classrooms to understand part of Rwanda’s social transformation. The Orderly Entrepreneur received an honorable mention from the Globalization and Education SIG’s 2016 Book Award. http://www.freshedpodcast.com/catherinehoneyman/

What are Americans’ views of higher education? The common story is that people see higher education as an investment in the future of an individual. More education from the best university will result in high salaries in the future. In this story, the public doesn’t appear. It’s all about the private good of higher education. But what if this story is wrong? Or at least biased by the very questions being asked? Instead of asking if higher education is an investment in one’s future job prospects, what if we asked about higher education’s public value? Well, my guests today did just that. Noah Drezner and Oren Pizmony-Levy, together with Aaron Pallas, conducted a nationally representative survey in America on views of higher education. Their findings tell a new and powerful story. Noah Drezner is an Associate Professor of Higher Education at Teachers College, Columbia University, where Oren Pizmony-Levy is an Assistant Professor of International and Comparative Education. www.freshedpodcast.com/Drezner-Pizmony-Levy

Competition within and across universities is so common that it may not seem like a big deal. Professors compete for tenure. Students compete to get into a best universities. And universities compete for rankings. But what where does this competition come from and what effects is it having on higher education systems? My guest today is Rajani Naidoo, professor in higher education management at the University of Bath. In 2016, she edited a special issue of the British journal of the sociology of education looking at what she calls the competition fetish in higher education. The special issue brings together articles that show the varieties of competition and the various ways actors channel, reproduce, internalize and secure competition logics. Some of the articles address the consequences of competition. http://www.freshedpodcast.com/rajaninaidoo/

Today we remember the late Geoff Whitty by replaying his 2017 interview. Last year Geoff and his colleague, John Furlong, co-edited a volume entitled Knowledge and the Study of Education: an international exploration. The volume explores these questions: How is education studied around the world? Are there different knowledge traditions to the study of education? Have there been changes over time? And what has been the impact of globalization? John Furlong is Emeritus Professor of Education at the University of Oxford and Geoff Whitty had an illustrious career in education, associated with the Institute of Education for 50 years. http://www.freshedpodcast.com/johnfurlong-geoffwhitty/

Today’s topic is space in educational research. My guest is Marianne Larsen, an Associate Professor at the Faculty of Education, University of Western Ontario. Dr. Larsen’s recent research focuses on the overall processes and effects of the internationalization of higher education. She has been researching how internationalization policies are taken up ‘on-the-ground’, as well as the role of higher education leaders in advancing internationalization agendas. Her most recent book, Internationalizing Higher Education: An Analysis through Spatial, Mobility and Network Theories, builds upon her work to advance the use of new spatial and mobilities theories in comparative education research. I spoke with Dr. Larsen in 2016 about how she and her colleague Jason Beech theorize the concept of educational space not as an object of study but as a set of relations between individuals and groups. http://www.freshedpodcast.com/marianne-larsen/

The FreshEd team is going on summer holidays. We’ll be back in a few weeks with new episodes. In the meantime, we’ll air some old episodes for you to enjoy. Today, Keita Takayama provides a critical reading of the so-called “PISA debate.” This debate started in May 2014 when a group of scholars published an open letter in the Guardian newspaper to Andreas Schleicher, the head of OECD’s education and skills division, criticizing PISA. Two subsequent response letters were published in the Wall Street Journal responding to the open letter and critiquing PISA in ways left out of the original letter. Keita Takayama, a professor at the University of New England in Australia, takes us through the arguments in these various letters. By looking at who wrote the letters, Prof. Takayama scratches the surface of the arguments to locate hidden agendas. In the end, he sees the so-called “PISA debate” as provincial. www.freshedpodcast.com/keitatakayama

Humans have been the center of Western philosophy and science for centuries, at least since the European enlightenment. With the rise of artificial intelligence, climate change and challenges to the very idea of subjectivity, are we moving into an era that is perhaps better labeled post-human? But what would posthumanism mean for education? My guest today is Stefan Herbrechter. A research fellow at Coventry University and a Privatdozent at Heidelberg University, Stefan has a new book chapter entitled “Posthumanist Education?” published in the International Handbook of Philosophy of Education. Full transcript available at http://www.freshedpodcast.com/stefanherbrechter/

Does social science as it is commonly understood and practiced work in post-socialist settings? That may sound like an absurd question, even a bit crude. My guests today, Alla Korzh and Noah Sobe, see limits to the very social imaginaries underpinning social science. They argue that the diversity of post-socialist transformations challenges the existing paradigms and frameworks of theory and method used in much social science today. Together with Iveta Silova and Serhiy Kovalchuk, Alla and Noah co-edited a 17-chapter volume entitled “Reimagining Utopias: Theory and method for education research in post-socialist context.” The book explores from many perspectives the shifting social imaginaries of post-socialist transformations to understand what happens when the new and old utopias of post-socialism confront the new and old utopias of social science.  Alla Korzh is an assistant professor of international education at the School for International Training Graduate Institute, World Learning. Noah Sobe is a professor of cultural and educational policy studies at Loyola University Chicago and past president of the Comparative and International Education Society. Full transcript available at www.freshedpodcast.com/korzhsobe

The images and stories of migrant families being separated by the United States government set off a global conversation about immigration, borders, and justice. If the political philosophy of liberalism is based on liberty and equality, then the events of the past few months have challenged the very core of liberal democratic states. My guest today is Bruce Collet. He researches migration and public schooling, with a special interest in migration, religion, and schooling in democratic states. He’s thinking through what we might call liberal multiculturalism as well as issues around security. Bruce Collet is an Associate Professor in Educational Foundations and Inquiry at Bowling Green State University in Ohio. He is the author of Migration, Religion, and Schooling within Liberal Democratic States (Routledge, 2018), and Editor of the journal Diaspora, Indigenous, and Minority Education. Full transcript available at: http://www.freshedpodcast.com/brucecollet/ ‎

Today we take a critical look at human rights. My guest is Radha D’Souza. Radha has a new book entitled: What’s wrong with rights? Social movements, Law, and Liberal Imaginations. In our conversation we discuss why there has been a proliferation of human rights since the end of World War II and how these rights have actually furthered the interests of the transnational capitalist class. Radha also discusses education as a human right and the challenge it has for social movements and unions such as education international. Radha D’Souza teaches law at the University of Westminster, London. Full transcript available at: http://www.freshedpodcast.com/radhadsouza/

Today we look at conditional cash transfers as a global phenomenon of educational development. My guest is Michelle Morais de Sa e Silva. Michelle has written a new book called Poverty Reduction, Education, and the Global Diffusion of Conditional Cash Transfers, which was published by Palgrave Macmillan. She finds that different political ideologies have been used to justify conditional cash transfers, helping them spread worldwide. Michelle Morais de Sa e Silva is a Lecturer in International and Area Studies in the Department of International and Area Studies at the University of Oklahoma. www.freshedpodcast.com/silva

On June 30th, Sweden will officially cancel its agreement with Elsevier, one of the largest academic publishers in the world. No longer will new journal articles or books published by Elsevier be available in any Swedish university or library. Why is this happening? What’s behind the disagreement between Elsevier and Sweden?   Today Wilhelm Widmark, the Library Director at Stockholm University, joins me to talk about the state of academic publishing. Widmark serves as the Vice-Chair of the Swedish Bibsam Consortium steering committee, the group that negotiates agreements with publishers on behalf of universities and libraries across the country. Although he criticizes Elsevier for charging excessively high prices on academic publications, he places most of the blame on the academic system of meritocracy that is based on academic publications.

Today we continue our exploration of the Fourth Industrial Revolution and what it means for education. Last week, we looked at comparative education as a field. Today we look at teachers. What are the prospects and perils of the fourth industrial revolution for teachers? My guest today is Jelmer Evers. Jelmer is a teacher, blogger, writer, and innovator. He teaches history at UniC in the Netherlands and works with Education International, the global federation of teacher unions. He was nominated for the global teacher prize in 2012 and is known for his book called Flip the System. Today Jelmer and I discuss his new co-edited volume Teaching in the Fourth Industrial Revolution: Standing at the Precipice, which was published by Routledge earlier this year. http://www.freshedpodcast.com/jelmerevers/

We’ve all heard the terms “Big Data,” Artificial Intelligence, and Machine Learning. They are supposedly at the heart of a Fourth Industrial Revolution that, because of technology, is altering the way in which we live, work, and relate to one another. But how is this so-called era of datafication transforming what we mean by both “comparative” and “education”? Earlier this month, the Post Foundational Approaches to Comparative and International Education Special Interest Group of the Comparative and International Education Society organized a webinar entitled “The Datafication of Comparative Education.” The webinar brought together NelliPiattoeva, Ezekiel Dixon-Román, and Noah W. Sobe. I moderated the discussion, which focused on how data and algorithms are reshaping ways of thinking, seeing, acting, and feeling in educational research, policy, and practice. In this special addition of FreshEd, I’m going to replay our conversation because I think there is a lot of critical work to be done on cybernetic systems in education. http://www.freshedpodcast.com/freshed-116-the-datafication-of-comparative-education/

Private interests are increasingly becoming commonplace inside education. In today’s economic globalization, the attainment of knowledge is seen as the key difference between economies that succeed and economies that stagnate or fail. Perhaps more precisely, it is knowledge that determines if an individual — not a national economy—succeeds or fails. We call this the “knowledge economy” and it is one of the main reason why private interests have entered education systems. Private interests in education range from private schools and private textbook and examination companies to the emerging belief that education is an individual, positional good that can be purchased and to the financialization of education where companies buy and sell student debt. It also includes things such as evidence based policy and information technology Our guest today, Professor Gita Steiner-Khamsi sees herself as a second generation researcher of educational privatization. Whereas the first generation of scholars aimed at describing the phenomenon, she attempts to explain — or theorize — it. How can we explain the rise of a global education industry? Gita Steiner-Khamsi is a Professor at Teachers College, Columbia University in New York City. She is a co-editor of the newest World Yearbook of Education, which focuses on “The global education industry.” The volume was co-edited with Antoni Verger and Christopher Lubienski and is the focus of today’s show.

Today: Case Studies. My guests, Fran Vavrus and Lesley Bartlett. They have a new co-written book entitled Rethinking Case Study Research: A Comparative Approach, which will be published by Routledge later this year. Fran and Lesley contend that the recent conceptual shifts in the social sciences, some of which have been discussed by previous guests on this show, demand that case studies re-configure their approach towards culture, context, space, place, and comparison. Fran Vavrus is a professor in the college of education and human development at the University of Minnesota. Lesley Bartlett is a professor in the School of Education at the University of Wisconsin – Madison. I spoke with Fran and Lesley in Mid-July. They have written an exclusive summary of their forthcoming book, Rethinking Case Study Research: A Comparative Approach, for FreshEd listeners, which is only available on FreshEdpodcast.com Check it out today.

Today we look at the lessons that can be learned from radical histories. My guests are Aziz Choudry and Salim Vally. They’ve edited a new volume entitled: Reflections on Knowledge, Learning and Social Movements: History's Schools (Routledge, 2018). They see history as an organizing tool and discuss the ways in which social movements have learned from the past. Aziz Choudry is Associate Professor and Canada Research Chair in Social Movement Learning and Knowledge Production in the Department of Integrated Studies in Education at McGill University and a Visiting Professor at the Centre for Education Rights and Transformation, University of Johannesburg. Salim Vally is the Director of the Centre for Education Rights and Transformation, an Associate Professor at the Faculty of Education, University of Johannesburg, and a Visiting Professor at the Nelson Mandela University. They are both active in various social movements and solidarity organizations around the world.

Today, we do a deep dive into the World Bank’s 2018 World Development Report. With me is David Edwards, the Secretary-General of Education International, a federation of 32 million teachers and other educators affiliated with unions and associations in 173 countries. David takes us through the report’s main points and offers a series of critiques compiled in a new report called “Reality Check.” He also gives us a behind the scene look at global education governance and comments on the teacher strikes happening in many states in America.

Today we continue our conversation with Makoto Itoh. Last week, we discussed educational privatization in Japan. This week, we explore the study of Marxism in Japan and the influence of Kozo Uno. Makoto Itoh teaches at Kokugakuin University and is professor emeritus of the University of Tokyo. His newest book, written in Japanese, is A guide to Capitalist Economy, which was published in February.

Today we look at educational privatization in Japan. My guest is the renowned Marxist scholar Makoto Itoh. In our two-part conversation, Professor Itoh argues that both the capitalist market and Soviet system have not produced democratic equality. In both systems, schools have been used to sort people by class. Makoto Itoh teaches at Kokugakuin University and is professor emeritus of the University of Tokyo. His newest book, written in Japanese, is A guide to Capitalist Economy, which was published in February.

Tunisia is known for sparking what many in the West call the Arab Spring, the revolutionary protests that swept across North Africa and the Middle East starting in 2010. My guest today is Tavis Jules. Together with Teresa Barton, he co-authored a new book entitled Educational Transitions in post-revolutionary spaces: Islam, security, and social movements in Tunisia. He argues that the Tunisian revolution had everything to do with education. In our conversation, we discuss the history leading up to the 2010 protests that would peacefully toppled the president as well as the fallout 7 years later. Tavis Jules is an Associate Professor of Cultural and Educational Policy Studies at Loyola University Chicago.

My guest today is Gina Athena Ulysse, a professor of Anthropology at Wesleyan University in Connecticut. She has a new book entitled Because when God is too busy: Haiti, me & THE WOLRD. Gina’s is a feminist artist-anthropologist-activist and self-described Post-Zora Interventionist. Her creative projects lie within the intersections of geopolitics, historical representations, and the dailiness of Black diasporic conditions. Her latest work, "Remixed Ode to Rebel's Spirit," involves conversations with ghosts roving the British Museum. www.freshedpodcast.com/ulysse

How do teachers learn to teach? My guests today, Maria Teresa Tatto and Ian Menter, discuss the many paths to become a teacher in England and the USA and the policy environment that is shaping current practice. Learning to be a teacher, they argue, requires much more than simply having a lot of content knowledge. Just because you may know math really well does not mean that you would be a good math teach. Teaching is a skill that must be systematically learned and practiced. Together with Katharine Burn, Trevor Mutton, and Ian Thompson, Teresa and Ian have a new co-written book entitled Learning to Teach in England and the United States: The Evolution of Policy and Practice, which was published by Routledge earlier this year. Maria Teresa Tatto is Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College. Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford and a Fellow of the Academy of Social Sciences. www.freshedpodcast.com/tatto-menter

Ted Dintersmith is not your normal Silicon Valley venture capitalist trying to save the world through technology. He’s much more complex. After producing the film Most Likely to Succeed, which premiered at Sundance in 2015, Ted embarked on a trip across America. For nine months he visited school after school, meeting teachers in ordinary settings doing extraordinary things. Today Ted joins FreshEd to talk about his new book What School Could Be: Insights and inspiration from teachers across America. Ted is currently a Partner Emeritus with Charles River Ventures. He was ranked by Business 2.0 as the top-performing venture capitalist in the U.S. for the years 1995-1999. In 2012, he was appointed by President Obama to represent the U.S. at the United Nations General Assembly, where he focused on education. www.freshedpodcast.com/dintersmith

Today, we explore the university strikes in the United Kingdom. My guests are Ioannis Costas Batlle and Aurelien Mondon, lecturers at the University of Bath and participants in the Bath Teach Outs. Based on their experiences in the current labor movement sweeping the UK, they find an alternative to the neoliberal university. Their new co-written blog post entitled "University Strikes: Reclaiming a space for emancipatory education" was published by Discover Society. Learn more about the strikes here: https://www.facebook.com/StrikeOnTeachOut/ www.freshedpodcast.com/batlle-mondon

Today we dive into the nightmare that is the growing tide of fascism worldwide and the prospects and perils this nightmare holds for public education. My guest today is the renowned scholar, Henry Giroux. He has a new book entitled American Nightmare: Facing the challenge of Fascism, which will be published in May. Henry Giroux is the McMaster University Professor for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy. He has written over 60 books and is considered one of the top educational thinkers today. www.FreshEdPodcast.com/giroux

Today we take a broad definition of education and explore the process of released prisoners re-integrating into American society. My guest is CalvinJohn Smiley, an assistant professor at Hunter College, City University of New York. Calvin is currently co-editing a book with Keesha Middlemass entitled Prisoner Reentry in the 21st Century: Critical Perspectives of Returning Home, which will be published by Routledge. In our conversation, Calvin puts prisoner reentry in a historical context and argues that the American prison system should not simply be reformed but must be abolished altogether.

Are we heading towards another economic crisis? The stock market plunged last week; private debt is at an all-time high; speculative markets are on the rise; wealth remains concentrated at the top; and workers are stuck in precarious low-wage jobs. My guest today, William I. Robinson, says that the Transnational Capitalist Class is facing a crisis of over-accumulation. But what is to be done? Professor Robinson details the social movements that will be necessary to escape the rise of a global fascism. He sees the role of intellectuals as an important part of these broad social movements. William I. Robinson is a professor of sociology at the University of California, Santa Barbara. He has written extensively on globalization, capitalism, and the transnational capitalist class. His latest opinion piece is entitled "The Next Economic Crisis? Digital Capitalism and Global Police State," which was published on teleSUR, an alternative representation for world news. www.freshedpodcast.com

To kick off the new year, we have a special show for you. Today, Linda Darling-Hammond joins me to talk about her new co-authored book Empowered Educators: How high-performing systems shape teaching quality around the world. The book explores how several countries and jurisdictions have developed comprehensive teaching and learning systems that produce a range of positive outcomes, from student achievement to equity and from a professionalized teaching workforce to the integration of research and practice. Linda Darling-Hammond is the president of the Learning Policy Institute and a Professor of Education Emeritus at Stanford University.

This is our last re-run before we air new shows. Today I'm going to play my 2016 conversation with Jane Kenway where she explains multi-sited global ethnography, which she and her team used to study elite schooling in former British colonies. The groups' latest book, Class Choreographies, was just released in paperback. If you want receive 20 percent off the book, please go to FreshEdpodcast.com/classchoreographies where you will find the special offer code. Enjoy the show and please remember to take out listener survey at www.freshedpodcast.com/survey

Happy 2018. The FreshEd team is on break. We'll return in February. Please take our audience survey: http://www.FreshEdpodcast.com/survey On Sunday, Germany's social democratic party voted to enter formal talks with Angela Merkel's Christian Democratic Union to form a new government. It's been nearly 4 months since the Germans' voted in September. One reason Germany has had difficulty forming a governing coalition is because of the rise of extremist parties. The Alternative for Germany, a right-wing extremist party, is the third largest party in government. I thought it would be timely to replay my conversation with Cynthia Miller-Idriss. Our conversation focused on her book, The Extreme Gone Mainstream, which looks at far right youth subculture in Germany. Cynthia Miller-Idriss is Associate Professor of Education and Sociology at American University. Her book "Extreme goes Mainstream?: the Commercialization of Far Right Youth Subculture in Germany will be published by Princeton University Press in February.

The FreshEd team is on break. We'll return in February. Please take our audience survey: http://www.FreshEdpodcast.com/survey Lobbyists are paid to influence government officials. They often operate behind closed doors, hidden from public view. In the education sector, for-profit companies rely on the work of lobbyists to promote commercial interests in public policy, from privately operated public schools to the use of education technology inside classrooms. My guest today author, lobbyist, and activist, Tamasin Cave, shines a light on commercial lobbyists in Britain’s education sector. A director of SpinWatch and leader of the Alliance for Lobbying Transparency, Cave talks about her book, co-authored with Andy Rowell, entitled: A Quiet Word: Lobbying, Crony Capitalism and Broken Politics in Britain, which was published in 2014 by Random House. Cave reveals the techniques used by successful lobbyists and discusses the revolving door among government office, lobby firms, and the media. She calls for transparency in lobbying and reveals how she thinks like a lobbyist.

Happy 2018. The FreshEd team is on break. We'll return in February. Please take our audience survey: http://www.FreshEdpodcast.com/survey Today on the show: social networks analysis in educational research. My guest is Robin Shields. Robin is an Associate Professor at the University of Bath in the United Kingdom. His research broadly investigates the globalization of education, examining patterns of convergence and differentiation in educational policy and practice. He particularly focuses on the innovative application of research methods such as social network analysis and multilevel modeling to address key theoretical debates in the field. He has applied these methods to the study of international higher education and international development education. On today’s show we discuss some of his work looking at twitter feeds of world class universities.

What a year! 2017 was a year of massive growth for FreshEd. We put out 44 shows that received over 25,000 listens. We covered a range of topics, including – but certainly not limited to –educational privatization, student unions, intercultural competencies, the militarization of childhood in Japan, and, of course, PISA. We spoke to professors, students, politicians, and development practitioners from around the world. All of this is huge for a show that is basically a hobby for a group of education enthusiasts.  There are some changes in the works for next year, but I’ll announce those details once everything is finalized.  For now, let’s take stock of the year. What were the big ideas in educational research in 2017? What was missing? And where are we going in 2018? For the final show of the year, I’ve invited Susan Robertson and Roger Dale to reflect on the year in research and point to future directions. They are co-editors of the journal Globalisation, Societies, and Education, which — like FreshEd — has a relatively broad remit. In our conversation, we look back at the diverse range of topics covered in educational research this year. We also ponder why certain topics, like austerity and meritocracy, remain unexamined and why many scholars don’t fully engage theory.  Susan Robertson is a Professor of Sociology of Education at the University of Cambridge  and Roger Dale is a Professor of Education at the University of Bristol.

To celebrate the 100th episode of FreshEd, I’ve saved an interview with a very special guest. Back in October, I had the privilege of sitting down with Professor David Harvey during his visit to Tokyo. For those who don’t know him, David Harvey is considered “one of the most influential geographers of the later twentieth century.” He is one of the most cited academics in the humanities and social sciences and is perhaps the most prominent Marxist scholars in the past half century. He has taught a course on Marx’s Capital for nearly 40 years. It is freely available online, and I highly recommend it. You can go online and find all sorts of interviews with David Harvey where he explains his work and understanding of Marx in depth. For our conversation today, I thought it would be best to talk about higher education, a system David Harvey has experienced for over 50 years. Who better to give a Marxist critique of higher education than David Harvey himself? David Harvey is a Distinguished Professor of Anthropology at the City University of New York. His newest book is entitled Marx, Capital and the Madness of Economic Reason, which was published last month.

Many students move across national borders to attend university.  Although the number of these globally mobile students is small compared to the total number of students enrolled in higher education, there numbers are increasing.   But the patterns are changing, with more regional and south-south mobility. The role of scholarships in promoting these new patterns of student mobility is gaining attention by researchers and development aid alike. My guests today, Joan Dassin and Aryn Baxter, have recently contributed to a new edited collection entitled International Scholarships in Higher Education: Pathways to Social Change, which was edited by Joan Dassin, Robin March, and Matt Mawer. Joan Dassin is a Professor of International Education and Development and Director of the Masters Program in Sustainable International Development at the Heller School for Social Policy and Management at Brandeis University. Aryn Baxter is an Assistant Professor in the Mary Lou Fulton Teachers College and Director of the Mastercard Foundation Scholars Program at Arizona State University (ASU).

Today we talk about a television show that was hugely popular in Latin America called El Chavo del Ocho. The show crossed boarders across Latin America, taking on a multiplicity of meaning. My guests today, Daniel Friedrich and Erica Colmenares, have a new edited collection that explores how the show worked and produced particular visions of Latin American childhood, schooling, and societies. They also contend that their approach to studying El Chavo del Ocho is a new direction in comparative education research. Daniel Friedrich is an Associate Professor of Curriculum at Teachers College, Columbia University where Erica Colmenares is a doctoral candidate in the Curriculum and Teaching department. Their new edited collection is entitled Resonances of El Chavo del Ocho in Latin American Childhood, schooling and societies. It is the first book in the new Bloomsbury series “New Directions in Comparative and International Education.”

Finland is known to have an excellent education system. Its high scores on the Programme for International Student Assessment have convinced people around the world that Finland is a country worth copying. In 2011, Pasi Sahlberg detailed Finland’s educational reforms that helped achieve these world-class results in his book Finnish Lessons. As Pasi traveled the world talking about his award-winning book to academics, policy makers, and educators, he was always asked if it is a good idea to copy the Finnish education system. Today, Pasi Sahlberg – a regular on FreshEd -- sits down with me to talk about his latest book, FinnishEd Leadership: Four Big, inexpensive ideas to transform education. FinnishEd Leadership is, in some sense, a sequel to his earlier book, Finnish Lessons. FinnishEd Leadership offers ideas to make a difference in other schools inspired by Finnish practice. In other words, he provides an answer to those people asking if their country should copy Finland’s education system.

Ever since the 1983 Nation at Risk report, America has seemingly gone through one educational reform after another. Have these reforms worked? My guest today, Paul Reville, thinks the reforms have correctly focused on the goals of excellence and equity but have not addressed the systemic problems impacting schools. Paul Reville is the founding director of the Education Redesign Lab at the Harvard. Prior to his time at Harvard, he was the Education Secretary for the Commonwealth of Massachusetts. As Governor Patrick’s top education adviser, Paul brings valuable insights to his work of the real-life political challenges that sometimes slow educational change. Paul is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education.

When I was in school, I did anything – and everything! – to get out of a test. Seriously. Ask my parents, who I drove nuts. I often refused to go to school on test days or simply pretended I was sick to get out of class just as the exam was being handed out. Tests made me nervous and I hated the idea that one number could forever define my intelligence. Today, more and more students are refusing to take standardized tests across the USA. Unlike my own mini-protest, however, students who refuse to take tests are part of the Opt-Out movement. This movement is found in many states in America and units people from across the political divide. With me to talk about this growing movement is Oren-Pizmony-Levy, an Assistant Professor of International and Comparative Education at Teachers College, Columbia University. He has been researching the opt-out movement, situating it within the global context. What motivates people to join the movement? What results have been produced? In my conversation with Oren today, we discuss his and Nancy Green Saraisky's report entitled “who opts-out and why?" Who Opts Out and Why? Results from a national survey on opting out of standardized tests https://academiccommons.columbia.edu/catalog/ac:201689 How Americans View the Opt Out Movement https://academiccommons.columbia.edu/catalog/ac:xd2547d7zx

Across the globe, millions of people have been displaced from their homes. How does the international community respond to this humanitarian crisis? What is the role of education? My guest today is Sarah Dryden-Peterson. She leads a research program that focuses on the connections between education and community development, specifically the role that education plays in building peaceful and participatory societies, particularly in conflict and post-conflict settings. She is concerned with the interplay between local experiences of children, families, and teachers and the development and implementation of national and international policy. Sarah has recently written an article entitled “Refugee education: Education for an unknowable future” in a special issue of the journal Curriculum Inquiry that rethinks refugee education Sarah Dryden-Peterson is an Associate Professor at the Harvard Graduate School of Education. She taught middle school in Boston, founded non-profits in South Africa and Uganda, and has two school-aged children.

Today we look at the history and tensions of international education. My guest is Paul Tarc, an Associate professor at Western University. Paul sees certain tensions as inherent in the very idea of international education. As universities around the world embrace internationalism in an era of limited state funding, some wonder whether those idealists intentions have been clouded by hopes of increased revenue generation.

This is the last episode in our four-part series leading up to the CIES 2017 Symposium. In the past three episodes, we have talked about decolonizing knowledge and innovating comparative and international education primarily from within the USA. But what does decolonization look like in other countries? Today we focus on Pakistan. My guest is Shenila Khoja-Moolji. She researches and writes about the interplay of gender, race, religion, and power in transnational contexts. In the May 2017 supplement of the Comparative Education Review, she wrote an article on teacher professional development in Pakistan. Shenila has also learned to navigate the difficult and at times imperial terrain of international education development. Shenila Khoja-Moolji is currently a visiting scholar at the Alice Paul Center for Research on Gender, Sexuality and Women at the University of Pennsylvania and the author of Forging the Ideal Educated Girl, which will be published by the University of California Press in June 2018.

The CIES 2017 Symposium aims to explore new frontiers in Comparative Education. Today, I speak with Peter Demerath about some of the exciting work being done in ethnographic research. We discuss many ideas from indigenous knowledge to grounded grit. Peter even talks about the challenges researching the same community for over two decades, as well as the value such studies can have. Peter Demerath is an Associate Professor in the Department of Organizational Leadership, Policy and Development, and an affiliated faculty member in the Department of Anthropology at the University of Minnesota. A former middle school social studies teacher, Peter has conducted ethnographic research on schooling, student identity, and academic engagement in Papua New Guinea and in the suburban and urban United States. He is currently President-elect of the American Anthropological Association’s Council on Anthropology and Education. www.freshedpodcast.com/2017symposium

Today we look inside an example of destabilizing knowledge hierarchies inside an American university. With me is Patricia Parker. Patricia helped set up the Graduate Certificate in Participatory Research at the University of North Carolina at Chapel Hill. The graduate certificate reveals the paradoxes of challenging dominant forms of knowledge inside one of the very sites, the university, responsible for reproducing colonial knowledge structures. Patrcia Parker is chair of the Department of Communication at the University of North Carolina where she is also an associate professor of critical organizational communication studies and director of the Graduate Certificate in Participatory Research. She will speak at the CIES 2017 Symposium later this month. www.freshedpodcast.com/2017symposium

Today we kick off a four-part series called FreshEd x Symposium. During the lead-up to the 2017 Symposium, four speakers will join FreshEd to whet your appetite for the conversations and debate that will take place in Washington DC. This year’s symposium asks us to consider about how comparative and international education phenomena are studied and wade through the possibility that our field has colonial legacies and tendencies. To kick things off, Leigh Patel joins me to discuss the ways in which settler colonialism structures American society, including the academy. Leigh Patel is an interdisciplinary researcher, educator, and writer. She is a Professor at the University of California, Riverside, and is working on her next book, “To study is to struggle: Higher education and settler colonialism." www.freshedpodcast.com/2017symposium

Global citizenship education is an idea you’ve probably heard about.  It’s fairly straightforward as an abstract concept. Much attention on global citizenship education today is to ensure that certain values are taught in school despite the ever-growing demands on students from subjects like Science, Math, and Language. But how can global citizenship education be measured? What tools exist to incorporate global citizenship education across the curriculum? That’s much more difficult. The Center for Universal Education at the Brookings Institution, UNESCO, and the UN Secretary General’s education first initiative youth advocacy group convened a working group of 88 people to catalog practices and tools in use around the world that measure global citizenship education. They found some innovative ways to measure the concept. With me today is Jasodhara Bhattacharya. She was one of the lead members of working group from Brookings, which resulted in a report entitled Measuring Global Citizenship Education: A Collection of Practices and Tools. www.freshedpodcast.com

Today we look at sexuality education. In some countries, scholars who advocate for a secular worldview have constructed a progressive sexuality education that embraces science at the exclusion of religion.  With me is Mary Lou Rasmussen. In her monograph, Progressive Sexuality Education: The Conceits of Secularism (Routledge, 2015), which was just released in paperback, Mary Lou carefully explores how progressive scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education. Mary Lou Rasmussen is a professor at the School of Sociology at The Australian National University. She is co-editor, with Louisa Allen, of the Handbook of Sexuality Education which will be published in October. www.freshedpodcast.com/rasmussen

Today we talk about war and children in Japan. My guest is Sabine Frühstück, a Professor of Modern Japanese Cultural Studies at the University of California, Santa Barbara, where she also directs the East Asia Center. She has published a new book called Playing War: Children and the Paradoxes of Modern Militarism in Japan. It is a cultural history of the naturalized connections between childhood and militarism. In the book, Sabine analyzes the rules and regularities of war play, from the hills and along the rivers of 19th century rural Japan to the killing fields of 21st century cyberspace. It is a timely book that addresses the red-hot debates in Japan over its imperial past, its imposed pacifism, and its creeping militarization today. www.freshedpodcast.com

The FreshEd team is on summer holidays. We’ll return with new shows next week. In the meantime, we are going to play re-runs of some of our favorite shows. Today, we hear from Monisha Bajaj. If you value the show as an educational resource, consider supporting the show with a monthly donation. www.freshedpodcast.com/support

The FreshEd team is on summer holidays. We’ll return with new shows starting September 11. In the meantime, we are going to play re-runs of some of our favorite shows. Today, we hear from Steve Klees. Before I head off, I want to ask for your help. Would you be able to support FreshEd with a donation of $5? Please consider donating by visiting www.freshedpodcast.com/support

The FreshEd team is on summer holidays. We’ll return with new shows starting September 11. In the meantime, we are going to play re-runs of some of our favorite shows. Today, we hear from Arathi Sriprakash. Before I head off, I want to ask for your help. Would you be able to support FreshEd with a donation of $5? Please consider donating by visiting www.freshedpodcast.com/support

The FreshEd team is going on summer holidays. We’ll return with new shows starting September 11. In the meantime, we are going to play re-runs of some of our favorite shows. Today, we hear from Raewyn Connell, a Professor Emerita at the University of Sydney. She has been an advisor to United Nations initiatives on gender equality and peacemaking, and, in 2010, the Australian Sociological Association established the Raewyn Connell Prize for the best book in Australian sociology. Before I head off, I want to ask for your help. Would you be able to support FreshEd with a donation of $5? Please consider donating by visiting www.freshedpodcast.com/support

Is America addicted to education reform? My guest today, John Merrow, says it’s time for America to enter a 12-step program to fix its K-12 public education system. John argues that the countless reforms he’s reported on for over four-decades have addressed the symptoms of the problems facing American education and not the root causes. John Merrow began his career in 1974 on National Public Radio before becoming an Education Correspondent for PBS NewsHour and the founding President of Learning Matters, Inc. Now retired, John is an active writer on TheMerrowReport.com. His new book is entitled Addicted to Reform: A 12-Step Program to Rescue Public Education, which will be published by The New Press on August 15. Be sure to check out the e-book which features videos from John’s illustrious career.

Today we look at entrepreneurship education in Tanzania. You might be asking yourself, “Hey, didn’t FreshEd recently discuss entrepreneurship education in Rwanda?” You’re right. We did. Obviously, the idea of entrepreneurship education is a global phenomenon, found in many different countries. As such, we need to understand what it is in each local context, who is promoting, how it is spreading, and what it means for education and society. My guest today is Joan DeJaeghere. She has a new book out called Educating Entrepreneurial Citizens: Neoliberalism and youth livelihoods in Tanzania. For Joan, entrepreneurship education cannot be separated from neoliberalism, the contemporary form of capitalism that emerged in the 1970s. Her book explores the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania. Joan DeJaeghere is a Professor of Comparative and International Development Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.

How is education studied around the world? Are there different knowledge traditions to the study of education? Have there been changes over time? And what has been the impact of globalization? My guests today, John Furlong and Geoff Whitty, have embarked on a collaborative research project that sought to understand how the study of education was configured in different countries. The project has resulted in a co-edited volume entitled Knowledge and the Study of Education: an international exploration, which was published by Symposium Books in June. John Furlong is Emeritus Professor of Education at the University of Oxford and Geoff Whitty holds a Global Innovation Chair for Equity in Higher Education at the University of Newcastle in Australia and a Research Professorship in Education at Bath Spa University in the UK.

What are the hard questions in education today? My guest is Pasi Sahlberg. When he was teaching at the Harvard Graduate School of Education, he edited a book with his students on some of the biggest and hardest questions facing education today. In our conversation, Pasi speaks about the class, the book, and the importance of writing op-eds. He even offers some advice for US Education Secretary Betsy DeVos. Many listeners have probably heard of Pasi Sahlberg. Some might even consider him an educational change maker. I ask Pasi if he sees himself as a change maker. Stay tuned to hear his answer! Pasi Sahlberg is a global educational advisor. His latest co-edited book is entitled Hard Questions on Global Educational Change: Policies, practices, and the future of education which was published by Teachers College Press earlier this year.

Textbooks are perhaps the most recognizable part of school systems. You go to school; you learn from a textbook. But what’s inside that textbook your reading? Who wrote it? How are controversial issues dealt with? And how have textbooks changed over time and compare across country? My guest today, Jim Williams, has edited or co-edited three volumes on textbooks. The many chapters across the volumes looked at textbooks around the world. The first volume looked at textbooks and national-governments. The second volume explored the issue of identity. And the last zoomed in on textbooks in post-conflict settings. Jim William is the UNESCO Chair in International Education for Development and Professor of International Education & International Affairs at the George Washington University. While on sabbatical in Tokyo, Jim was kind enough to stop by my office where we recorded this interview.

Today we talk about intercultural competencies. These are the attitudes, skills, and knowledge that enable people to see from different perspectives, helping us get along together as humans. These competencies seem particularly relevant in our current political climate. My guest is Darla Deardorff. She has spent the past decade thinking about intercultural competencies. What are? Can scholars agree on a common framework? And is it possible to measure them? For Darla, intercultural competencies are as vital as math and science for education. Darla Deardorff is the Executive Director of the Association of International Education Administrators at Duke University. Her latest co-edited book, Intercultural Competence in Higher Education: International Approaches, assessment, application, was published by Routledge in June.

Have you ever thought about how polarized some debates in education are? Think about it. Whole language versus phonics. Direct versus indirect instruction. Public versus private schools. My guest today, Professor Yong Zhao, says that these polarized debates result, in part, from research studies that only look at effects – or side effects – of educational interventions. Rarely do studies acknowledge what works and what doesn’t. Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas, argues that educational research should learn from medical science.

We hear about educational privatization a lot these days. My Twitter feed is filled with countless stories about how Betsy DeVos is going to privatize education in America or how Bridge International has privatized education in some African countries. Even the first three episodes of FreshEd way back in 2015 looked at how privatization has gone global. But do you really know how it’s happening, how privatization as an educational policy is moving around the world? And what effect is it having on governments? The process of national and local governments enacting policies that advance private interests in education is rather complex and often opaque to the general public. My guest today, Stephen Ball, has written a series of books looking at educational privatization. In his latest book, Edu.net, co-written with Caroline Junemann and Diego Santori, he explores through network ethnography the evolution of the global education policy community that is advancing privatization. Stephen Ball is a Distinguished Service Professor at the Institute of Education, University College London.

How did American universities end up being seen as the best in the world? My guest today, David Labaree, argues it was the very decentralized and autonomous structure of the higher education system that allowed universities to develop an entrepreneurial ethos that drove American higher education to become the best. Today, America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world The messy structure of American higher education was not planned, however. There was no strong state or strong church directing the system from above. Rather higher education developed in a free market where survival was never guaranteed. Such a system produced unintended consequences that would make American higher education the envy of the world. David Labaree is a professor of Education at Stanford University. His new book is A Perfect Mess: The unlikely ascendancy of American Higher Education, which was published by the University of Chicago Press earlier this year.

Today: global citizenship education. What is global citizenship education and how is it practiced? And what is the relationship between national citizenship and global citizenship? Are they compatible? My guest today is Miri Yemini, an Honorary Visiting Lecturer at the Institute of Education at University College London and a Lecturer in the School of Education at Tel Aviv University She has recently published a book entitled Internationalization and Global Citizenship in Education.

We’ve talked a lot about PISA on this show. Today we take a fresh look at the test, digging into the specifics about how the test is created and what the results can tell policy makers and teachers. My guest today is Sam Sellar, a reader in Education Studies at Manchester Metropolitan University and a Director of the Laboratory of International Assessment Studies. He has recently co-written with Greg Thompson and David Rutkowski a short book on PISA titled, The Global Education Race: Taking the measure of PISA and international assessment.

A group of Yale graduate students are protesting their labor conditions as teachers. They are demanding the administration recognize them as a union and negotiate their contract as full employees of the university. After all, graduate students teach many undergraduate classes. But the administration is stalling, waiting for Donald Trump to appoint an anti-union National Labor Relations Board that, they hope, will throw out the union’s right to exist. My guest today is Jennifer Klein, a professor of history at Yale University who has followed the unionization efforts closely. She’s written a recent New York Times op-ed detailing the events at Yale. The fight over graduate student’s right to unionize at Yale is a microcosm of the reliance on precarious work across the American higher education system. You can find the solidarity statement in support of the graduate students here.

Today we look at the globalization of curriculum markets with Professor Catherine Doherty. Catherine uses the example of the International Baccalaureate Diploma in Australia to think about the movement of global curriculum inside local markets. Why do schools choose to include global curricula like the IB? And what impact do these new curricular offerings have on educational choice both locally and globally? By looking at various schools across Australia, Catherine unpacks the social ecology of the IB, highlighting ideas about educational strategy and imagined motilities. She empirically demonstrates how the global-local binary is a historical artifact. Catherine Doherty is a Professor of Pedagogy and Social Justice in the School of Education at the University of Glasgow.

Today we discuss human rights education with Monisha Bajaj. Monisha, has recently edited a book entitled Human Rights Education: Theory, Research Praxis, which was published by the University of Pennsylvania Press. In our conversation, we discuss the origins of human rights education, its diverse range of practices, and the ways it has changed overtime. We also discuss the challenges to Human Rights Education today. Monisha Bajaj is a professor of International and Multicultural Education at the University of San Francisco. Check out www.freshedpodcast.com

What’s the relationship between test scores and gross domestic product? Do higher test scores lead to higher GDP? This question may seem a bit strange because most people think about the value of education on a much smaller, less abstract scale, usually in terms of “my children” or “my education.” Will my children earn a higher wage in the future if they do well on school examinations today? If I major in engineering, will I earn a higher income than if I majored in English? The answer to these question is usually assumed to be a resounding “yes.” Doing better on examinations or studying subjects that are perceived to be more valuable will result in higher wages at the individual level and higher GDP at the national level. Such a belief shapes educational policies and influences educational decision making by families. It has even resulted in a global private tutoring industry that prepares students for tests in hopes of getting ahead. But what if this assumption isn’t true? What if the relationship between test scores and GDP isn’t so straightforward? With me today are Hikaru Komatsu and Jeremy Rappleye. Recently they have been publishing numerous articles (see here, here, and here) challenging the statistical research supporting the conclusion that higher tests scores cause higher GDPs. Instead, they find that test scores don’t determine GDP by all that much. Hikaru and Jeremy were kind enough to give FreshEd a graph showing their results. You can find it on FreshEdpodcast.com. Hikaru Komatsu and Jeremy Rappleye are based at the Graduate School of Education at Kyoto University. Their most recent op-ed appeared in the Washington Post.

I hated tests growing up. They made me feel physically ill. But we aren’t going to look at the types of tests I disliked so much, those given by a teacher to her or his students. We aren’t even going to look at standardized tests administered across one country. Instead, today’s show focuses on tests that are administered around the world. We call these types of tests international large-scale assessments. One of the most popular today is called PISA — the Programme for International Student Assessment. PISA tests 15-year-old’s scholastic performance on mathematics, science, and reading. The latest test, in 2015, was administered in 72 countries. Think for a moment of how complex it must be to create, administer, and interpret PISA across 72 countries. The test must be reliable in different contexts; it must successfully recruit national government officials to help collect data; and it must rely on a small army of statisticians to discern what the test results actually mean. For many, the benefit of a test like PISA is that it allows governments to make evidence based policy. After learning where its students sit globally, education officials from one country can enact new and hopefully better policies to improve student learning. Sounds good, right? But that’s the whole story. Cross-national assessments have produced countless controversies — some within specific countries and others in the academic literature. With me today is Gustavo Fischman. He’s been studying this subject for some time. In November 2016, he helped organize a symposium at Arizona State University looking at these so-called “global learning metrics.” You might remember a few FreshEd podcasts on the subject. He has also recently co-written a working paper for the Open Society Foundation on the topic, which will be released later this year. Gustavo Fischman is a professor of educational policy and director of edXchange the knowledge mobilization initiative at the Mary Lou Fulton Teachers College at Arizona State University.

Have you ever visited schools like Eton College in the United Kingdom, St. Albans in the United States, or Geelong Grammar School in Australia? Maybe you were among the lucky few to have attended one. These schools are primarily reserved for children from the most privileged families, members of the 1 percent, as we would say today. The schools are steeped in tradition, covered in oak and ivy, and cost a small fortune to attend. The fees at St. Albans, for instance, run as high as $58,000 USD. For that price, it’s no wonder that these schools offer some of the best education money can buy and have produced some notable graduates. For instance, 19 prime ministers from the UK attended Eaton. Talk about a small circle! These schools, which are found worldwide, produce and sustain social class and have had to adapt to changing global and local circumstances over the decades. Many started as all boy’s schools but have since become co-educational. Others were reserved for national elites to produce competent colonial administrators but have since turned their attend to the growing market of international students. My guest today, Debbie Epstein, has been part of a research team exploring elite schools in former British colonies, from Australia to Barbados and Hong Kong to India. The team, comprised of Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron McCarthy, and Fazal Rizvi, have recently co-written a book on their findings entitled “Class Choreographies: Elite schools and globalization.” Debbie, a Professor of Cultural Studies in Education at the University of a Roehampton, joined me to talk about some of the major themes explored in the book.

Can education be used to create peace? Can it help mend long standing issues in conflict afflicted regions? These questions don’t have easy answers, but we’ll jump into the debates surrounding them feet first. My guests today, Mieke Lopes Cardozo and Ritesh Shah, have been studying education, social transformations, and peacebuilding for the past decade and have worked and written together since 2011. They find that education has the capacity for both positive and negative outcomes. Education can certainly help resolve conflict by creating community and giving voice to under-represented groups in society. However, education can also be used as tool by ruling elites as a way to maintain their grip on power, which may sow further divisions in society. Think of it this way: imagine if a ruling party in a country decides to censor content from history textbooks that may question its power. Would that really create the conditions under which peace is possible? Or imagine if minority groups are purposefully excluded from school-based decisions. How can peace be sustainable if the structures of education systematically exclude certain people? These issues are not strange or reserved for “poor” or “developing” countries. In fact, the politics of education happens in every country. With me to talk about peacebuilding and education are Mieke Lopes Cardozo and Ritesh Shah. Mieke is assistant professor in International Development Studies at the Institute of Social Science Research at the University of Amsterdam, and Ritesh is a Senior Lecturer of Comparative and International Education at the University of Auckland.

One of the primary goals of education is to prepare youth for the labor market. This task is infinitely difficult because economies are constantly changing. What will the global labor market look like in 30 years and how will it impact specific countries? It’s impossible to know for sure, which therefore makes deciding which skills to teach inside national school systems difficult to pinpoint. It’s a major public policy question facing many governments. But there are some skills that employers want right now that they feel schools are not teaching. Plus, with the labor movement in decline worldwide, jobs have become precarious for many people. This reality requires laborers to have the grit and tenacity to be flexible in their job choices as economies change. Can schools teach these soft-skills to students? My guests today have recently co-edited a book that dives into the subject, looking at the skills deemed necessary by employers but lacking in students. The book is entitled “Bridging the Skills Gap: Innovations in Africa and Asia, which was published by Springer earlier this year. With me today are two of the co-editors, Wambui Munge and Shubha Jayaram. Wambui is a Communications Officer at Results For Development where Shubha is a Senior Program Officer.

For the past few years, the Globalization and Education Special Interest Group of the Comparative and International Education Society has hosted an annual keynote address focused on cutting edge issues in the study of globalization and education. In early March at the CIES conference held in Atlanta, Fazal Rizvi gave the annual address. Fazal Rizvi is a well-known and prolific scholar on issues related to globalization, and was one of the first guests on FreshEd in 2015. He is a Professor of Education at the University of Melbourne, where he joined in 2010 after being based at the University of Illinois at Urbana Champaign, where he directed the Global Studies in Education program. Along with Professor Bob Lingard, who also joined FreshEd, Fazal is the author of a widely-read book, Globalizing Education Policy. His keynote address was entitled “Globalization and education after Trump and Brexit”. Following his remarks, we will hear a few words from Dr. Mario Novelli, who is Professor of Political Economy of Education at the University of Sussex. Enjoy the hour-long address!

The field of Global Studies has a similar historical trajectory as the field of comparative education. Both fields in the American context were formalized in the 1950s during the Cold War and expanded in the 1980s when scholars “began to take note of the rapidly increasing transnational flows of people, ideas, and products, and the social, political, economic, and cultural consequences of these trends.” Both also lack a clear disciplinary home. Scholars bring myriad academic perspectives to each field, from economics to sociology and from history to anthropology. So today we explore global studies in depth in an effort for mutual learning. With me today is a leading scholar of global studies, Hilary Kahn. Hilary Kahn is the assistant dean for international education and global initiatives and director of the Center for the Study of Global Change in the School of Global and International Studies at Indiana University. She is a co-director of the Framing the Global project, which is trying to “develop and disseminate new knowledge, approaches, and methods in the field of global research.” She co-edited a book entitled Framing the Global: Entry points for research that I think could be valuable to comparative education researchers.

Rwanda is perhaps most well-known for the genocide it experienced in the 1990s. In its post-conflict development, the country has had to balance colonial legacies, state centralizing tendencies, and the zeitgeist of neoliberalism. This has made for a careful balancing — one that has left the government regulating the society and economy while simultaneously reducing its responsibility to citizens. In education, this balancing act manifests in the government’s three aims: credentials, controls, and creativity. The education system is based on credentials awarded through examinations, a colonial hangover, and controls students as part of the state’s centralization efforts; yet, somehow, the system promotes creativity so students can pursue a learner-centered education tailored to their own needs, preparing them for the 21st century labor market of precarious work. My guest today, Catherine Honeyman, has a new book that explores Rwanda’s opportunities, challenges, and paradoxes in post-conflict development through the policy of mandatory entrepreneurship education, which is believed to be the country’s beacon for economic growth. Catherine Honeyman is a visiting scholar at the Duke Center for International Development and Managing Director of Ishya Consulting. Her new book, The Orderly Entrepreneur, takes us inside both policy making circles and classrooms to understand part of Rwanda’s social transformation. The Orderly Entrepreneur received an honorable mention from the Globalization and Education SIG’s 2016 Book Award.

The Globalization and Education Special Interest Group holds an annual book award to honor an outstanding book that addresses issues related to globalization and education. The 2016 award will be presented on March 8 to Toni Verger, Clara Fontdevila, and Adrian Zancajo for their book The privatization of education: A political economy of global education reform, which was published by Teacher College Press. The award committee praised the book for its clear-eyed and theoretically-rich contribution to the larger debate on privatization and education in the context of global education reforms. I interviewed Toni Verger about the book last year, so will replay the episode in full today. If you happen to be attending the CIES conference in Atlanta this week, please attend the Globalization and Education SIG’s keynote address on March 8 where the book award will be presented. Toni Verger is a researcher in the Department of Sociology at the Autonomous University of Barcelona.

A few of you have reached out to me, recommending that I ask guests about their biographies. For young scholars, it is valuable to learn from scholars with lots of experience about how they navigated the field of comparative and international education. This year FreshEd will broadcast short supplementary shows with some guests about their backgrounds and tips for young scholars. For our first installment, Joel Samoff joins me to talk about his career. Joel Samoff is Adjunct Professor in the School of Humanities and Sciences at the Center for African Studies at Stanford University" I hope you enjoy this new segment and please do keep emailing me your suggestions to make FreshEd better. You can contact me anytime at will@freshedpodcast.com.

Since the death of Chairman Mao in 1976, China has experienced a “Reform and Opening” period. In education, this has meant a change from an egalitarian to an elite system. Examinations emerged has the primary way of sorting students. Those who did well on various examinations rose to the next level, working their way up to higher education. This system, combining credentialism, competition, and Confucian traditions, has had profound consequences, including a rise in inequality and a growing divide between urban and rural communities. My guest today, Edward Vickers, has a new co-written book called Education and Society in Post-Mao China, detailing the past forty years in educational development. This book is the first monograph in English to offer a comprehensive analysis of China’s educational development since the death of Chairman Mao. Edward Vickers is a Professor in the department of education at Kyushu University, Japan. He specializes in education and history in East Asia.

Rui da Silva joins me today to talk about his PhD research on Portuguese Aid to Guinea-Bissau. Rui is a PhD candidate at the Institute of Education, University of Minho. He is also a board member of the Centre of African Studies of the Oporto University. Guinea Bissau is a small state in West Africa that was formally colonized by Portugal. Since independence in the 1970s, the country has experienced tremendous political instability. As such, the educational development that has been undertaken in the country has been precarious. On top of this, there are many colonial legacies that make educational provision difficult. For instance, although Portuguese is the official language and language of instruction in public schools, only a handful of people in the country actually speak it. In our conversation, Rui details this history and the attempts at educational development by different organizations. He’s recently co-written articles on these topics that appear in the journals Compare and Globalisation, Societies and Education.

Each year, the Comparative and International Education Society holds elections for the position of vice-president. The way the society is organized means that this person will automatically become president after serving one year as vice president. Every vice president, in other words, steps up to hold the presidency. So, vice presidential elections are a big deal. This year, two outstanding candidates have been nominated, David Post and Aaron Benavot. Today I interview each candidate back-to-back to give CIES members a better understanding of their proposed agendas. Aaron Benavot is Director of the Global Education Monitoring Report published by UNESCO. Later this year he will return to the Department of Educational Policy and Leadership in the School of Education of SUNY-Albany, where he serves as Professor of Global Education Policy. David Post is Professor of education at Pennsylvania State University. You can check out www.FreshEdpodcast.com/vpcandidates for more details. Please remember: Voting concludes on February 17!

Hundreds of billions of dollars are spent on international aid each year. Most aid providers undergo periodic evaluations to assess their support. Have their policies worked? What priorities have guided aid? And what practices have been effective? With such large sums of money circulating in the evaluation process, an aid evaluation industry has emerged. Formal evaluations are undertaken by “experts” who are hired by companies that bid on evaluation contracts. Sometimes universities themselves bid on the same contracts. And professors navigate the tricky terrain of research-for-hire. Many of FreshEd’s listeners have likely participated in an evaluation of an aid project. I know I have. My guest today, Professor Joel Samoff, thinks it’s time to “re-think evaluations, from conception through method to use.” Joel Samoff is a Consulting Professor in African Studies at the School of Humanities and Sciences at Stanford University. He studies and teaches about development and underdevelopment, with a particular interest in education, and with a primary geographic focus on Africa. He has recently co-written a report for The Expert Group for Aid Studies entitled Capturing complexity and context: evaluating aid to education.

Today I speak with Arathi Sriprakash, a lecturer in the sociology of education at the University of Cambridge. Arathi co-edited with Keita Takayama and Raewyn Connel a special issue of Comparative Education Review on post-colonialism in the field of comparative and international education. The special issue shows that the field of comparative and international education continues to have many colonial entanglements, which have gone unrecognized in most accounts. Colonial logics underpinned many of the field’s founding figures and contemporary forms of modernization theory continue to be widely assumed today:. Knowledge is produced in the global north, often with data taken from the global south; theory is reserved for northern scholars; and some societies, like CIES in North America, have held more power over smaller societies from Asia and Africa. In most aspects of the field, we continue to see uneven power dynamics of where and how knowledge is produced by whom and with what effect. The special issue argues that post-colonial theory, broadly defined, can help overcome the continued prevalence of colonialism in the field today. The co-editors call for a rethinking of the way knowledge is produced in CIE. Arathi joined FreshEd to detail some of the ideas in the special issue.

As we near the end of 2016, I want to take stock of the field of globalization and education. What were the big ideas this year? And where are we going in 2017? For the final show of the year, I’ve invited Susan Robertson and Roger Dale, co-editors of the journal Globalisation, Societies, and Education, to reflect on the year in research and point to future directions. In our conversation, we discuss a range of issues facing education, including: the limitations of mobility studies, the increase of migration worldwide, the rise of populism and anti-globalization movements, the role of trade deals in education, and the Hayekian world in which we find ourselves where individuals — not societies or governments — are at the center of social imaginaries and how this relates to educational privatization, private debt, and the discourse of choice. Susan Robertson is a Professor of Sociology of Education at the University of Cambridge, and Roger Dale, is a Professor of Education in the Centre for Globalisation, Education and Society, at the University of Bristol. Check out www.freshedpodcast.com.

Earlier this week, the globalization and education special interest group hosted a public webinar entitled “Puncturing the Paradigm: Education Policy in a New ‘Global’ Era.” The webinar brought together Professor’s Toni Verger and Andy Green to discuss their new co-edited Handbook on Global Education Policy. D. Brent Edwards Jr moderated the event. I’m going to play the webinar’s audio here but encourage you to check out FreshEdpodcast.com where you can find a video of the event. I hope you enjoy the show and I’ll be back next week with our final episode of the year.

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.

What is the connection between education and the economy? For many neoclassical economists, the connection is found in Human Capital theory. My guest today, Professor Steve Klees, thinks human capital theory and rates of return analyses are very problematic. In our conversation today, Steve talks about his new article, “Human Capital and Rates of Return: Brilliant Ideas or ideological dead ends?”, which can be found in the latest issue of the Comparative Education Review. He takes us through human capital theory, its internal logical fallacies, and proposes a set of alternatives. Steve Klees is professor of International Education Policy in the College of Education, University of Maryland.

Today we continue our look at global education policy. Last week, I spoke with Andy Green about social cohesion, one of the two main pillars found in most, if not all, of education policies worldwide. The second pillar, as Professor Green pointed out, is education for economic development. This global policy of education has recently manifested, in many countries, through various practices and processes of educational privatization. With me today is Toni Verger to talk about the global diffusion of education privatization not as a global education policy per se but as a set of processes through which private actors participate more actively in a range of education activities that have traditionally been the responsibilities of the state. In this sense, privatization directly impacts education policy. Not only is Toni a co-editor of the Handbook of Global Education Policy but he is also a co-author of a new book entitled The Privatization of Education: A political economy of global education reform. In our talk today, Toni discusses his book on education privatization, outlining the factors driving its spread globally. Toni Verger is researcher in the Department of Sociology at the Autonomous University of Barcelona. He will join Andy Green, Bob Lingard, and Karen Mundy on December 12 for a public webinar focused on global education policy. You can visit FreshEdpodcast.com for more details.

The globalization and education special interest group of the comparative and international education society will be hosting a public webinar on December 12 entitled “Puncturing the Paradigm: Education Policy in a New Global Era.” The webinar will bring together the four co-editors of the newly published Handbook of Global Education Policy, Karen Mundy, Andy Green, Bob Lingard, and Toni Verger. During the lead up to that event, FreshEd will interview the co-editors to set the stage for the webinar. Today I speak with Professor Andy Green about the global education policy of social cohesion. Although we often think of education policy as primarily concerned with economic development, it also has been historically connected to the idea of creating a cohesive group of people who share certain norms and customs. Benedict Anderson called this “imagined communities.” Andy Green has looked at the effect from education on social cohesion across the globe. Andy Green is Professor of Comparative Social Science and Director of the Center on Learning and Life Chances at the Institute of Education, University College London. He will participate in the webinar on global education policy on December 12. Check out Freshedpodcast.com/webinar for more details about the event.

For the past 7 weeks, FreshEd has focused on global learning metrics. Although there is much more to say on that subject, I think it’s time to look at something completely different. This week Sachi Edwards joins me to talk about interfaith dialogue initiatives in US higher education. The ideas of religious identity, religious oppression and religious privilege are often overlooked when we think about social justice. Sachi wants to change that. Sachi Edwards is an Adjunct Professor in Higher Education, Student Affairs, and International Education, at the College of Education, University of Maryland. She’s recently published her first book entitled Critical Conversations about Religion: Promises and pitfalls of a social justice approach to interfaith dialogue (Information Age Publishing, 2016).

This is the final show in the global learning metrics mini-series. The two day inaugural CIES symposium has concluded. As a wrap up, I’m going to play my brief conversation with Pasi Sahlberg, a professor at the University of Helsinki, about some of his reactions to the symposium. He tweets at @pasi_sahlberg. I hope you’ve enjoyed this mini-series!

Day one of the CIES symposium just ended. Before we start day two, I thought it important to revisit a remark Tom Popkewitz made on this podcast a few months ago. Tom argued that educational metrics, and the comparison that comes with them, have always been about inscribing in children a certain moral order. I’ve been surprised that this type of thinking has been relatively absent in the conversations today. What will tomorrow bring? Stay tuned!

This is the last installment of the FreshEd mini-series on global learning metrics. On Thursday, the CIES Symposium kicks off in Scottsdale, Arizona. For this last show, I’ve invited Karen Mundy to talk about the Global Partnership for Education. Karen offers interesting insight into learning metrics because she is both an academic and a development practitioner. Karen Mundy is the Chief Technical Officer at the Global Partnership for Education. She came to the Global Partnership for Education in 2014 from the University of Toronto where she was Professor and Associate Dean of Research, International and Innovation. She will present some of the ideas discussed in this podcast at the CIES Symposium in Scottsdale Arizona, which starts on Thursday. Now it’s time for me to catch my flight! See you in Scottsdale!

We often think of international assessments as being synonymous with PISA, the OECD international assessment that has been the focus of many shows in FreshEd’s mini-series on global learning metrics. But international assessments have a history far beyond PISA. In fact, it was the International Association for the Evaluation of Educational Achievement, known as the IEA, that first introduced large-scale comparative studies of educational systems in the late 1950s. This history is important to consider when thinking about global learning metrics today. My guest today is Dirk Hastedt, Executive Director of the IEA. He’s spent many years working with the IEA, seeing the development of assessments in new subjects, such as citizenship and computer literacies, and the emergence of league tables, which rank education systems and have become popular today. Drik offers valuable insight for any discussion on the feasibility or desirability of global learning metrics. Check out www.FreshEdpodcast.com for more details.

Next week the CIES Symposium will take place where scholars and practitioners from around the world will come together to discuss and debate the desirability and feasibility of global learning metrics. I’ve had the honor of interviewing many of the speakers who will attend the symposium. And one things that has struck me during my conversations about global learning metrics is that often a universal meaning of education is assumed by the tests and those who use it. For instance, a 2013 OECD report that used PISA data was entitled “What makes Schools Successful?” Implied in the very title of that report is an assumption that there is a universal definition of success, as if all schools around the world agreed on what it means to be successful. Moreover, the report implies that it is PISA data itself that can reveal the answer. Perhaps more clearly, a 2013 report by the Learning Metrics Task Force, which is a multi-stakeholder collaboration organized by UNESCO Institute of Statistics and the Center for Universal Education at Brookings, was entitled Toward Universal Learning. The very goal of the task force seems to be reaching universal learning. But can there actually be one definition of learning and success? Is it possible, in other words, to have a universal notion of “good” education? This question has bugged me for some time, so I’ve invited Supriya Baily back to the show to discuss this idea of a “good” education in relation to global learning metrics. She points out how tests such as PISA are often culturally unresponsive and do not enable teachers to thrive. Although Supriya is hopeful that Global learning metrics can be meaningful with some revision, she cautions against universalizing concepts of learning or success. Supriya Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education. She will present some of the ideas discussed today at the CIES Symposium next week. Check out www.freshedpodcast.com for more details.

Today we continue our focus on global learning metrics during the lead up to the inaugural CIES symposium, which will take place in Scottsdale, AZ from November 10-11. The past shows in this mini-series have focused broadly on global learning metrics: We’ve looked at the history and value of learning metrics for the perspective of national governments; we’ve examined the power of tests like PISA; and we’ve heard critiques of policy borrowing and outcome-based approaches to education that rely on learning metrics and their subsequent rankings. But we haven’t yet looked at some of the questions on the tests that form the proxies for global learning metrics. My guest today is Dr. Inés Dussel, Researcher and Professor at the Department of Educational Research, Center for Advanced Studies and Research (DIE-CINVESTAV) in Mexico. She argues that global learning metrics are not culturally sensitive and uses examples from her work on digital literacy to show why. Inés critiques PISA for taking a narrow focus of learning as only related to cognitive skills — the ability for students to read or write or problem solve. By contrast, she takes a broad view of learning, which encompasses not only cognitive skills but also a collection of interpersonal and social skills. Of course, these latter skill sets are nearly impossible to measure in one school let alone worldwide using universal metrics. And this is the crux of the issue: how can global learning metrics measure any skill set across so many different contexts and cultures worldwide? Photo credit: La Nación

Today we explore some of the problems with global learning metrics from the perspective of teacher unions. In particular, we look at outcomes-based approaches to international education development. Such an approach uses global learning metrics to quantify supposed outcomes of education. But as a result, education is reduced and simplified. My guest today is David Edwards, Deputy General Secretary of Education International in Brussels. Education International is the global federation of teacher unions. He will present some of the ideas discussed today at the CIES Symposium in November. Check out FreshEdpodcast.com for more details about the event.

Today we continue our mini-series on global learning metrics during the lead up to the inaugural CIES Symposium, which will take place in Scottsdale, AZ this November. So far in this mini-series, we’ve heard why international assessments can be valuable for national governments and how many governments have begun to see like PISA. Today, we jump into a case study of the way in which countries learn from one another based on international assessments. My guest, Professor Bob Adamson, takes us through the case of how England learned from Hong Kong. He unpacks the selective learning of English policymakers on their visits to Hong Kong. He see this as akin to a pantomime. The larger implication of the rise of superficial policy referencing among countries is the challenge it brings to comparative education. Bob Adamson is Chair Professor of Curriculum Reform and Director of the Centre for Lifelong Learning Research and Development at the Education University of Hong Kong. In December 2015, Bob was named UNESCO Chair holder in Technical and Vocational Education and Lifelong Learning.

Today we continue the mini-series on global learning metrics. Last week we heard from Eric Hanushek about the desirability of large scale international assessments such as PISA. He argued that cross-national tests offer ways for countries to see what is possible when it comes to student learning. But what effect are large scale international assessments having on national governments? In my conversation today, I speak with Radhika Gorur about how PISA, and its embedded assumptions about education, are going a global. In our conversation, Radhika unpacks what it means to “see like PISA.” She finds three major ways governments around the world have embraced PISA. First, governments have assumed that the very purpose of education is to increase GDP, which is a cornerstone of PISA and the OECD. But of course education has many more values that are much harder to define. Second governments have narrowed the field of vision of the meaning of education to be in line with what PISA has been able to test. In effect, we only talk about what we can actually measure on the test, missing so many other subjects and areas that are also important to education. And the third issue she finds is that we now talk about an impersonal “Student” as represented by PISA. The many reports put out by the OECD talk about so-called “students”, but they are always abstracted and without color or context. Who is this so-called PISA “student” and why do states compare their young citizens to her? Radhika Gorur is a Senior Lecturer at Deakin University, Australia, and a Director of the Laboratory for International Assessment Studies. She will speak at the inaugural CIES Symposium this November. The article discussed in this podcast can be found in the European Educational Research Journal. For more information, check out www.freshedpodcast.com

Today marks the first installment of a seven-part miniseries on Global Learning Metrics. In effort to promote the inaugural Symposium of the Comparative and International Education Society, FreshEd will air interviews with some of the invited speakers. To kick things off in this episode, I speak with renowned educational economist Eric A. Hanushek about global learning metrics and his use of cross national educational data to understand what is possible in education systems around the globe. He has authored or edited twenty-three books along with over 200 articles. Dr. Hanushek is perhaps most famous for introducing the idea of measuring teacher quality through the growth in student achievement, which forms the basis for value-added measures for teachers and schools. More recently, his work has focused on the quality of education and its connection to national economic growth. Eric A. Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University and will speak at the CIES Symposium this November. I hope these shows will spark your interest in joining the Symposium. It starts November 10 in Scottsdale, Arizona. You find more details at FreshEdPodcast.com.

I’m going to generalize here. I bet for many listeners schooling is understood as an institution that instills in children a type of practical knowledge that hopefully makes them future productive citizens. Education through schooling is the answer to many social problems. It’s very purpose is to improve society. But where did these ideas come from? Why do many people think schooling is to improve society? What knowledge and systems of reason govern this type of thinking about education? My guest today, Professor Tom Popkewitz, dives deep into these questions. Tom joined me to talk about some of his newest thinking, which he is currently writing up as a book tentatively entitled, The Impracticality of Practical Research: A History of Present Educational Sciences and the Limits of its System of Reason. Get ready: My conversation with Tom covers a lot of ground: touching on the notion of cosmopolitanism, connecting the Enlightenments in the 18th and 19th centuries to the 20th century progressive education era in America, and finally to contemporary teacher education and the rise of PISA. He challenges us to think about what it means to compare in educational sciences today. Where did such comparative thinking come from and how does it primarily work? Tom Popkewitz is a professor in the School of Education at the University of Wisconsin-Madison. Full link: www.freshedpodcast.com/tompopkewitz

How can we think about inequality and education? My guest today, Mario Novelli, dives into the subject by looking at the role of schools in the production of inequality. Since 2010, Mario has researched issues related to the role of education in peace building processes, working with UNICEF on a series of projects. In our conversation, Mario not only details how modernity, capitalism, and colonialism combine to create systems of inequality inside school systems but also publicly struggles with his role in the production of inequality through his work in international educational development. Mario Novelli is Professor of the Political Economy of Education and Director of the Centre for International Education (CIE) at the University of Sussex. His latest article discussed in this podcast can be found in the most recent issue of the British Journal of the Sociology of Education.

Did you know that today there are more forcibly displaced people than at any time since World War II? The total number comes out to roughly 65 million, including internally displaced peoples, asylum seekers, and refugees. That’s roughly 1 out of every 113 people on Earth. Today I speak with three professors from Teachers College, Columbia University about their research project on refugees, which is being funded by the United States Department of State’s Bureau of Population, Refugees and Migration. At Teachers College, Mary Mendenhall is an Assistant Professor of Practice in International and Comparative Education; Garnett Russell is an Assistant Professor of International and Comparative Education; and Elizabeth Buckner is a Visiting Assistant Professor in International Comparative Education. If you’d like to see some of their research photos showing urban refugee education, please check out FreshEdpodcast.com

It’s been over two months since the United Kingdom voted to leave the European Union. Right after it happened, I invited Prof. Susan Robertson on FreshEd to talk about the possible consequences the Brexit vote would have on education. During that conversation, I asked if this vote would open the possibility for a new left to emerge within the British Labour Party. Well, how have things turned out? To update the situation in the United Kingdom, I recently spoke with Mario Novelli. Mario Novelli is Professor of the Political Economy of Education and Director of the Centre for International Education (CIE) at the University of Sussex. For years, Mario has followed the solidarity work of Jeremy Corbyn, who is now Leader of the labour party and currently in a leadership battle with Owen Smith. This short episode of FreshEd has been taken from a longer conversation I had with Mario about his research on inequality and education, which will air on September 12.

You’ve probably heard about the elaborate Olympic handover from Rio to Tokyo that included a video animation of Super Mario walking through Shibuya, jumping through a green tube, and then appearing at the closing ceremony in Rio. The super Mario custom dropped to the floor and there was, lo and behold, Japanese Prime Minister Shinzo Abe, standing in a red hat holding a red ball, ready to take the helm of the Tokyo Olympics, which will take place in 2020. It was an unusual moment, to say the least, for the Japanese leader, who is typically reserved and anything but showy. But the scene perfectly captured the contemporary push by the Abe administration to internationalize Japan. There he was in front of a global audience, showing off Japan’s athletes and pop-culture icons. Abe has been on a march to change Japan: he’s trying to alter the constitution to allow Japan to send military forces abroad, something that has not been done since World War II. And his administration started something called super-global universities, which aim to allow graduates to “walk into positions of global leadership.” Reforms to Japanese education are not knew and we can learn a lot by looking at previous experiences. My guest today, Peter Cave, has a new book that explores changes in Japanese junior high schools in the 1990s and in the early 2000s. Dr. Peter Cave is a Senior Lecturer in Japanese Studies at the University of Manchester. Through an ethnography of two schools over 11 years, he was able to detail how, if at all, educational reforms translated into educational practice. And these insights can help us understand the reforms being proposed today by the Abe administration. Peter Cave’s new book is “Schooling Selves: Autonomy, Interdependence, and Reform in Japanese Junior High Education”, which was published this year by the University of Chicago Press.

Today we look at developmental leadership in the Philippines. My guest is Professor Michele Schweisfurth. In a recent report for the Developmental Leadership Program, with support from the Australian Department of Foreign Affairs and Trade, Michele and a team explored the ways in which higher education has supported the emergence of developmental leaders and the formation of networks among leaders in the Philippines. Michele Schweisfurth is Professor of Comparative and International Education at the University of Glasgow, where she is also co-Director of the Robert Owen Centre for Educational Change. Her latest co-written report on developmental leadership in the Philippines can be found on FreshEd’s website: FreshEdpodcast.com. Check it out today.

Today: Case Studies. My guests, Fran Vavrus and Lesley Bartlett. They have a new co-written book entitled Rethinking Case Study Research: A Comparative Approach, which will be published by Routledge later this year. Fran and Lesley contend that the recent conceptual shifts in the social sciences, some of which have been discussed by previous guests on this show, demand that case studies re-configure their approach towards culture, context, space, place, and comparison. Fran Vavrus is a professor in the college of education and human development at the University of Minnesota. Lesley Bartlett is a professor in the School of Education at the University of Wisconsin – Madison. I spoke with Fran and Lesley in Mid-July. They have written an exclusive summary of their forthcoming book, Rethinking Case Study Research: A Comparative Approach, for FreshEd listeners, which is only available on FreshEdpodcast.com Check it out today.

Low-fee private schools are a hot topic in educational research. What happens when public schooling is provided by for-profit companies that charge families monthly user fees? What happens when those companies receive government funds? Researchers around the world have been exploring various issues around for-profit public schooling. One company has been of particular interest. Bridge International Academies operates schools in Africa and Asia and is supported by people such as Bill Gates and Mark Zukerburg. Bridge International uses a standard curriculum that is read off of a tablet computer. This low-cost model of schooling relies on paying small wages to instructors, who simply read the curriculum, and fees paid by students to attend (or government subsidies). I can be extremely profitable when delivered to scale. In the most extreme case, in Liberia, the Ministry of education is trying to outsource its entire primary education system to Bridge International. Given Bridge international’s work, it’s no wonder that researchers are interested in exploring what's happening at the policy level and at the school level when it comes to low-fee private schools. In May this year, Canadian Researcher Curtis Riep was in Uganda researching Bridge International’s work. At one of his meetings, held at a local café, he was arrested for impersonation and criminal trespassing while collecting data. These charges were later proven to be baseless and he was released and not charged . The interesting thing, however, is that Bridge International seems to have played a role in Curtis’ arrest. Before he was arrested, for instance, Bridge International took out a public notice in New Vision, a local newspaper, warning the general public of Dr. Riep's presence. My guest today takes us through this odd case and explores the larger issues around Bridge International. Angelo Gavrielatos is a project director at Education International, the Global federation of teacher unions and the organization that funded Curtis Riep's research. After recording the show with Angelo, new developments unfolded in Uganda. Check out FreshEdpodcast.com for the latest updates.

In a recent paper for the University of Johannesburg, Raewyn Connell shared some of her thinking on the decolonization of knowledge. In many ways she aimed to re-think the history of knowledge itself, moving away from the Northern bias and colonial structures in mainstream social science. She argues, “The relationship between knowledge produced in different parts of the world is not as simple as “Western” domination. Knowledge flows in multiple directions from the metropole to the periphery and from the periphery to the metropole.” Raewyn is a Professor Emerita at the University of Sydney. She has been an advisor to United Nations initiatives on gender equality and peacemaking, and, in 2010, the Australian Sociological Association established the Raewyn Connell Prize for the best book in Australian sociology. After her interview, Will Brehm wanted to ask Raewyn an additional question. You can find Raewyn's answer online at www.FreshEdPodcast.com

We don’t normally air shows in the middle of the week but the vote in Britain to leave the EU warrants a special show. Let’s call it FreshEdge — a look at the most pressing issues today. Susan Robertson joins us today to talk about Brexit and its implications for education. She is professor of sociology of education in the Graduate school of education at the university of Bristol. She is also co-editor of the journal Globalization, Societies, and Education.

Can film help us understand educational phenomena? My guest today, David Cole, has co-written a new book called A Pedagogy of Cinema. By analyzing images in various films, he attempts to produce philosophical insights into education systems dominated by a digitalized, corporatized, and surveillance-controlled world. David Cole is an Associate Professor in Education at Western Sydney University, Australia and the leader of the Globalisation theme in the Centre for Educational Research.

The Global Partnership for Education is a powerful multi-stakeholder organization in educational development. It funnels millions of dollars to develop education systems in dozens of low-income countries. Yet the board of directors of the organization strategically avoids some of the most important and controversial topics in education today. My guest today, Francine Menashy, has researched the Global Partnership for Education and the ways in which its board of directors avoids the topic of low-fee private schools, which is a heavily debated idea in both education policy and research. Francine Menashy is an Assistant Professor in the Department of Leadership in Education at the University of Massachusetts Boston. She researches aid to education and non-state sector engagement, including the policies of international organizations, companies, and philanthropies. Her research discussed in today’s show was funded through a fellowship with the National Academy of Education and the Spencer Foundation.

Education For All is a global movement led by UNESCO. It began in 1990 when 155 countries adopted the World Declaration on Education For All. The movement was renewed in the year 2000 when countries agreed on the Dakar Framework for Action, which committed them to achieve education for all by the year 2015. Education For All continues to be a common phrase in educational development. But it has changed over its 26-year existence. It linked into Goals 2 and 3 of the United Nation’s Millennium Development Goals and was tied closely to the World Bank through the funding mechanism known as the Fast Track Initiative. The movement has adapted and adopted new elements and has included additional actors, such as non-governmental organization, human rights activists, and philanthropic organizations and individuals. My guest today, Leon Tikly, argues in a forthcoming article in Comparative Education Review that Education For All is best understood as a regime, borrowing an idea from international relations. He says there are “a set of implicit or explicit principles, norms, rules, and decision-making procedures around which actors’ expectations converge.” Of course there are tensions within the regime of education for all, and in this article he attempts to think through what these might be. Leon Tikly is a professor in the Graduate School of Education at the University of Bristol. His work focuses on education in low income countries and in particular countries of Sub-Saharan Africa. He is known for his theoretical work on how to conceptualize education as an aspect of the postcolonial condition.

Do schools provide the best education possible for children? My guest today believes schools are the greatest barrier to education. Simon Springer is an Associate Professor in the Department of Geography at the University of Victoria, Canada. He advocates and practices with his children a concept he calls un-schooling, but which also goes by the more popular name de-schooling. Simon’s research agenda explores the political, social, and geographical exclusions that neoliberalism has engendered, particularly in the context of contemporary Cambodia, where he emphasizes the role of violence and power. He cultivates a cutting edge theoretical approach to his scholarship by foregrounding both poststructuralist critique and a radical revival of anarchist philosophy. In today’s show Simon discusses his new co-edited volume, The Radicalization of Pedagogy: Anarchism, Geography, and the spirit of revolt (Rowman & Littlefield, 2016).  Before starting the show, I want to apologize for the high pitched sound that you’ll hear throughout the interview. Since this is a no-budget show that doesn’t record in professional sound studios, sometimes these technical problems happen. I’m sorry for the inconvenience, but I decided to play the interview as-is because Simon’s ideas are worth considering.

My guest today is José Cossa, a Visiting Associate Professor at the American University in Cairo. In the fall of 2016, he will join the faculty of Peabody College at Vanderbilt University as a Senior Lecturer. In today’s show, José talks about his archival research on three past editors of the Comparative Education Review. He is concerned with the ways in which the field of comparative education was formed and the role journal editors play in setting intellectual boundaries. His work can be found in the book Crafting a Global Field (Springer, 2016).

Human capital theory connects education to the labor market. It posits that more education makes workers more productive, which increases earnings. A more educated and productive workforce subsequently increases the gross domestic product of a nation. This theory has been prevalent since the 1950s and continues to play a central role in the minds of both policymakers and parents: You go to school because you will get a better job in the future; The government invests in education because it will have a return on investment in larger GDPs. My guest today says human capital theory is dead. Hugh Lauder is Professor of Education and Political Economy at the University of Bath. He specialises in the relationship of education to the economy and has for over 10 years worked on national skill strategies and more recently on the global skill strategies of multinational companies.

My guest today is Iveta Silova, Director of the Center for the Advanced Studies in Global Education at Arizona State University. Professor Silova has spent her career studying post-socialist education transformation processes. In today’s show she discusses some of her new work comparing Latvian textbooks before, during, and after Soviet occupation.

Large-scale assessments such as PISA have profoundly changed the processes of educational policy making. Countries that do well on PISA are turned into reference societies by other countries trying to emulate educational success. My guest today is Florian Waldow, a professor of comparative and international education at Humboldt University in Berlin. One of Florian’s main research interests is the study of educational “borrowing and lending”, particularly the ways in which countries point to experiences from abroad as a way to legitimate policy agendas and how educational “reference societies” are constructed. In today’s show, Florian talks about how the German media has interpreted the PISA success of countries in Scandinavia and Asia. His research shows that reference societies can both be positive and negative — pointing towards education reforms Germany should enact and those it should not. The research discussed in this podcast was published in 2016 in the journal Zeitschrift für Pädagogik. Full Citation: Waldow, F. (2016). Das Ausland als Gegenargument: Fünf Thesen zur Bedeutung nationaler Stereotype und negativer Referenzgesellschaften. Zeitschrift für Pädagogik, 62(3), 403-421. Photo Credit: Eric Lichtscheidt

Today on the show: social networks analysis in educational research. My guest is Robin Shields. Robin is an Associate Professor at the University of Bath in the United Kingdom. His research broadly investigates the globalization of education, examining patterns of convergence and differentiation in educational policy and practice. He particularly focuses on the innovative application of research methods such as social network analysis and multilevel modeling to address key theoretical debates in the field. He has applied these methods to the study of international higher education and international development education. On today’s show we discuss some of his work looking at twitter feeds of world class universities, which can be found in the February 2016 issue of Higher Education.

Private interests are increasingly becoming commonplace inside education. In today’s economic globalization, the attainment of knowledge is seen as the key difference between economies that succeed and economies that stagnate or fail. Perhaps more precisely, it is knowledge that determines if an individual — not a national economy—succeeds or fails. We call this the “knowledge economy” and it is one of the main reason why private interests have entered education systems. Private interests in education range from private schools and private textbook and examination companies to the emerging belief that education is an individual, positional good that can be purchased and to the financialization of education where companies buy and sell student debt. It also includes things such as evidence based policy and information technology Our guest today, Professor Gita Steiner-Khamsi sees herself as a second generation researcher of educational privatization. Whereas the first generation of scholars aimed at describing the phenomenon, she attempts to explain — or theorize — it. How can we explain the rise of a global education industry? Gita Steiner-Khamsi is a Professor at Teachers College, Columbia University in New York City. She is a co-editor of the newest World Yearbook of Education, which focuses on “The global education industry.” The volume was co-edited with Antoni Verger and Christopher Lubienski and is the focus of today’s show.

This year the Comparative and International Education Society's Globalization and Education Book Award goes to Suhanthie Motha for her book "Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice." This book smoothly and bitingly makes connections between globalization, the spread of English and English language teaching, and colonialism and empire. It is an accessible read which we hope spreads widely among both academics and teachers/practitioners. Sincerely, we hope as many people as possible, both within the larger TESOL community and beyond it, have a chance to read this excellent book. Suhanthie Motha is an Associate Professor in the Department of English at the University of Washington.

Does privilege have sensory dimensions? Our guest today is Howard Prosser, lecturer at Monash University’s Faculty of Education, who recently co-edited a volume entitled In the Realm of the Senses: Social Aesthetics and the Sensory Dynamics of Privilege (2015). This volume won an honorable mention in the 2015-2016 Globalization and Education Special Interest Group book award. Together with Johannah Fahey and Matthew Shaw, Dr. Prosser argues that “within elite schools there is a relationship between ‘complex sensory and aesthetic environments’ and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of the elite schools studied in this volume are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste—though metaphorically understood— sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalization within the context of elite schooling.” Dr. Prosser spoke with FreshEd contributor Rolf Straubhaar.

For the next three shows, Rolf Straubhaar will be interviewing the winners of the globalization and education Special Interest Group’s inaugural book award. In today’s show, Rolf speaks with Irv Epstein, the first of two honorable mentions in the book award. Irv is a Professor of Peace and Social Justice at Illinois Wesleyan University where he directs its Center for Human Rights and Social Justice and chairs the Department of Educational Studies.  His latest edited volume is entitled: The Whole World is Texting Youth Protest in the Information Age. Will Brehm is off until April 25.

Universities in the US are generally staffed by two types of people: those who teach and those who manage. Professors on the one hand and administrators on the other. But a growing class of administrators has emerged: those you blend scholarship and administration into one. My guests today, Bernhard Streitwieser and Anthony Ogden, call this new class of administrator “Scholar-Practitioners.” These types of employees often hold PhDs, use research to inform their practical work in administrative offices, and contribute to scholarly debates on the internationalization of higher education. Yet, since these types of employees are not in academic positions, the knowledge they produce is often seen to be of a lower quality than that produced by professors. Bernhard Streitwieser and Anthony Ogden have recently published a co-edited volume that explores the many issues of scholar-practitioners. Their book highlights the history, challenges, and personal stories of scholar-practitioners around the US. Ultimately Bernhard and Anthony argue that scholar-practitioners are a valuable part of both the administrative side of universities because they incorporate theory into practice on a daily basis and contribute to scholarly debates within the field of international higher education. Bernhard Streitwieser is an Assistant Professor of International Education at The George Washington University Graduate School of Education and Human Development. Anthony Ogden is currently the executive director of Education Abroad and Exchanges and an adjunct assistant professor in Educational Policy and Evaluation Studies at the University of Kentucky.  In May he’ll move to Michigan State University. I spoke with Bernhard and Anthony during the annual Comparative and International Education Conference in early March.

Competition within and across universities is so common that it may not seem like a big deal. Professors compete for tenure. Students compete to get into a best universities. And universities compete for rankings. But where does this competition come from and what effects is it having on higher education systems? My guest today is Rajani Naidoo, professor in higher education management at the University of Bath. She recently edited a special issue of the British journal of the Sociology of Education looking at what she calls the "competition fetish" in higher education. The special issue, which comes out later this year, brings together articles that show the varieties of competition and the various ways actors channel, reproduce, internalize and secure competition logics. Some of the articles address the consequences of competition. I spoke with Rajani in mid-March about the special issue.

The internationalization of education is a topic that receives plenty of buzz these days. Many students easily move across boarders to learn outside of their home country. Branch campuses by Western universities are popping up around the world. And Education businesses operate globally, selling educational materials and services to any school will to purchase them. But can the phenomenon of international education exist within sites where there these practices don’t clearly exists? My guest today is Phan Le Ha. She is a Professor in the College of Education, University of Hawai’i. Le Ha has a forthcoming book entitled Transnational Education Crossing 'the West' and 'Asia': Adjusted Desire, Transformative Mediocrity, and Neo-colonial Disguise. Today Le Ha and I discuss parts of this book, particularly related the the dominance of the English language in many Asia countries. Le Ha will join Fazal Rizvi and Rattana Lao for a webinar on March 22 to discuss the issue of higher education in Asia. To sign up for the webinar, please visit the Globalization and Education SIG’s website.

Yesterday, the globalization and education special interest group hosted a keynote address at the comparative and international education society’s annual conference, which was held this year in Vancouver. I’m going to play the audio of the hour long keynote address, which was given by André Mazawi. Professor Mazawi works in the department of educational studies at the University of British Columbia. His talk is entitled “The location of globalization: on building dwelling thinking higher education. Enjoy this special edition of FreshEd and I’ll be back on Monday with my interview with Le Ha Phan.

On today’s show, I speak with Susan Robertson about regionalism. Susan's newest co-edited volume is entitled, Global Regionalisms and Higher Education: Projects, Processes, Politics. The volume looks at and theorizes regional bodies around the world, specifically looking at the work of regional bodies on higher education. In our conversation, Susan explained the history of regions, their connection to particular political agendas of liberalization, and their work in higher education. Susan Robertson is professor of sociology of education in the Graduate school of education at the university of Bristol. She is also co-editor of the journal Globalization, Societies, and Education.

Educational transfer or policy borrowing is one of the major topics in comparative education. When I spoke with Rattana Lao in episode 7 of FreshEd, we discussed the ways in which a culture of borrowing has emerged in Thailand’s educational quality assurance system. On today’s show, I continue the conversation on educational transfer and policy borrowing with Jason Beech, a professor in the School of Education at the University of San Andrés in Buenos Aires. Jason critiques the very terms of educational transfer, suggesting the language we use is limited. Why, he asks, is it that the focus is always on policy and not other aspects of education? And has the very notion of globalization lost its cutting edge in terms of theory and method? Instead of using grand narratives of domination or resistance, Jason uses relational notions of space, which I have talked about on other shows with Marianne Larsen and Jane Kenway. New spatial thinking provides Jason a language to think through new theoretical approaches to educational transfer. In an article co-written in 2015 and published in the journal Globalization, Societies, and Education, Jason uses the case of the one laptop per child scheme in Argentina and actor-network theory to show how material and non-material actors create educational space and new vocabularies for educational transfer.

On today’s show we continue our conversation on PISA. Last week Bob Lingard walked us through the history of the OECDs work in education and compared the main PISA test with the new service called “PISA for Schools.” Today, Keita Takayama provides a critical reading of the so-called “PISA debate.” This debate started in May 2014 when a group of scholars published an open letter in the Guardian newspaper to Andreas Schleicher, the head of OECD’s education and skills division, criticizing PISA. Two subsequent response letters were published in the Washington Post responding to the open letter and critiquing PISA in ways left out of the original letter. Keita Takayama, a professor at the University of New England in Australia, takes us through the arguments in these various letters. By looking at who wrote the letters, Prof. Takayama scratches the surface of the arguments to locate hidden agendas. In the end, he sees the so-called “PISA debate” as provincial.

PISA stands for the Programme for International Student Assessment. It is a test administered by the OECD in many countries around the world. You might have heard about the test because of the international league tables comparing systems of education that are created after the results are released. In recent years, Finland and Shanghai have come out on top, unleashing a wave study trips to those place by policymakers who want to learn the secret of good education. Bob Lingard, a Professorial Research Fellow at the University of Queensland, has spent many years researching the rise of global education governance. He sees the PISA for Schools program as part of the expanding work in education by the OECD. He spoke with me in mid-January about his recent article and recounts the historical evolution of the OECD’s work in education. He ultimately questions the comparative value of the PISA for Schools program.

Social movements produce a huge amount of intellectual knowledge. Yet, in many academic circles, this knowledge is overlooked. My guest today, Aziz Choudry, has spent most of his life working with social movements around the world. He is currently an associate professor in the Department of Integrated Studies in Education at McGill University and visiting professor at the Centre for Education Rights and Transformation at the University of Johannesburg. His newest book Learning Activism: The Intellectual Life of Contemporary Social Movements was published in 2015 by the University of Toronto Press. All book proceeds will be donated to the Immigrant Workers Centre in Montreal. Learning Activism is designed to encourage a deeper engagement with the intellectual life of activists who organize for social, political, and ecological justice. Professor Choudry is concerned with “making visible the dialectical relationship between ‘Research’ and ‘organizing.’” I spoke with Aziz Choudry in mid January about his new book.

My guest today is Jane Kenway, emeritus professor at Monash University in Melbourne, Australia. For the past several years, Professor Kenway has led a team of scholars and students from around the world on a multi-sited global ethnography of elite schools in 12 countries. The study explores the global forces, connections and imaginations on elite schools, and hopes to enhance our understanding of how many national and transnational leaders are formed through their education. The project has resulted in many publications, which you can find links to on our website. I spoke with Professor Kenway in January on one of her recent pieces about how she and her team conducted this research, comparing more “traditional” forms of ethnography with her use of “global multi-sited ethnography.”

Right-wing extremism in Germany has made headlines in recent weeks, with the first publication since World War II of Adolf Hitler’s autobiography, Mein Kampf, and the anti-immigrant protests that have peppered the country since a group of Syrian refugees attacked women in Cologne. More broadly, the past decade has witnessed a steady rise of far right politics and social movements across Europe — from the rise of the Golden Dawn party in Greece to the 2011 mass shootings in Norway. My guest today, Cynthia Miller Idriss, talks about her forthcoming book, “The Extreme goes Mainstream?: the Commercialization of Far Right Youth Subculture in Germany,” which will be published later this year by Princeton University Press. Over the past several years, Dr. Miller Idriss has collected thousands of images from the far right youth subculture and conducted interviews in schools where extremism thrives. She argues “that far from being mere ‘subcultural style,’ commercialized extremist products can be a gateway to radicalization and violence by both helping to strengthen racist and nationalist identification and by acting as conduits of resistance to mainstream society.”

Is gender parity in education the same as gender equality? And what about gender equity? These terms have different meanings but are often conflated to mean the balance between the number of boys and girls attending school. This statistical measure of parity says nothing of gender equality or equity, and misses important issues of education quality. And yet gender parity is precisely the indicator used by many school systems, international assessments, and global development goals to judge an education system’s approach to gender. My guest today, Supriya Baily, argues that when the language of parity is used to discuss equity, we miss the large structural factors that actually hinder gender justice in education. In a new article, co-writen with Halla Holmarsdottir for the journal Gender and Education, she argues that gender equality is different from gender parity and that we must move beyond simplistic notions of access to really understand gender and education. Dr. Baily is an Associate Professor at George Mason University and the Associate Director for the Center for International Education.  Her research interests focus on gender, education and empowerment as well as higher education in India.

Tests are part and parcel of the schooling experience. If a child goes to school, then I’m sure he or she will, at some point in time, have to take a test. But the nature and purpose testing has changed and seen a rapid expansion in the past thirty years. Tests have become increasingly standardized and connected to high-stake outcomes. Moreover, standardized testing has become the main tool by which policymakers measure education quality. Standardized tests are both a national and international issue. The rise of international assessments, such as the Programme for International Student Assessment and the Progress in International Reading Literacy Study, have created a world in which governments at all levels rely on standardized testing. For students, testing — and the preparation for testing — has become commonplace. My guest today, Will Smith, calls the worldwide phenomenon of standardized assessment the “Global testing culture.” Will is a senior associate with RESULTS Educational Fund, where he is developing the Right to Education Index. He completed his PhD in Educational Theory and Policy and Comparative International Education at Pennsylvania State University and has worked both as a US public school teacher and a fellow at the Organization for Economic Co-Operation and Development. In his new edited collection, entitled, The Global Testing Culture shaping education policy, perceptions, and practice, which will be published this year by Symposium, Will argues that the reinforcing nature of a global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality.

Consider this opening paragraph to an article in University World News early this year: Many Asian countries have been setting ambitious goals to expand and improve their higher education sectors to respond to their growing aspirational middle class and as a result are on the way to catching up with and even overtaking the best higher education systems of the West. Indeed, the Institute of International Education’s latest report on global education research entitled “Asia: The next higher education superpower?” finds that the total number of universities and tertiary graduates in Asia outnumber those in North America and Europe. From the viewpoint of many Western policymakers and media elite, the rise of Asia in terms of education is understood both as an opportunity and source of anxiety. On the one hand, countries such as Australia view the rise of Asia as an opportunity to expand trade, increase student mobility, and grow research collaborations. On the other hand, as Asia becomes a dominate global education player, some Western governments — and universities — fear they will lose out to their Asian counterparts. How do we understand these mixed feelings? My guest today is Fazal Rizvi, Professor in Education at the University of Melbourne. He has a forthcoming book chapter in the Handbook of Global Education Policy, which will be published by Blackwell press in 2016, that uses a post-colonial analysis to understand Western discourses on the rise of Asia. Within these discourses, Rizvi finds an “us” versus “them” dichotomy that he connects to colonialism. The rise of Asia from this perspective “invokes conceptions of the Asian ‘others’ whose cultures must be understood, whose languages must be learnt, and with whom closer relationships must be developed – in order for us [the West] to realize our economic and strategic purposes” (Rizvi, 2013).

In the last few decades, higher education in Asia has seen rapid expansion of enrolment rates, institutional growth and change, an internationalization drive, and knowledge outputs that are comparable to many western universities. Nevertheless, the topic of Asian Higher education remains mostly understudied. The same can be said of Asian higher esducation research and its communities, which continue to be underrepresented in the international higher education literature. My guest today, Hugo Horta, is an assistant professor in the Faculty of Education at the University of Hong Kong. He has recently co-edited a special issue of the journal Higher Education Policy on higher education research in East Asia. Together with Jisun Jung and Akiyoshi Yonezawa, Hugo Horta’s special issue presents an understanding of the evolution of higher education research communities in China, Hong Kong, Japan, South Korea, and Taiwan. The country level studies distill the unique organization and evolution of national higher education research communities offering a window into the common and dissimilar challenges each country faces in constructing a higher education research community.

Policy borrowing is a major topic in field of comparative education. On the surface the idea is relatively simple: one group of policy makers borrow the ideas of other policy makers to improve a system of education. This usually is described as borrowing “best practices.” But the work of many comparative education researchers has shown that who borrows what policy and for what reason is much more complex. We cannot, as Michael Sadler warned in 1900, assume a picked flower in one part of the world will blossom in soil at home. My guest today, Rattanna Lao, dives head first into the debates on policy borrowing in her new book, A Critical Study of Thailand's Higher Education Reforms: The Culture of Borrowing, which was published earlier this year by Routledge. She argues that although the Thai state has always been an active borrower of western ideas, the perseverance of a 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. Rattana Lao received a doctorate in Comparative and International Education from Teachers College, Columbia University and is currently a lecturer at Pridi Banomyong International College, Thammasat University in Thailand.

In many parts of the world, students commonly attend and pay for private tutoring classes. Sometimes these extra classes are for remedial purposes, giving students additional help on content covered in mainstream school. Other times students use private tutoring to prepare for school examinations. The phenomenon of private tutoring is diverse around the world, and researchers commonly use the term “Shadow Education” to describe it. Tutoring is considered a shadow because it often mimics the curriculum of regular schooling – as the content of the curriculum changes in regular schooling, so it changes in the shadow; and as the regular school system expands or contracts, so does the shadow system My guest today is Mark Bray, UNESCO Chair Professor in Comparative Education at the University of Hong Kong, and Director of its Comparative Education Research Centre. He is also President-Elect of the US-based Comparative & International Education Society (CIES). And I should add, was my advisor during my doctoral studies. He moved to Hong Kong in1986, but from 2006 to 2010 took leave to work in Paris as Director of UNESCO’s International Institute for Educational Planning. He has written extensively on shadow education. His latest book, co-edited with Ora Kwo and Boris Jokić, is entitled “Researching private supplementary tutoring: methodological lessons from diverse cultures.” I speak with Mark about researching shadow education and then turn to the annual conference of CIES, which he is currently planning.

On November 17, the Globalization and Education SIG hosted a webinar on educational pritpviitization. The event was moderated by D. Brent Edwards Jr. and brought together three speakers:Christopher Lubienski (University of Illinois), Frank Adamson (Stanford University) and Tamasin Cave (SpinWatch). The hour-long webinar can be viewed here: https://www.youtube.com/watch?v=Y1-QEtL6iA0

Today’s topic is space in educational research. My guest is Marianne Larsen, an Associate Professor at the Faculty of Education, University of Western Ontario. Dr. Larsen’s recent research focuses on the overall processes and effects of the internationalization of higher education. She has been researching how internationalization policies are taken up ‘on-the-ground’, as well as the role of higher education leaders in advancing internationalization agendas. Building upon her work on advancing new spatial and mobilities theories in comparative education research, she is currently writing a book entitled Internationalization in Higher Education: New Spatial Theorizing. I speak with Dr. Larsen about how she and her colleague Jason Beech theorize the concept of educational space not as an object of study but as a set of relations between individuals and groups.

In many Caribbean countries, students are taught to be so-called “ideal Caribbean persons.” This phenomenon is of interest to some educational researchers because this discourse defines a Caribbean person instead of, say, a Jamaican person or a Haitian person. What this suggests is that a regional social imaginary has usurped the long held need by state governments to cultivate a national imaginary through public schools. So why has there been an increasing emphasis on regional level collaboration and reform initiatives in education that have resulted in or attempt to build regional social imaginaries? My guest today, Dr. Tavis Jules, an Assistant Professor of Cultural and Educational Policy Studies at Loyola University Chicago, argues that the the rise of the Caribbean educational policy space was driven by various regulations constructed by supranational organizations and institutions and then implemented at the national level. He studied this convergence by comparing the discourse in policy documents at the regional and national level. Tavis’ most recent book, Neither world polity nor local or national societies: Regionalization in the Global South – the Caribbean Community, was published by Peter Lang Press in 2012. Today I speak with Tavis about his latest article on the Caribbean Educational Policy Space, which was published in the November issue of the Comparative Education Review.

Lobbyists are paid to influence government officials. They often operate behind closed doors, hidden from public view. In the education sector, for-profit companies rely on the work of lobbyists to promote commercial interests in public policy, from privately operated public schools to the use of education technology inside classrooms. My guest today author, lobbyist, and activist, Tamasin Cave, shines a light on commercial lobbyists in Britain’s education sector. A director of SpinWatch and leader of the Alliance for Lobbying Transparency, Cave talks about her book, co-authored with Andy Rowell, entitled: A Quiet Word: Lobbying, Crony Capitalism and Broken Politics in Britain, which was published in 2014 by Random House. Cave reveals the techniques used by successful lobbyists and discusses the revolving door among government officials, corporate lobbyists, and media elite. She calls for transparency in lobbying and reveals how she thinks like a lobbyist.

How did vouchers and charter schools become key elements in the education reform agenda in the United States? My guest today, Professor of Education Policy at the University of Illinois, Chris Lubienski, speaks about the rise of policy orchestration among a network of private and non-profit actors and what this means for democratic decision making. His research shows how Philanthropic Foundations, such as the Gates and Walton Family Foundations, and think tanks, such as the Brookings Institute and RAND corporation, have come to promote a common agenda that has helped propel vouchers and charters into the national spotlight. Professor Lubienski explores the changing structures of educational policy making in the United States, and argues that the contracting out of policy making to actors such as Gates, Brookings, and RAND has resulted in the privatization of public policy making.

My guest today, educational researcher Dr. Frank Adamson, gives us a look at his new book: "Global Educational Reform: How Privatization and Public Investment influence Education Outcomes" (Routledge), which he co-edited with Bjorn Astrand and Linda Darling-Hammond. Frank is a Senior Policy and Research Analyst at the Stanford Center for Opportunity Policy in Education. His new book, due out in March of 2016, offers a comparative look at the education policies and outcomes in six countries - Chile, Cube, Sweden, Finland, Canada, and the United States. Frank and his co-editors selected these countries because collectively they span a range of education policy approaches – from neoliberal approaches that emphasize school vouchers to social democratic approaches that emphasize government’s responsibility for education.