Human Restoration Project

This summer, HRP is reading Pedagogies of Collapse: A Hopeful Education for the End of the World As We Know It, by Ginie Servant-Miklos, and we're inviting you to join us.  Visit humanrestorationproject.org/book-club [https://www.humanrestorationproject.org/book-club] to sign up for our summer book club, where we'll meet to discuss the ideas and implications of Pedagogies of Collapse and be joined by the author, for a Q&A on July 31. I'll include a link to the book in the show notes, which is available on Open Access through Bloomsbury. Hope to see you there! Spring Break has officially sprung for so many schools across the country. Whether you're a teacher, a parent, a student, or a combination of any of the above, we hope you have a well-deserved and restful break. We'll be taking a break this week too and be back on April 18th with a deep dive into Montessori education with an incredible team of Montessori educators, Andrew Faulstitch, Dr. Ayize Sabater, and Kelly Jonelis. Here's a quick preview, and see you back here in two weeks for the full episode. HRP Book Club Sign-Up: https://www.humanrestorationproject.org/book-club Read Pedagogies of Collapse for free through Open Access on Bloomsbury [https://www.bloomsburycollections.com/monograph?docid=b-9781350400528]

There's a quote from the great conservationist John Muir that goes, "When we try to pick out anything by itself, we find it hitched to everything else in the Universe." My guest today, Gary Stager, has been working in education since before I was born, and I turn 40 this summer, so the sense that you get talking to Gary about teaching and learning is that when you try to pick out anything by itself, you find it hitched to everything else in the universe. Gary has been prolific as an author and educator, and as the line in his official bio reads, "When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager." This work was the basis for Gary's doctoral dissertation in Science and Mathematics Education. He's worked across several continents, collaborated on a project that won a Grammy Award, and led seminars and taught students in Reggio Emilia, Italy. In this conversation, Gary shares the defining experiences of his education as a student and how those shaped his values as a teacher, we talk about today's pedagogical authoritarianism and its contrast to Reggio Emilia, his optimism about the reclaiming the role of technology in education, and, ultimately, reclaiming the art of teaching. If you've ever heard Gary speak you know he's a compelling storyteller, and I found myself in this conversation like a kid at storytime, awed at the wealth of energy, wisdom, and experience he brings to our collective endeavor. This could have easily been a 3 hour episode, and part of keeping the runtime down was editing out a lot of my active listening interjections to keep up the flow of Gary's stories.

Tomorrow, I'll be trading Iowa for a couple days in Los Angeles, where the HRP team will be presenting for the third year at LearningInspirEd's Student Power Summit. It's in LA this year in partnership with Homeboy Industries, the largest gang rehabilitation and re-entry program in the world. The founder, Father Greg Boyle, is quoted on the Homeboy homepage saying, "We imagine a world without prisons, and then we try to create that world,". And I'm really looking forward to meeting and talking with the people there to learn more about how Homeboy works. A bit of a facetious question that sticks in my head is, in the high-stakes data-driven world of schooling, what piece of content or curriculum did these guys miss that would've made the difference? And more seriously, what is it about the environment at Homeboy Industries that schools can learn from? I'll have more on that when I get back. But until we build that world wi thout prisons, there will need to be programs for incarcerated people and people in transition from prison to public life, too. That's where this conversation with Jennifer Berkshire came about. Of course you know Jennifer from her years of hosting the Have You Heard? Podcast with her co-host Jack Schneider, and their coauthored books The Wolf At The Schoolhouse Door and The Education Wars. But for the past couple of years, Jennifer has also been teaching journalism and education policy in the Boston College Prison Education Program at MCI-Shirley, a medium security prison for men in central Massachusetts. Recording isn't allowed in the prison facility, but in 2025 Jennifer spoke with some of the men in her program who had been released from MCI-Shirley and were finishing their degrees on the Boston College campus, and she gave me permission to use those clips here. As you can hear, the program was a life-changing experience for these men, and it's been life-changing for Jennifer too. This conversation with Jennifer was one of the most eye-opening I've had in a long time, and it's always such a pleasure to talk with her. I've included links to several pieces of media we talk about in this episode, podcasts and articles created by inmates, books written by prison educators, and more, so check out the show notes for those links as well. John Lennon - The Tragedy of True Crime [https://johnjlennon.net/] Ear Hustle [https://www.earhustlesq.com/]Podcast: "The daily realities of life inside prison shared by those living it, and stories from the outside, post-incarceration" Have You Heard #202 - College Inside, College Outside [https://soundcloud.com/haveyouheardpodcast/202-college-inside-college-outside?si=57e009dce6604793a1f7dfab4769b011&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing] Article - BC Prison Education Program Shatters Stigmas and Builds Better Futures [https://bcheights.com/217734/features/bc-prison-education-program-shatters-stigmas-and-builds-better-futures/] Article - In prison, I embraced the SEL skills I should have learned in grade school [https://www.chalkbeat.org/2025/05/12/in-prison-i-embraced-the-sel-skills-i-should-have-learned-in-grade-school/]

Whether it was during her nearly two decades as a middle school humanities teacher or as diversity coordinator or grade-level team leader, my guest today kept returning to the same question: why does school so often feel like the opposite of learning? Lauren Porosoff's answer isn't a new program or a new curriculum, instead she offers a holistic way of thinking about how systems are connected to outcomes. And Lauren joins me today to talk about compensatory programs: the wellness kits, the diversity posters, the one-off professional development workshops that schools layer one on top of the other to signal that they value belonging, creativity, or student wellbeing, without ever changing the underlying framework for how students and teachers actually spend their time. In this episode, we talk about why schools reach for these fixes, why they backfire, and why they may be especially vulnerable to attack precisely because they're so superficial. Lauren's website is theteachernerd.com [http://theteachernerd.com/], and her book (one of many!), Teach for Authentic Engagement, is available from ASCD. Jailbreak Your PD  [https://kappanonline.org/jailbreak-professional-development-pd-educators-porosoff/] The Trouble with Compensatory Programs [https://www.ascd.org/el/articles/the-trouble-with-compensatory-programs] The Grammar of Inclusive Instructional Design [https://www.ascd.org/el/articles/the-grammar-of-inclusive-instructional-design] Teach for Authentic Engagement [https://www.ascd.org/books/teach-for-authentic-engagement?variant=123045]

In a 2021 interview, Michael Sandel, author of the book The Tyranny of Merit argues that if merit can be understood as competence, a good thing to be clear, "The principle of meritocracy, simply put, says that if chances are equal, the winners deserve their winnings." But as we grapple with meritocracy, or systems built around the idea that those who get ahead are deserving, he says, "What makes merit a kind of tyranny is the way it attributes deservingness to the successful." How are we supposed to understand the great problems of our time: United States' incredible wealth and income disparities, child poverty, life expectancy gaps, infant mortality, student debt, or even incarceration rates through a lens of meritocracy? Sandel offers, "To rethink meritocracy requires, among other things, rethinking the mission and purpose of higher education." But what about education inequality and the construction of affluent white suburban public schools as "Good Schools", where the social and economic advantages of their proximity to wealth compound upward into higher property taxes, more funding, smaller class sizes, more course offerings, higher test scores and higher graduation rates? And that's a lens my guest today, Yong Zhao, Distinguished Professor of Educational Leadership & Policy Studies & Educational Psychology at the University of Kansas, wants to expand into redefining the purpose of K-12 education more broadly, from meritocracy to human interdependence. He's co-authored an open-access piece for the ECNU Review of Education by that name that you can search yourself or find in the show notes, and it's the focus of our conversation today. "[Meritocracy's] focus on ranking individuals according to flawed metrics fosters unhealthy competition, overlooks diverse human talents, fails to account for unequal starting points, and ultimately hundred both individual fulfillment AND societal progress," they write, "We propose an alternative framework, the Human Interdependence Paradigm, which….emphasizes cultivating unique individual greatness, realizing [it] through applying it to solve meaningful real world problems for others, [and] fostering a sense of purpose and mutual reliance. The Human Interdependence Paradigm [for education] aims to create learning environments that promote collaboration, social intelligence, and ultimately, a more equitable and flourishing society." You can email Prof. Zhao @ yongzhao.uo@gmail.com From Meritocracy to Human Interdependence: Redefining the Purpose of Education [https://journals.sagepub.com/doi/10.1177/20965311251351988] The Dark Side of Meritocracy, Noema Mag [https://www.noemamag.com/the-dark-side-of-meritocracy/]

"This is a book about my life, about admitting 'I was wrong,' and about how important it is to say it out loud," is how our guest today, Diane Ravitch, begins her 2025 memoir, An Education: How I Changed My Mind About Schools and Almost Everything Else. What follows is her incredible life's journey spanning nearly nine decades, from learning to write as a left-hander using a quill pen at her Texas public school to becoming one of the most influential leaders of the modern conservative American education reform movement. Having spent the first half of her professional life in education policy advocating for national standards, testing, and accountability reform alongside charter schools and so-called school choice programs; as a founder of Thomas B. Fordham Institute, Assistant Secretary of Education during the George HW Bush administration, and serving on the board of the National Assessment for Educational Progress or NAEP (the "gold standard" of achievement assessments), however, as the opening quote reveals, after seeing this vision of education reform in action, she very publicly changed her mind about all of it. ‍Diane has now spent the last 15 years vigorously challenging the same education reform movement she helped build. Co-founding the Network for Public Education, and writing several best-selling books critical of testing, corporate influence in education policy, and privatization. "We must have a more generous, contemporary vision of public schools and what they can be," she writes. "I will use whatever time I have to fight for the ideals I believe in, to love the people who mean the most to me, to do whatever I can to strengthen democracy in my beloved country, and to advance the common good." An Education: How I Changed My Mind About Schools and Almost Everything Else (Columbia University Press) [https://cup.columbia.edu/book/an-education/9780231563161/]

HRP is a nonpartisan 501(c)(3), and the views expressed by our guests are their own and do not constitute an endorsement. "Who's the most dangerous person in the world? Is it Chairman Kim, is it Xi Jinping?" The most dangerous person in the world is Randi Weingarten. It's not a close call." At least, that's what Mike Pompeo, the former CIA Director and former US Secretary of State, told a reporter in 2022. Three years later, Randi Weingarten's rebuttal takes the form of a book, Why Fascists Fear Teachers: Public Education and the Future of Democracy, in which the long-time President of the American Federation of Teachers, representing nearly 2 million members, mounts a defense of democracy, teachers, and our public schools, arguing that "Public schools are laboratories of civil society and, at their best, embody the multifaith, multiracial coexistence that is our nation's best future…Fascists fear teachers because education is essential to democracy." At its core are conjoined and fundamental questions I think we took for granted, until recently, as settled consensus in the United States of America: What is democracy? What is the role of public schools in a pluralistic democratic nation, and why are both worth keeping? To help us answer these questions and understand why fascists fear teachers is none other than AFT President, Randi Weingarten. Why Fascists Fear Teachers [https://www.aft.org/book] (AFT website)

If you've taught or attended a high school course in the last decade, you've probably watched a Crash Course video. Their dozens of playlists on topics from Biology and Environmental Science to Economics and World History hold hundreds of videos and have collected over 2 billion views. Maybe even just hearing the title conjured John Green's urgent cadence and the characteristic cartoon aesthetic in your mind, or the show's outro, if you couldn't hit the pause button fast enough, where John thanks the producer, the graphics team, and mentions, "The show is written by my high school history teacher, Raoul Meyer…" Today, Mister Meyer not only continues to teach, but earlier this year reached out to me about a new film project he's working on with his brother Luke, scheduled for 2026 release, tentatively titled THE TEACHERS PROJECT. It's described as "a compelling, character-driven journey into the lives of American educators as they navigate the intensifying culture war that has enveloped the nation's schools since 2020. As political battles over sanctioned ideas, books, and lesson plans range from national headlines to local school boards, the film reveals the devastating consequences of this chaos and conflict for teachers, students, communities, and the future of American education." And Raoul joins me to talk about Crash Course, the state of history teaching and the often untold stories of teachers wrestling with all of it. @mistermeyer on BlueSky [https://bsky.app/profile/mistermeyer.bsky.social]

How do you define creativity? Would you be able to spot creativity in the wild? What about creativity in the classroom? This endless human quest to define the seemingly undefinable, and somehow make it useful for educators, is what today's guests Tom Rendon and Zachary Stier set out to do, bringing together philosophy, neuroscience, and site visits, in a years-long collaboration that became Creativity in Young Children: What Science Tells Us and Our Hearts Know [https://www.redleafpress.org/Creativity-in-Young-Children-What-Science-Tells-Us-and-Our-Hearts-Know-P3101.aspx]. In this conversation, Tom and Zach help me understand the counterintuitive ways creativity shows up in the world, in the human condition, and how we can cultivate creativity and connection in the classroom.

Most of us probably experienced a homogenous version of literacy in our English classes: read a book, answer a few questions along the way, and compose an essay at the end about how we viewed a key theme. Rinse and repeat. And in our current age of high-stakes testing and high-stakes literacy, some kids are lucky to ever encounter a book at all; however, those same students are also surrounded by the narratives and themes of English class - in the messages they send and receive and the virtual communities they participate in, the media they consume and discuss with their friends, and in the video games they play. The goal of my guests today is to expand our vision of what that English class could be and induct students into something of an animistic perspective of literacy, as you heard from one guest in the opening: that the narratives and themes of English class are everywhere for those equipped to see them as such. Their Reader-Player Interactivity Framework [https://drive.google.com/file/d/13UPvHceKUbhSYlw_1AOfN0moTjacJnhm/view?usp=sharing]aims to give teachers and students the tools and confidence to do just that. Their paper, linked in the show notes, is a collaboration between Karis Jones, Brady Nash, Virginia Killian Lund, Scott Storm, Alex Corbitt, Beth Krone, and Trevor Aleo, of which Karis, Brady, Virginia, and Trevor joined me for this conversation. Article: The Reader-Player Interactivity Framework: How Do Readers Navigate Diverse Varieties of Narrative Texts? [https://drive.google.com/file/d/13UPvHceKUbhSYlw_1AOfN0moTjacJnhm/view?usp=sharing] Unsilencing Gratia [https://digthisbird.itch.io/unsilencing-gratia]: a tabletop RPG book designed to be an easy introduction to collaborative storytelling, usable in a classroom setting. We Know Something You Don't Know [https://virginialund.itch.io/we-know-something-you-dont-know]: a tabletop RPG that invites you into the lives of students making their way day-by-day through the education system. You can reach any of our guests by email: Trevor Aleo: aleotc@gmail.com [] Karis Jones: karis.michelle.jones@gmail.com [] Virginia Killian Lund: vkillianlund@uri.edu [] Brady Nash: bradylnash@gmail.com []

We're recording this episode the week the Iowa DOGE Task Force released their final 136 page report – you heard that right, that's the state-level version of the Department of Government Efficiency convened by our governor back in February, tasked with maximizing return on investment of Iowa taxpayer dollars. As you can imagine, among their recommendations are ideas from the Return on Taxpayer Investment Working Group about improving education results "aimed at delivering greater value for taxpayers." Fortunately for Iowans, this working group assembled a crack team of experienced education experts for the job, including the CEO of an ethanol plant, the former Chair of the Iowa Racing and Gaming Commission, and the chair of a civil engineering firm. Among their recommendations are to: "Establish a merit-based compensation framework –including a bonus structure, teacher professional development and incentives for those in high-need schools in order to improve student outcomes and financially reward high-performing teachers." Merit-pay is of course a tried, tested, and failed idea. But teacher salaries are just one thread in the complex tapestry of how states pay for public education and the ideological tug of war in our public debates over school funding – how we pay for buildings, pensions, special education, Title 1, school food programs…every cost that goes into making schooling work…or not. If the Iowa DOGE report and the policy agenda that will inevitably follow could be titled As Privatized as Possible – doubling down on outcome-based school funding and accountability measures and even recommending AI-based bus route optimization to "cut costs and improve service"...what's the alternative? My guest today asks, "What would it mean to democratize school resources? What would it mean to have truly public schools, down to the very means of resource creation and distribution that fuels them…what will it take to make school as public as possible." It's also the title of his upcoming book, As Public as Possible: Radical Finance for America's Public Schools out this December. You can preorder it now from The New Press. David Backer is the author. He's an associate professor of education policy at Seton Hall University whose research, teaching, and organizing focus on ideology and school finance. A former high school teacher, his research has appeared in a half dozen scholarly journals like the Harvard Education Review  as well as popular venues like The American Prospect and Jacobin. And you can find him on social media @schooldaves. As Public As Possible (The New Press) [https://thenewpress.org/books/as-public-as-possible/?v=eb65bcceaa5f] @SchoolDaves TikTok [https://www.tiktok.com/@schooldaves]

When I sat down with James Mannion to talk about the educational polycrisis back in July, his long-time colleague, friend, and collaborator Kate McAllister was right there by his side. After the recording, Kate & I spent a long time catching up about her work and its intersection with our own, and we immediately vowed to remember to hit record the next time we chatted. Kate McAllister is both a co-founder of The Human Hive and the founder of The Hive in Cabrera, a school for ChangeMakers in the Dominican Republic, where she joined me from for this conversation. Kate has over 20 years' teaching experience and has spent much of that time training and developing teachers and educators all over the world. She is a passionate educator, published author, fellow of the Chartered College of Teachers and The RSA. The Hive, founded back in 2020, is Kate's answer to the question "what if?" What if learning could be different? What if we did education with not for others? What if we can become more self-determined in our learning? What if education can help regenerate the planet? And as you'll hear in this episode, Kate's personal and educational journey is a remarkable reflection of her dedication to the fully human messiness of growing and learning in community with others. The Human Hive [https://www.thehumanhive.org/]

Today's episode is Dr. Sarah Fine's keynote, the Quest for Authenticity: Lessons in Powerful Learning from the Fringes, from our Conference to Restore Humanity back in July of this year. As Dr. Fine argues, the limits of our grammar of schooling and the metaphors we use to think about teaching and learning are constraining, but there is nothing inevitable or inherent about them. This is the throughline in her observation of co-constructed and collaborative humanized learning spaces, where inevitability gives way to possibility predominates. Not only is it possible to change the grammar of schooling, but that humanizing grammar already exists within even the most traditionally structured school, Sarah argues, in electives, clubs, and extracurriculars, in the periphery. These spaces, she points out, offer "the hallmarks of a learner-centered system: trust, safety, & authentic care, where learners and educators codesign coursework." As Sarah and her co-author Jal Mehta urge in their 2019 book, In Search of Deeper Learning, "We need to change student learning, so we need to change schools, so we need to change systems." Video version on the Human Restoration Project YouTube channel [https://www.youtube.com/watch?v=Z3YUbFh5y3k] Q&A w/ Dr. Sarah Fine [https://www.youtube.com/watch?v=rSsfx0Xoje4]

The reach and impact of our food systems – that is, the complex, interconnected, and globalized web of institutions, resources, and processes that bring food from the farm, to the table, and into the waste stream – is universal: every single one of us has either worked in ourselves, or known people who work growing, raising, producing, processing, packing, transporting, preparing, or serving the food we all eat. In the food we consume, we become connected to the conditions, the labor, and the people of the food system that produces it. Fully 1 in 10 American workers, over 17 million people, work in paid frontline food system jobs. And millions more work at home to plan, shop, prepare, and in many households, grow the food their children and families eat. There are massive implications for schools as well, as they participate in the food system directly to bring literally billions of meals to children each year, and as labor in the food system impacts the families, children, and communities our schools serve. My guests today are Laura-Anne Minkoff-Zern and Teresa M. Mares, associate professors and co-authors of Will Work for Food: Labor Across the Food Chain, available from University of California Press in September. Their book captures the grim realities faced by food workers alongside the opportunities for solidarity at every point in the system while amplifying the successes and challenges faced by movements to make food work, good work. "As long as people are suffering to get food to our plates," they write, "we need to center food workers in any vision for a just food system." Will Work for Food book from UC Press [https://www.ucpress.edu/books/will-work-for-food/paper]

Please note that Human Restoration Project is a 501(c)3 nonprofit organization and that this interview is not an endorsement of Morales as a candidate for office. Before Howie Morales became Lieutenant Governor of New Mexico, before he was ever a state senator, he was a teacher and a state-championship winning baseball coach in rural New Mexico. He also holds a Master's in bilingual education and a doctorate in curriculum and instruction. So it'd be difficult, it seems, to understand what he's accomplished in those elected positions except through the lens of his experience in the classroom. And he joins me to talk about that experience, how it informs his work and achievements in office, and the challenges New Mexico public school students, families, and teachers still face.

In the opening pages of my guest's book, she recounts a colleague's bumpy plane ride that provided the insight for the title of the book, Taming the Turbulence in Educational Leadership: "We are facing turmoil in education, and the job of good leaders is to 'tame the turbulence'...educators have been caught in this turbulence; it permeates our profession and we haven't been able to get above it. As a result, it is the role of leaders to help teachers see how even small, simple shifts can change a child's experience of school." Rooted in real-world stories, Taming the Turbulence offers solidarity and actionable strategies to education leaders committed to centering the needs of all learners in increasingly polarized societies. And the author, Jennifer D. Klein, is an experienced educator and advocate for student-centered, experiential learning as a catalyst for positive social change. With two-decades of classroom teaching across a number of diverse international settings, as a teacher in Costa Rica and a school leader in Colombia, she now focuses on inspiring and training educators worldwide, working with groups like  What School Could Be, The Institution for International Education, and The Buck Institute. Her previous books include The Global Education Guidebook: Humanizing K–12 Classrooms Worldwide Through Equitable Partnerships and The Landscape Model of Learning: Designing Student-Centered Experiences for Cognitive and Cultural Inclusion, coauthored with Kapono Ciotti, who we spoke with about that work back in episode 159. You can connect with Jennifer at principledlearning.org [https://zencastr.com/preview/episode/68b24e6c1a00b16b37940368] Taming the Turbulence in Educational Leadership [https://www.corwin.com/books/taming-turbulence-ed-leadership-291724?srsltid=AfmBOoq4usON1WKOyXwtu3I2q_R74lFG6ZdTSQr5EV_PLn6doOGXRCf3#main-content] from Corwin

"Any assessment of the potential of AI to contribute to education must begin with an accurate understanding of the nature of the outputs of AI," my guests today write, "The most important reason to resist the use of AI in universities if that its outputs are fundamentally bullshit – indeed, strictly speaking, they are meaningless bullshit." That particular term of art may appear to be attention-seeking or dismissive of the issue of AI entirely, but it's actually the root of a much deeper philosophical critique, like the late anthropologist David Graeber's notion of "bullshit jobs", but leveled at Generative AI and the way it distorts the purpose and function of teaching, learning, and education itself. My guests today are Robert Sparrow and Gene Flenady, professor and lecturer, respectively, in philosophy at Monash University in Melbourne, Australia, where they join me from, and they are collaborators on two recent articles: Bullshit universities: the future of automated education and Cut the bullshit: why Generative AI systems are neither collaborators nor tutors. As a heads up, we're gonna be saying bullshit a LOT, sometimes in an academic context, sometimes not so much. Bullshit universities: the future of automated education [https://link.springer.com/article/10.1007/s00146-025-02340-8] Cut the bullshit: why GenAI systems are neither collaborators nor tutors [https://www.tandfonline.com/doi/abs/10.1080/13562517.2025.2497263]

Back in December 2024, I got an email from Tom Rademacher raving about an upcoming book from a teacher who is now a licensed counselor that read, "The thing that hooked me when I read it the first time was a whole part on teachers recognizing their own triggers to their anger and stress and learning to understand and adapt to them... but the whole thing is gorgeous." The author was of course my guest today, Maria Munro-Schuster, and the book, which is now in print, is The Empathetic Classroom: How A Mental Health Mindset Supports Your Students – And You, which the HRP team was more than thrilled to contribute the forward: "The Empathetic Classroom provides therapeutic self-reflection activities and prompts for educators and colleagues, the psychological theories underpinning them, guidance for applying them with students, and scalable activities for classroom implementation. Maria Munro-Schuster's call to consider the mundane over measurement is essential in improving the current state of education. This proactive approach acknowledges that we are all learners and that all of humanity has something to gain from this mission. We can create school climates that are no longer so arid that a single spark or gust of wind sets everything ablaze. If we can do this we may find that the fires are more manageable and less frequent." Order: The Empathetic Classroom (Teacher Created Materials) [https://www.teachercreatedmaterials.com/products/the-empathetic-classroom-how-a-mental-health-mindset-supports-your-students-and-you-ebook-153688?srsltid=AfmBOor8uINrWPYrLI-3jK0tycK66qsuvi_zbUgRls-y7W-Af6hyh4JJ]

"The problems we face are not the fault of any single individual or organisation. They are often the by-product of good intentions. And yet, alongside children and young people and their parents and carers, it's educators who are most exposed to these pressures – who confront them every day, and try to make it all work regardless," writes today's guest in a piece from May titled Confronting the educational polycrisis. Joining us from Brighton, UK Dr James Mannion is a keynote speaker, teacher trainer, researcher, consultant and author with a passion for educational and political reform. He is the co-founder and Director of Rethinking Education, a teacher training organisation specialising in implementation and improvement science, self-regulated learning and practitioner inquiry. A former teacher of 12 years, James has an MA in person-centred education from the University of Sussex and a PhD in self-regulated learning from the University of Cambridge. He is also the host of the popular Rethinking Education podcast, of which I have been a huge fan for a long time. In fact, HRP contributed the very first video essay we ever made to a virtual arm of James's Rethinking Education Conference back in 2022. This conversation crossover has certainly been a long time coming! "We have multiple crises on our hands," James writes, "They interact and have become entangled. This makes them difficult to resolve - but resolve them we must." And my hope today is that even if we can't untangle the polycrisis today, we can at least get a better grasp and perhaps loosen their hold on our education systems. https://drjamesmannion.substack.com/ https://makingchangestick.substack.com/ https://www.educationpa.org/ https://wssnow.org/ https://www.ucyottawa.com/invitation-to-the-rcen-book-club/

"We are a community affair. We're Autistic, ADHD, OCD, PTSD, Tourettes, schizophrenic, bipolar, apraxic, dyslexic, dyspraxic, dyscalculic, non-speaking, and more. We've collectively experienced rare diseases, organ transplants, various cancers, many surgeries and therapies, and lots of ableism and SpEd. We've experienced #MedicalAbleism, #MedicalMisogyny, #MedicalRacism, #MedicalTrauma, and #MedicalGaslighting. We understand chronic pain, chronic illness, and the #NEISvoid "No End In Sight Void". We know what it's like to be disabled and different in our systems. We know what it is like to live with barriers and what it means to not fit in and have to forge our own community. Disabled and neurodivergent people are always edge cases, and edge cases are stress cases. We can help you design for the edges, because we live at the edges. We are the canaries. We are "the fish that must fight the current to swim upstream." And that's just the opening statement on Stimpunks.org [http://stimpunks.org/]. Stimpunks has been among HRP's closest allies over the years, and I am so grateful to be joined by an amazing cross section of Stimpunks today -- Ryan Boren, Chelsea Adams, Norah Hobbs, and Helen Edgar, who also runs Autistic Realms – to speak to their roll your own, DIY, Mutual Aid and Human-Centered Learning for Neurodivergent and Disabled People. Chelsea had to step away during recording so you'll hear her voice just in the first half. This episode was a long time coming, and I hope you enjoy it. You can connect with Stimpunks and find all of the resources mentioned in this episode at Stimpunks.org [http://stimpunks.org/]. Mentioned in this episode: Stimpunks Website [https://stimpunks.org/] Community Discord [https://stimpunks.org/community/join/] Mutual-Aid [https://stimpunks.org/aid/grant/] Map of Monotropic Experiences [https://stimpunks.org/2024/10/21/map-of-monotropic-experiences/] The Five Neurodivergent Love Languages/Locutions [https://stimpunks.org/2022/01/22/the-five-neurodivergent-love-languages-2/] 10 Obstacles to Neurodiversity Affirming Practice [https://stimpunks.org/2024/07/29/10-obstacles-to-neurodiversity-affirming-practice/]