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This is a recording of our Teacher Powered Schools Virtual Conference 2020 presentation: Sharing Power with Students: Reframing Systems Toward a Liberatory Pedagogy. This session dives into why reform doesn't work, how teachers can use collective action to change systems, and what really, is the point of us working against inhumane structures if not much is actually changing?RESOURCESOne Teacher Can't Save the World by Nick Covington and Chris McNuttFURTHER LISTENINGIntroduction: Human Restoration ProjectSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today, Chris and I (Nick) are joined by John Hale, whose biography you will hear at the beginning of the interview. John was recently the guest of a Soho Forum debate on the topic of pandemic pods, which you heard excerpts of at the beginning of this episode and confined in its entirety on YouTube.Since the Human Restoration Project has primarily been focused on pedagogy and changing the structures of school, I wanted to have John on to talk more about the history and ramifications of education policy and help us unpack what's really going on in our current conversations about pandemic pods, voucher programs and the recently announced Bezos Academy. How can we simultaneously acknowledge that schools need to change while being critical advocates for the need for public institutions and employee unions? How have market oriented takes on so-called school choice actually subverted the original intent of independent and charter schools? It's a really interesting conversation and it was great to talk to John. I'm sure we'll have him on again to talk education policy, history and organization in the future.GUESTSDr. Joe Hale, professor of educational policy, organization, and leadership at the University of Illinois, Urban-Champaign, and author of the forthcoming book, "The Choice We Face" (working title)RESOURCESJeff Bezos is opening a tuition-free preschool for underserved children (CNN)Savage Inequalities by Jonathan KozolSmall Schools and Choice Revisited by Deborah MeierFURTHER LISTENINGAre ‘Pandemic Pods’ a Symptom of the Public School Monopoly? A Soho Forum Debate (YouTube)Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today we're joined by Dr. Erin Lynn Raab. Erin is the Co-founder of REENVISIONED, a movement to redefine the purpose of school.
  REENVISIONED aims to change the conversation of school away from standards, norms, and improving the status quo, toward human flourishing, community, democracy, and collective liberation. Erin and her co-founder, Nicole Hensel, both graduates of the Stanford Graduate School of Education, aim to collect 10,000 stories of students, teachers, and community members to develop a shared vision of what school could, and should be.
The organization works with schools and individuals to catalyze new conversations and create new visions.  They provide a tried and true process for opening space for truly eye-opening conversations between young people, educators, and other adults in their community about what we all really want out of our education system and for our live. You can read some of these interviews at REENVISIONED.org.In our conversation together, Erin talks about systems-based thinking and transforming the system, rather than upholding the status quo. It's a deep, complex discussion centering on history, psychology, and more. I hope you enjoy!GUESTSDr. Erin Lynn Raab, who earned her Ph.D. in Education from Stanford University, where her scholarship pertained to the question of how we can transform education systems so they foster individual flourishing and thriving democracy, and is the co-founder of REENVISIONED.RESOURCESREENVISIONED: Hundreds of interviews on the purpose of school, with free resources and activities to help facilitate these conversations by yourself or with classes.“Why School?": A Systems Perspective on Creating Schooling for Individual Flourishing and a Thriving Democratic Society” - Dr. Raab’s Ph.D. DissertationThe End of Policing by Alex Vitale (referenced)Shorter, broad audience pieces by Erin:If We Want a More Just, Equitable Society We Have to Re-envision School. Here’s how to start. Designing School for Human Flourishing & Thriving Democracy   The Four Purposes of SchoolingFURTHER LISTENING43: The Good Life feat. Steven Gumbay, REENVISIONED, The Future Project, Anne Connolly, Richard Loeper-Viti, & Gamal SherifSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today we're talking about ungrading with the EdTech tool, Floop, short for feedback loop, found over at FloopEdu.com. Now, we don't normally talk about specific tools and strategies at HRP - we get into the theory and pedagogy of progressive systems...but the most common question we're asked is: okay well, is it even possible to do any of these things? It seems like a ton of work and it'll be overwhelming, and everyone is against me!Well, one potential solution is Floop! In summary, Floop allows you to easily provide feedback to your students. You create dropboxes on the platform, students upload their assignments, and then you are given audio and text-based tools to comment on what they've done. You can assign feedback visually, through comment banks, see growth over past revisions, and you can see if students have read what you've said. I personally love that Floop is committed to ungrading - and you don't need to enter in any grade whatsoever. The company actively promote practices to distance ourselves from grades altogether.I, myself, started using Floop this year and I'm excited to share it. I think it's a great example of an ed tech company using their tools for actual education as opposed to maintaining the status quo, and it's affordable and ethical as you'll soon find out.Finally, this episode is not sponsored in any way, I'm just excited about it. Christine offered our listeners 20% off their first year - putting the platform at roughly $67. Just use code "RESTORE20" before October 31st, 2020.GUESTSChristine Witcher, a current middle school STEM educator and co-founder of Floop, founded in 2017.RESOURCESStudy: LMS, Grading, and CommentsPD on Feedback-Driven LearningThe Floop CurriculumFURTHER LISTENINGTeach Better Podcast: 94: A Two-Way Conversation – Christine Witcher chats with us about the importance of feedback, and how to make sure our students are emotionally ready for it, and prepared to learn from it. Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today we are joined by Evan Whitehead, a veteran educator who is the director of special services at a K-8 school in Illinois. Evan has served in a variety of roles, from crisis and behavior interventionist to Latino parent outreach coordinator to Title 1 director. Further, Evan actively presents on reaching at-risk youth, leadership, and self-care for everyone in education, and is a national consultant for the Aha! Process.We discuss how educators can best prepare for self-care, especially now within remote and hybrid contexts. Further, we focus on conversation on two themes: 1) how can we build systems (e.g. breaks, SEL check-ins) to ensure teachers are supported by administration, and 2) how can we ensure that toxic positivity doesn’t ignore equity and social justice in the “name of” self-care?Transcript available here.GUESTSEvan Whitehead, a leader in social-emotional learning, leadership, and self-care, and director of special services at a K-8 school.RESOURCESHow Self-Compassion Can Help Prevent Teacher BurnoutDena Simmons: Without Context, Social-Emotional Learning Can BackfireFURTHER LISTENINGThe Innovator’s Mindset: Balance, Boundaries, and Breaks (YouTube)Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

In this podcast, Nick Covington (of HRP) and I, Chris, discuss the "return to learn” plans of school and what we must think about as we reopen. We call upon other educators to hear their thoughts, including Dr. Jessica Zeller, Rachel Lawrence, Shane MacLeod, and an anonymous caller.Three key themes emerge in our conversation:We need to recognize that asynchronous learning is just as valid, if not more valid, than synchronous learning in both content knowledge and equitable practice.Our conversation of “reimagining education” has been replaced with maintaining control. Teachers must push back to change the status quo.Teachers are facing massive cognitive dissonance of wanting to return to the classroom and help students, while simultaneously recognizing the safety and logistical concerns of the situation.Also, we experimented with a new recording set up so I apologize for the decrease in quality…always attempting to do better!Show NotesDeath and Teaching, COVID-19 by Chris McNuttReferenced Rubric (@k_shelton)Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

This is an audio version of our Summit on August 1st, 2020. Here's the video!Inspire Citizens is an innovative organization focusing on active, informed civics through social justice, sustainable development, collective well-being, SEL, and ethical media literacy. Out of the Blocks is an NPR program focused on capturing the sounds on the street of Baltimore, formed on the idea of interviewing every single person on a given block. And Evan Whitehead is a school leader and educator of over 20 years with a focus on social-emotional well-being.Check out this podcast between Inspire Citizens and Out of the Blocks on how this work can involve students.Further, this Padlet has a huge collection of ideas shared today. Further, check out our write-up on writing.humanrestorationproject.org.Our Summit focused on endorsing student voice through activism in a hybrid/virtual setting. How can we help students become involved in their community when it's difficult or impossible to actually walk around the community? How can we use technology (e.g. podcasts, photography, interviews) to help connect others? How can we promote social justice when it's difficult to build interpersonal connections?Look out for future Summits via Human Restoration Project’s website and social media.Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Let’s put this into perspective: the United States is planning on the mass reopening of schools when COVID-19 has still not ended its first wave. Millions of people have been diagnosed, and the CDC has issued little concrete guidance on how schools will actually reopen next month. The US Secretary of Education, Betsy DeVos, has essentially ignored questioning of even the notion of remote learning and does not believe that this is a serious issue that will effect children (flat out refusing to acknowledge the adults in the room too.)This podcast addresses the anxiety and real chance of death due to COVID-19 in the classroom. It calls upon teachers to organize and demand remote learning. Let’s face it, there’s two options:1) We go back to school, cases increase, and more students, teachers, and faculty members die. This isn’t a hypothesis. There are ample facts presented in this podcast on why this is the case.2) Teachers stand up to districts, using their extreme leverage during the pandemic, to stay remote and minimize destruction.I encourage you to listen in. - ChrisShow NotesParent Letter Template - We Demand Safe Schools!“There Will Be No Teachers Left”School Virtual/Hybrid Reopening Demand Template Letter (Florida)Citationshttps://www.youtube.com/watch?v=6b8Kg_a4Omohttps://www.cdc.gov/covid-data-tracker/#caseshttps://coronavirus.jhu.edu/map.htmlhttps://www.nytimes.com/interactive/2020/us/coronavirus-us-cases.htmlhttps://www.nytimes.com/2020/03/22/health/coronavirus-restrictions-us.htmlhttps://www.advisory.com/daily-briefing/2020/05/26/children-transmissionhttps://www.businessinsider.com/how-coronavirus-travel-through-air-droplets-aerosols-2020-3https://www.cnn.com/2020/07/12/us/arizona-teachers-coronavirus/index.htmlhttps://www.cnn.com/2020/07/11/politics/cdc-documents-warn-high-risk-schools-reopening/index.htmlhttps://www.npr.org/sections/coronavirus-live-updates/2020/07/10/889848834/nations-pediatricians-walk-back-support-for-in-person-schoolhttps://www.wral.com/coronavirus/concerns-mount-in-chapel-hill-over-prospect-of-students-returning-to-unc-amid-pandemic/19183462/https://www.bloomberg.com/news/articles/2020-07-13/covid-19-reinvades-u-s-states-that-already-beat-it-back-once?srnd=premiumhttps://www.nbcnews.com/news/world/israel-battles-new-wave-coronavirus-infections-after-reopening-n1233139https://www.cnn.com/2020/05/29/asia/south-korea-coronavirus-shuts-down-again-intl/index.htmlhttps://www.scmp.com/news/hong-kong/health-environment/article/3092174/coronavirus-third-wave-fears-escalate-hong-konghttps://www.reuters.com/article/us-health-coronavirus-hongkong/hong-kong-tightens-social-distancing-again-as-coronavirus-cases-rise-idUSKCN24E1L5https://www.npr.org/sections/goatsandsoda/2020/07/10/889376184/photos-how-hong-kong-reopened-schools-and-why-it-closed-them-againhttps://www.youtube.com/watch?v=5JSGOO6GiI8https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.htmlhttps://www.cnn.com/2020/07/13/us/teachers-covid-19-return-school/index.htmlhttps://fortune.com/2020/05/28/us-unemployment-rate-numbers-claims-this-week-total-job-losses-may-28-2020-benefits-claims-job-losses/This podcast is adapted from an article recently published by HRP.Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Our podcast today features Dr. Astrid Poorthuis, an assistant professor at the developmental psychology program at Utrecht University, Netherlands, whose work focuses on performance, school, and its relationship to social/emotional learning. Dr. Poorthuis has researched and published a variety of works concerning grades, student/teacher emotional well-being, student/teacher relationships, and peer relationships.Dr. Poorthuis and I talk about her research and its applications for the classroom, notably how ungrading and its benefits of engagement, well-being, and participation are backed by substantial amounts of research - referencing a variety of studies. It's incredibly interesting how universal these results are and the commonalities that US and Netherlands schools share. Attached in the show notes are the studies that Dr. Poorthuis has been involved with, as well as recommendations she makes during this episode.GUESTSDr. Astrid Poorthuis, a leader in researching practices that demonstrate the importance and implementation of practices that bolster student social and emotional well-being, who serves as an assistant professor in the developmental psychology program at Utrecht University, NetherlandsRESOURCESDo grades shape students' school engagement? The psychological consequences of report card grades at the beginning of secondary schoolSee me through my eyes: Adolescent–parent agreement in personality predicts later self-esteem developmentDashed Hopes, Dashed Selves? A Sociometer Perspective on Self-esteem Change Across the Transition to Secondary SchoolThe Role of School in Adolescents’ Identity Development. A Literature ReviewKlapp: Does grading affect educational attainment? A longitudinal studyKoenka et. al.: A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedbackFURTHER LISTENING28: Restoring Humanity: Gradeless Learning54: Making the Switch to Ungrading (feat. Abigail French, Dr. Susan Blum, and Dr. Laura Gibbs)Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Our podcast today features Dr. Connie Wun, the founder and director of Transformative Research: An Institute for Social Transformation and AAPI Women Lead. Connie is an educator, activist, and researcher whose work centers on race and gender equity, community-centered research, women's empowerment, school discipline and punishment, and anti-Blackness in education. Connie and I talk about school and its relation to the carceral network, or how school is intertwined in producing delinquency, inequity, and power structures in the United States. Our discussion talks not only about the issues facing US schools, but how we can utilize the "winds of change" of the Black Lives Matter movement, as well as the COVID crisis, to revolutionize the education system to best serve Students of Color and marginalized students.Briefly, to provide some context to the carceral network and schools - we're referring to not only the "school to prison pipeline", but the commonplace day-to-day discrimination that Students of Color face, including but not limited to a white-centric curriculum, dress codes, the tardy system, and racial stereotyping/discrimination (for example, sending a student out of class for "laughing too loud" or "chewing gum", which effectively hurts a students' education as well as simply their humanity.)Dr. Connie Wun provides an incredibly clear overview to the carceral state and continuum between schooling and carceral pedagogies.GUESTSDr. Connie Wun, researcher, speaker, and educator, and founder/director of Transformative Research: An Institute for Social Transformation and co-founder/director of AAPI Women Lead.RESOURCES#ImReady Solidarity Work (AAPI Women Lead)The Abusable Past: A Reading List on Policing, Rebellion, and the Criminalization of BlacknessAsian American Justice ToolkitTransformHarm Resource HubTruthout.org: We Are Witnessing an Uprising Against a World Built on Anti-Blackness by Dr. Connie WunTeachers for Social JusticeEducation for Liberation NetworkTeaching Tolerance Black Lives Matter ResourcesMovement for Black LivesBlack Visions CollectiveFURTHER LISTENINGBeyond the School to Prison Pipeline by Dr. Connie WunThe Tao of Self-Confidence: 712: You Are Gifted With Dr. Connie WunSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

What is Human Restoration Project?This introductory podcast provides an overview to our organization, what we do, and the goals of progressive education. Listen in to learn about the pedagogy and join the cause!ResourcesI use evidence to inform my teaching. by Chris McNuttAt a Crossroads of Anti-Authoritarianism: Dismissing Far-Right School Advocates by Chris McNuttHuman Restoration Project's research pageSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today I'm joined by Marie Bigham, founder and co-leader of ACCEPT Group, or Admissions Community Cultivating Equity & Peace Today. Marie has spent over 20 years in college admissions, most recently at an independent school in New Orleans, and serves full-time as ACCEPT Group's leader. ACCEPT coordinates support for equitable college admissions, such as staging walkouts and organizing like-minded voices for change.In this podcast, Marie and I discuss the actions we can take to radicalize the college admissions process in an era of uncertainty. The horrific actions of the past few months, from the growth of a global pandemic to yet another murder of a person of color by the police, George Floyd, has led way to some glimmers of hope in organizing, protest, and growth as a society. What actions can K-college educators take to build an equitable higher education experience, when revolution seems more and more tangible?GUESTSMarie Bigham, former college admissions counselor and co-leader and founder of the ACCEPT Group (Admissions Community Cultivating Equity & Peace Today.)RESOURCESACCEPT Group (Website)ACCEPT Group (Facebook)ACCEPT Group (Twitter)DEFINING ACCESS: How Test-Optional Works"We are witnessing America as a failed social experiment" - Dr Cornell West Full CNN SegmentThe Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students by Anthony Abraham JackFURTHER LISTENING (UPCOMING)ACCEPT Group Chat SessionsSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

In December, for our last Summit of 2019, we framed our discussion around 2019 Victories, 2020 Goals, and resources to help us grow as a community of educators. Not having any idea that 2020 was going to laugh at those plans, light them on fire, and launch them from a slingshot off the tallest mountain, we're ending May, and the 2019-2020 school year on a different note. QuestionsDelete: What about this new reality would you leave behind? Why? Recycle: What would you like to see carried forward into 2021 and beyond?Crowd Source: Is it possible to make these systems & strategies work better? How do we get there together?Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Hello, podcast listener!You may have noticed that your podcast feed for Things Fall Apart looks a little different. We're relabelled our podcast to the name of organization, Human Restoration Project, and are including all of HRP's podcasts under one banner. Listen to this brief update to find out more!Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today I am joined by Dr. William Ayers, a retired education professor at the University of Chicago whose work is rooted in progressive ideology. Ayers was heavily involved in the free school movement in the 1960s, and his work reflects a focus on democratic schooling and building a more free society. Ayers is a prolific author, including writing On the Side of the Child: Summerhill Revisited, Teaching Toward Freedom: Moral Commitment and Ethical Action in the Classroom, To Teach: The Journey of a Teacher, and the recently released "You Can't Fire the Bad Ones!": And 18 Other Myths about Teachers, Teachers Unions, and Public Education.In this podcast, Ayers and I talk about the opportunity that COVID-19 provides teachers to throw out standardized testing and build a better system. We discuss the College Board, the connection between testing and the financial industry, how testing impacts the culture of a school, and what a classroom without these tests could mean.GUESTSDr. William Ayers, professor of education at the University of Chicago, elementary education expert, education reform activist, author, and researcher.RESOURCES“You Can’t Fire the Bad Ones!”: And 18 Other Myths about Teachers, Teachers Unions, and Public Education by William Ayers, Crystal Laura, and Rick AyersBill Ayers’ WebsiteFURTHER LISTENINGBill Ayers | Teaching And Organizing for Social Justice | University of Oregon LectureHeadline: Author Bill Ayers on the Eighteen Myths of Public EducationSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today I am joined by Dr. Etta Kralovec, a professor of education at The University of Arizona, who focuses on context, research gathering, and teacher preparation, specifically with a focus on US/Mexico border communities. Dr. Kralovec is a widely accomplished author and researcher, with works such as The End of Homework and Schools That Do Too Much, a Fulbright Scholar, school leader and founder, and international expert.In this podcast, we talk about the practice of teacher action research, where educators perform qualitative studies of what they're doing - essentially to figure out if it works. As you'll soon hear, the power of teacher action research lies in the process of reflecting and analyzing the information. Further, teacher action research is the cornerstone of Human Restoration Project's upcoming microcredentialing program.GUESTSDr. Etta Kralovec, professor of education at The University of Arizona, author, researcher, Fulbright Scholar, and expert on teacher action research with a specific focus on US/Mexico border communities.RESOURCESYouTube: Overview of Dr. Kralovec’s recent workSchools That Do Too Much by Etta KralovecHRP Book Review: The End of Homework by Etta Kralovec and John Buell*Dr. Kralovec has graciously provided her author email, endhomework@gmail.com - to answer any questions about teacher action research and how it can work for you!FURTHER LISTENINGTeacher’s Aid: Homework? Really? That’s So 1950sHigh Tech High Unboxed: Continuous Improvement: Teacher InductionSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today I am joined by Dr. sj Miller, an associate professor of teacher education at Sante Fe Community College. sj is an expert on social justice and challenges the gender and gender identity binary (e.g. trans*+, gender dynamic/fluid youth.) sj is an award-winning and well-published author, including writing for The International Journal of Transgenderism, International Journal of Critical Pedagogy, and the Teachers College Record. You can view sj's speech on gender identities and young people via TEDMED.In this podcast, we talk about how schools can best serve nonconforming gender identities, how classrooms can be liberated for social justice, and the mistakes we make in professional development and addressing the complex topic of gender in schools.GUESTSDr. sj Miller, associate professor of teacher education, expert on gender identity justice and social justice, and published author/researcher.RESOURCESsj Miller’s recently published book, about Gender Identity Justice in Schools and Communitiessj Miller’s websitesj Miller’s TEDMED talk: “Why gender identity justice matters for everyone”FURTHER LISTENINGEngendering Communication - Episode 42 - The Oxford CommentDocumentary: Gender | The Space BetweenSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Interested in using this opportunity for professional development credit? See our template for administrators. Consider running this event past your administrative team prior to completing.In this interactive professional development session, we will talk about how teachers can create their own public, private, and charter schools through the Teacher Powered Schools organizational structure. We are joined by three amazing guests:Amy Junge, Director of the Teacher Powered Schools initiative, co-author and researcher of Trusting Teachers with School Success: What Happens When Teachers Call the Shots with Kim Farris-Berg and Ed Dirkswager.Liz Seubert, a co-founding teacher at Wildlands School, a public tuition-free, PBL-based charter high/middle school in Wisconsin, 2016 Teacher Ambassador for Teacher Powered Schools, and co-author of An Improbable School: Transforming How Teachers Teacher & Students Learn.Taryn Snyder, a 3rd grade teacher at Boston Teacher Union Pilot School, a public tuition-free K-8 school in Massachusetts, founded as a partnership between the Boston teacher’s union and local schools.This discussion will span across K-12, directing educators on the Teacher Powered Schools movement, how to get involved, and clarifying questions to start teachers on their journey to potentially envision their own schools!Support this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Today I am joined by Liz Seubert, a teacher at the teacher run and operated school, Wildlands in Fall Creek, Wisconsin. Wildlands is a small, tuition free 7-12 public charter school, which is affiliated with the Teacher Powered Schools movement. Liz, along with her coworkers, operate the entire school without an administrative body.In this podcast, we will delve into the operation of Wildlands, how it was founded, and what teachers can do to become involved in Teacher Powered Schools. If you're listening to this podcast before April 29th, make sure you sign up for our Summit with Liz and two other experts from Teacher Powered. There, they'll be able to answer your questions and start your own journey to a grassroots revolution in education. In our opinion, teachers being treated as professionals, and being able to connect with students in small school environments, is a realistic and pragmatic way to organize progressive education for all students.I highly recommend you visit Teacher Powered Schools at teacherpowered.org. Their network supplies a ridiculous amount of resources, materials, and help channels to help teachers navigate starting their own school.GUESTSLiz Seubert, co-founding teacher at Wildlands School, a 2016 Teacher Ambassador for the Teacher Powered Schools Initiative, and co-author of An Improbable School: Transforming how Teachers Teach & Students Learn.RESOURCESWildlands 8-12 SchoolTeacher Powered SchoolsSummit Sign Up (April 29th, 7:30PM EST)FURTHER LISTENINGTHE "TEACHER POWERED SCHOOLS" INITIATIVE from Blog Talk RadioSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.

Our podcast today features Tiersa McQueen, an avid homeschooler who raises her four children in an unschooling philosophy. Tiersa and her husband both work opposing shifts to allow this to occur. Tiersa frequently posts on her Twitter and Instagram handles as MotherBae, critiquing traditional education, offering support as an unschooler, and demonstrating how we can adopt unschooling among our children. I invited Tiersa to talk about this pedagogy and offer advice for educators who are now supporting their students in their home environments, as well as many who are raising their own children alongside this.GUESTSTiersa McQueen, avid homeschooler and unschooler who posts under the handle @MotherBae to critique traditional education and represent Black married moms who unschoolRESOURCESHRP COVID-19 Resources and CharitiesTiersa McQueen on Twitter (@tiersaj)Tiersa McQueen on Instagram (mother_bae_i)Tiersa McQueen on YouTubeFURTHER LISTENINGGirlfriends Guide to Homeschooling with Angela Jordan Perry: Episode 91: Dual Employed homeschooling Parents of 4, Tiersa McQueenSupport this show http://supporter.acast.com/humrespro. See acast.com/privacy for privacy and opt-out information.