132. BLACK HISTORY WITHOUT TEETH - On The Potential Epistemic Deficit of Black History Month

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“we need to first address with students core concepts like structural racism, white supremacy and white supremacist thinking, historical constructivism, critical race theory, colonialism, ideology, education policy and curriculum design. Without that, it will be very hard for the students we teach to place any of what they learn during Black History Month into a meaningful, long-term schema of knowledge.“

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127. REMEMBERING WHERE WE CAME FROM - on the privilege of travel

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“what it is we travel for today? What is the lack we seek to find? What is the need that makes us leave the comfort of our homes and brave the journeys beyond?“

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126. EDUCATED ABOUT EDUCATION - Anarchist Pedagogies and Learning From My Students

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“If I had planned an ideal last lesson for you (an actual lesson aimed at teaching you something new) what would we be doing and how would we be doing it?“

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78. TESTING OUR PATIENCE - Why Not Everyone Who Is Back At School Is Getting an Education

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“As I sat registering my form of Year 13 students and preparing to go teach my Year 11s, I asked them how they were feeling about being brought back to school in a pandemic to not be taught anything new and just focus on revision for an upcoming series of assessments? Not a single one was happy about it. Not a single student felt they were being “educated” anymore. They were there merely to be prepped for probing, so that they could amass as many “data points” as the school needed in order to give them a final letter or number and rank their so-called accomplishments.“

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16. THE CHINESE ROOM THEORY OF LEARNING - Can We Avoid An Educational Imitation Game?

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“I think of the Chinese Room often as a teacher, especially around exam season, and wonder how much our obsession with testing has led to a Chinese Room approach to learning?”  

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