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Finale Part 2: A conversation with Teacher Maricar from the Philippines

Two Voices from the Philippines The PedPod season finale brings us home to the Philippines through a two-episode special featuring two educators whose work, values, and lived experiences offer powerful insights into what pedagogical innovation can look like when it is deeply human, relational, and context-rooted. Finale Part 2: Pedagogical Innovation as Being Human with Teacher Maricar Gustilo-de Ocampo In this episode, we are joined by Teacher Maricar Gustilo-de Ocampo—early childhood education specialist, teacher educator, mentor, and lifelong practitioner from the Philippines—whose reflections invite us to slow down and return to the heart of education: being human. Drawing from decades of experience in classrooms, universities, and communities, Teacher Maricar challenges the idea that pedagogical innovation must be fast, technical, or overwhelming. Instead, she speaks of innovation as something deeply relational—rooted in playful mindsets, everyday encounters, and the long work of nurturing kindness, empathy, and joy. For her, children do not need everything to come easy; they need space to struggle, to try again, and to grow through relationships with others and with themselves. “You can teach anything to children, but they cannot find a book where they can learn how to be good human beings.” Grounded in Filipino culture, where family, community, and the barangay play a vital role in children’s lives, this conversation reminds us that innovation often means reclaiming what we already know—but may have forgotten: that education is about connection, care, and allowing children to bloom in their own time.

Finale Part 1: A conversation with Teacher Lester from the Philippines

Two Voices from the Philippines The PedPod season finale brings us home to the Philippines through a two-episode special featuring two educators whose work, values, and lived experiences offer powerful insights into what pedagogical innovation can look like when it is deeply human, relational, and context-rooted. Finale Part 1: Innovation, Protection, and Care in a Digital World with Teacher Lester Lim In this episode, Teacher Lester Lim, Assistant Professor at the University of the Philippines Diliman, offers a thoughtful exploration of pedagogical innovation through the lens of child protection, social-emotional learning, and participation in an increasingly digital world. As the Philippines navigates its reality as one of the most digitally connected societies, Teacher Lester reflects on how education must respond to children’s online lives—not by simply restricting participation, but by equipping children, families, and educators with the skills to navigate these spaces safely and meaningfully. He shares how participatory and co-design approaches—working with children, parents, and teachers—are central to innovation in his research and practice. “Pedagogical innovation is about being responsive to the changing context of children—ensuring their safety, wellbeing, and protection as they grow.” From laboratory schools to community extension work, this episode highlights innovation as a collective, ethical, and collaborative process—rooted in the Filipino value of aruga, a deep and enduring care for children. Teacher Lester’s reflections invite us to see innovation not as an abstract goal, but as a responsibility shaped by concern, context, and care.

A conversation with Bradford Wiles

Building Shared Understanding in Early Childhood Across Cultures In this episode, Bradford Wiles—Associate Professor and Extension Specialist at Kansas State University—joins us live from Bergen, Norway, where he’s been a guest researcher at HVL. With a background spanning Silicon Valley, academia, and community-based public health, Bradford’s work bridges early childhood development, outdoor play, and systems that support vulnerable families. Bradford offers a vivid comparison between the Norwegian and U.S. early childhood landscapes—from Norway’s accessible, play-rich, and child-rights-centered approach to the U.S.’s high costs, scarcity, and structural barriers. His lens as an extension specialist adds a unique dimension: translating research into practical solutions for communities, and bringing community challenges back to inform research. For Bradford, pedagogical innovation is rooted in “finding novel ways to help people make sense of things… and building shared understanding in ways that are high risk, high reward.” Drawing on Vygotsky, he frames innovation as a blend of theory and content into action—pathways that empower children, embrace risk-taking, and adapt to multiple ways of knowing. He highlights Norway’s outdoor pedagogy, where rain-soaked exploration and self-navigation are integral to learning, and reflects on the values, leadership, and intentionality that make such innovations thrive. From the critical role of organizational support to mind-mindedness—seeing children as developing minds with agency—Bradford unpacks the enablers and barriers to meaningful change. He also shares candid observations on cultural inclusivity, readiness for change, and why Norwegians should never take their country’s collective approach to care and education for granted. A conversation rich in perspective, Bradford’s reflections remind us that innovation flourishes where research, community, and trust in children meet.

A conversation with Kassahun Weldemariam

Pedagogical Innovations Between Ethiopia and Sweden In this episode, Kassahun Weldemariam—senior lecturer at the University of Gothenburg and originally from Ethiopia—shares his cross-continental journey through education, from teaching in Ethiopia to researching sustainability in Sweden. His path across the Global South and North has given him a unique vantage point on what it means to reimagine pedagogy in diverse contexts. For Kassahun, pedagogical innovations are not simply about shiny new methods or technologies. Instead, he frames it as something much deeper: “For me, pedagogical innovation refers to intentional, reflective and transformative change in teaching and learning that responds to evolving societal, cultural, ecological and epistemic realities within the field of education. It is not merely about adopting new methods or technologies, but about reimagining the purpose and the process of education itself.” Drawing from both Sweden’s well-resourced, child rights–oriented early childhood system and Ethiopia’s resource-constrained but community-rich practices, Kassahun emphasizes that innovation must always be context-sensitive. In Sweden, innovation might mean embedding children’s rights and sustainability into everyday practice. In Ethiopia, it might emerge through community-based care or multilingual education, despite structural challenges. Across both settings, Kassahun highlights the crucial role of professional agency, collaboration, and leadership. Innovation, he argues, flourishes when educators are trusted as reflective, creative, and ethical agents—able to take risks, reclaim forgotten wisdoms, and co-construct knowledge with children, families, and colleagues. His reflections invite us to see pedagogical innovation not as a universal formula, but as a dynamic, context-driven practice—always responsive to the realities, challenges, and possibilities of the communities it serves. Happy listening!

A conversation with Gloria Quiñones

Early Childhood Innovation Across Borders In this episode, Gloria Quiñones—Associate Professor at Monash University and originally from Monterrey, Mexico—takes us on a cross-cultural journey through early childhood education. Drawing from her experiences in both Mexico and Australia, she redefines pedagogical innovation as something deeply personal: “doing something new for you”—no grand gestures required. Instead, the magic unfolds through reflective, child-led, and collaborative processes that honor context, relationships, and the everyday. Gloria explores the contrast between Australia’s play-based curriculums—steeped in outdoor and bush kindergartens—and Mexico’s more structured, motor-skill-oriented approaches, particularly in urban and private educational settings. Yet, in rural Mexican communities, she observes a beautiful freedom in child-led, exploratory play. As an immigrant, Gloria describes her dual cultural lens as a powerful asset—fostering empathy, openness, and the ability to see strengths across systems, without placing one above the other. She emphasizes that true innovation isn’t only about outcomes—it’s about the process, the relationships, the space for ideas to surface through slowing down and being responsive. “Slowing down and having those supportive conditions are really important… innovation in early childhood for me is really allowing that space for exploration, creativity… it shouldn’t be rigid, it should be about the process.” Gloria frames slowing down as essential for giving innovation the time and space to emerge, rather than forcing it into quick, outcome-driven timelines. Whether it’s navigating different educational traditions or crafting new, meaningful connections with families and children—Gloria’s reflections invite us to embrace pedagogical innovations as a deeply relational, inclusive, and context-sensitive practice.