S2 Episode 12: Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city

S2 Episode 12: Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city

In this episode, interviewer Sally Windsor talks with Cathie Burgess who, along with co-authors Katrina Thorpe and Christine Grice, wrote a chapter about the arrangements that enable and constrain early career teachers as they apply Aboriginal curriculum and pedagogies. The teachers in the study completed Aboriginal community-led ‘Learning from Country’ (LFC) electives at university. Teachers focused on strengths-based learning approaches and developing relationships with Aboriginal communities, creating solidarity between local Aboriginal communities and the teachers. For more, read Chapter 13: Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city by Katrina Thorpe, Cathie Burgess and Christine Grice

S2 Episode 11: Education that makes life manageable, comprehensible and meaningful: Experiences of the Monash Access Program

In this episode, interviewer Mervi Kaukko speaks with Kristin Reimer about her work with students from the Monash Access Program (MAP), an alternative entry into university. The students in MAP have had educational disadvantage in their lives and offer their perspectives into education's role. Kristin talks about the potential for formal education to provide us with experiences of manageability, comprehensibility and meaningfulness in order to create a world where we are able to thrive individually and collectively. For more, read Chapter 12: Education that makes life manageable, comprehensible and meaningful: Experiences of the Monash Access Program, a university alternative entry pathway by Kristin Reimer

S2 Episode 10: New pathway to adolescent wellbeing: The case for online Special Religious Education in public schools

In this episode, interviewer Sally Windsor speaks with Leila Khulud about the New South Wales Special Religious Education (SRE) as an opportunity for students of faith backgrounds to foster their religious identity and spiritual health. Leila is currently working on research that introduces an online SRE intervention for Muslim youth. In the conversation, online SRE is discussed as a large-scale, cost-effective, and practical educational measure for enhancing the wellbeing of adolescents of faith backgrounds in public schools. For more, read Chapter 11: New pathway to adolescent wellbeing: The case for online Special Religious Education in public schools by Leila Khaled

S2 Episode 9: Practices of living well among youth in an Arctic region

In this episode, interviewer Mervi Kaukko speaks with Gørill Warvik Vedeler about the chapter she co-wrote with Marete Saus, Tatiana Wara, Hilde Sollid and Astrid Strandbu about the lives of young people in an Arctic region of Norway. The conversation highlights the reasons that young people have chosen to live in this region, rather than focusing on why young people are choosing to leave. It also reveals the young people's unique perspective on how to live sustainably and well in the Arctic region. For more, read Chapter 10: Practices of living well among youth in an Arctic region by Gørill Warvik Vedeler, Marete Saus, Tatiana Wara, Hilde Sollid and Astrid Strandbu

S2 Episode 8: Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services

In this episode, interviewer Kristin Reimer discusses what living well looks like for some families experiencing separation and divorce with Linda Mahony. The conversation explores how educators want to do the right thing by families experiencing separation and divorce but don’t always know what that is. Linda discusses a project in which she asked the families themselves to find out what they identify as being important to them, what they need to help their children thrive in schools and in the world, and the important role that teachers and schools can play. We learn about the importance of keeping lines of communication open and the delicate dance that teachers need to do as they identify the needs of children and families and respond to them in sensitive ways.  For more, read Chapter 9: Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services by Linda Mahony.