A sneak peek at the amazing folks featured in Season 2 of the World Worth Living In podcast! Join us for another season of conversations about education's two main purposes: #1 to help us to live well and #2 to create a world worth living in for all.

In this episode - the last episode of the project, Kristin Reimer reflects on the project with co-editors, Stephen Kemmis, Mervi Kaukko and Sally Windsor. We reflect on the origins of the phrase - to live well in a world worth living in for all - and the power of it to focus us in on the critique and hope of education. We discuss how the world worth living in project has changed and is changing us, our ideas, our practices and the future. We are so grateful for the time and space to engage with one another and with you.  For more, read Chapter 16: Conclusion: Forging future words worth living in for all by Sally Windsor, Mervi Kaukko and Stephen Kemmis

In this episode, interviewer Sally Windsor speaks with Susanne Francisco and Ela Sjølie about experiences of academics during the COVID-19 pandemic. In their research, they explored how academics in both Norway and Australia tried to make the most of the changes that occurred because of the pandemic, and how they thought through other changes they might create going forward. They also looked at how practice architectures might support the changes that the academics envisaged. For more, read Chapter 15: Learning through change: What the pandemic has taught us about living well in a world worth living in by Susanne Francisco and Ela Sjølie.

In this episode, interviewer Mervi Kaukko speaks with Stephanie Garoni about the Nexus program, a social-justice oriented, alternative pathway into secondary teaching for historically hard-to-staff secondary schools in Victoria, Australia. Stephanie reports on research that she conducted, along with co-authors Jo Lampert and Lutz Hoff, that explores how beginning teachers balance their commitment to creating socially just and equitable spaces for learning with the realities of contemporary schooling. For more, read Chapter 14: 'Living well and teaching well': Exploring how beginning teachers enact good pedagogical praxis in their everyday practices in historically hard-to-staff schools by Stephanie Garoni, Jo Lampert and Lutz Hoff.

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

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

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

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

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.

In this episode, interviewer Kristin Reimer talks about education that interrupts schooling with Nicole Brunker. The conversation explores the difference Nikki sees between schooling and education; how little space there is - for both students and teachers - in the current tightly constrained system; and how crucial it is to encourage moments of interruption, where we consider not just not school is but how it could be. Nikki discusses a project where she invited children and young people to prepare a creative response to their experience of schooling to live well in a life worthy of all. She sought to listen to the experiences of children, with as little adult filtering as possible. We learn about the importance of respecting people’s agency and about finding ways to create more space for experiences of freedom, imagination and inspiration.  For more, read Chapter 8: A schooled life: Dissonant glimmers for interruption amidst the tightly constrained practice of schooling by Nicole Brunker

In this episode, interviewer Kristin Reimer talks about the importance of play in education with Mervi Kaukko and Jane Wilkinson. Based on a chapter written with their colleague Nick Haswell, Jane and Mervi discuss a really interesting project that they embarked on to explore how children engage in free play at school in Australia and Finland and consider the insights this play might give into the double purpose of education. We learn about the importance of unstructured play and the intense and rich learnings that occur within play; and we also learn how crucial it is that adults in education make deliberate choices to put the arrangements in place so that there is time and space for such play. For more, read Chapter 7: Exploring 'living well' through children's play by Mervi Kaukko, Nick Haswell and Jane Wilkinson.

In this episode, interviewer Sally Windsor speaks with Andi Salamon and Mandy Cooke who, along with Leanne Gibbs, contributed a chapter on how individual and collective agency can optimise pedagogy with and for very young children to live well and help create a world worth living in. They discuss some of the projects that the chapter focuses on - all exploring democratic, agentic early childhood education for birth to five-year-old children. For more, read Chapter 6: Democratic practices with and for our youngest citizens: Early childhood education, agency and the education complex by Andi Salamon, Leanne Gibbs and Mandy Cooke

In this episode, interviewer Kristin Reimer talks with Fiona Longmuir about ensuring real spaces for student voice. In her research, Fiona listens to the experiences of students for whom mainstream schooling has not worked and in some cases, has been damaging. Fiona talks about the bigger urgency behind the work - how young people are dealing with a future that does not necessarily look promising, and how many of our schooling practices don’t orientate students to a hopeful future. In the conversation, we learn about the importance of dealing honestly with power, relationality and dissent - to open questions of what a future world worth living in might look like. For more, read Chapter 5: Potential of students' voices to contribute to education for a future world worth living in by Fiona Longmuir

In this episode, interviewer Sally Windsor joins in conversation with Katina Thelin and Anette Forssten Seiser. They discuss their research with Swedish principals, where they explored how living well in a world worth living in for all can be realised within Swedish schools and pre-schools. Their work provides examples of current ongoing, as well as imagined, future practices. For more, read Chapter 4: Nurturing eco-thinking by leading and learning from the future as it emerges by Katina Thelin and Anette Forssten Seiser.

In this episode, interviewer Mervi Kaukko speaks with Rauno Huttunen and Hannu L. T. Heikkinen about the importance of seeing 'living well in a world worth living in for all' as crucial for the full community of life, not just for humans. They discuss praxis as planetary wisdom and position human well-being as being intertwined with planetary well-being, including the well-being of present humans, future humans, and nonhuman nature. For more, read Chapter 3: Whose well-being? Deep-ecological and posthuman perspectives on 'world worth living in' by Rauno Huttunen and Hannu L. T. Heikkinen

Welcome to Season 2 of the World Worth Living In podcast! We are so glad you are joining us for another season of conversations about education's two main purposes: #1 to help us to live well and #2 to create a world worth living in for all. In this season we hear about global projects that are imagining - and bringing into being - transformed futures. All of the projects are featured in Volume 2 of the book series. In this first episode, Sally Windsor joins in conversation with Kristin Reimer and Kathleen Mahon - they are three of the editors of the Education for a World Worth Living In book series. They provide an overview of Volume 2, discuss how it's connected to Volume 1 and explore its unique focus on the future. For more, read Chapter 2: Drawing the future into the present by Stephen Kemmis, Kristin Reimer and Kathleen Mahon.

In this episode, Sally Windsor speaks to Susan Groundwater-Smith about 3 distinct projects she has been engaged in where student voice is not only sought but privileged. She reminds us that young people are the consequential stakeholders in education and it is relatively rare that they are asked what they want, and need, from the school system. She shows how important it is for those in decision making positions to willingly listen to young people. Susan’s chapter warns us that a world worth living in not one based on measurement, competition and international ranking, but rather one that recognises the importance of the arts and has an education system that does not marginalise creative pursuits. Read Chapter 3: Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning

This episode focuses on a chapter Finnish youth researchers Tomi Kiilakoski and Mikko Piispa wrote about democratic practices of young climate activists in Finland. The chapter and this podcast are based on a multi-site ethnographic research “Nutopia”, which explored Finnish youngsters' utopias and views of good futures in an era of climate emergency.  In the podcast Tomi talks about the project, but also about the ideas of utopia and democracy more broadly. Did you know what the concept of utopia has to do with the philosophies of Ernes Bloch, Emmanuel Levinas or what a Nutopian International Anthem by John Lennon sounds like? Or are you interested in learning how democracy should be changed according to young people in Finland? Listen to this chat to find out! Read Chapter 12  Facing the Climate Crisis, Acting Together: Young Climate Activists on Building a Sustainable Future by Tomi Kiilakoski and Mikko Piispa.

In this episode, Dr Virginia Moller shares about education that matters. Virginia has had over 45 years of experience in education, with 30 of those years in Steiner education. In the podcast, Virginia and interviewer Kristin Reimer discuss what it means to live life purposely and how Steiner schools can focus us in on the parts of this world that really matter: love, life, wisdom and voice. In the chapter that Virginia has written for the World Worth Living In book, Virginia brings together two stories: 1) the story of Steiner education; and 2) the story of her own experience of leading practices in a Steiner school. Surfacing some of the tensions that emerged between Steiner practices of collective decision-making and her role as principal, allowed Virginia to let go of ‘what ought to be’ and focus in on ‘what is’. We learn that a world worth living in for all involves understanding collectively our conditions - in order to transform them.  Read Chapter 5: Leading for Love, Life, Wisdom, and Voice in Steiner Schools: Constraints and Conditions of Possibility by Virginia Moller

In this episode, interviewer Mervi Kaukko speaks with Gunilla Karlberg-Granlund from Åbo Akademi University, Finland, about Gunilla’s years of work in small rural schools of Finland’s Swedish-speaking part. The podcast is timely, as small schools are at risk of being closed not only in rural Finland but in other parts of the world too. Gunilla talks about the special nature of small village schools with a candle metaphor, where the heart represents the connection that links the pupils’ home cultures, learning and the support of the village school, and where the candle holder is the teacher with their educational aims. Gunilla’s research has shown that small rural schools can offer students unique experiences of freedom, safety and proximity and that their contribution to society is that they maintain rural culture and ensure continuity in areas that are at risk of being deserted.   Read Chapter 4: The Heart of the Small Finnish Rural School: Supporting Roots and Wings, Solidarity and Autonomy