This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
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This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
Holocaust education, teacher training and the fight for democracy | Andrew Beiter & Kate W. English
Education International EdVoices
30 minutes 53 seconds
5 years ago
Holocaust education, teacher training and the fight for democracy | Andrew Beiter & Kate W. English
75 years after the liberation of Auschwitz-Birkenau, the distance in time may give us a false sense of comfort that lessons have been learned, that history will not be repeated. Yet the narratives that led to the Holocaust are re-emerging, reinvented for the 21st century.
Now more than ever, it is imperative to ensure that the lessons of the Holocaust reach new generations, minds and hearts in classrooms across the world. Teachers and teacher training are the first line of defense in the fight for democracy, human rights and our collective future.
We sat down with Andrew Beiter and Kate W. English to talk about Holocaust education and their work on 4 continents with the Educators' Institute for Human Rights.
Education International EdVoices
This episode is the third of an Education International podcast series entitled ‘Pedagogies of Possibility,’ focusing on how the Teacher-led Learning Circles for Formative Assessment (T3LFA) project has provided the space for educators to come together across its 7 project countries to invent innovative pedagogical practice that improves educational outcomes for all students.
The guest speakers in the third episode include Dalila Andrade Oliveria, professor at the Federal University of Minas Gerais, Heleno Araújo, President of the Confederação Nacional dos Trabalhadores em Educação (CNTE), Ana Maria Clementino, learning circle facilitator and researcher at the Federal University of Minas Gerais and Elaine Amancio Ribeiro, teacher in Brasilia, Brazil.
In this episode, we will be discussing how teacher-led learning circles for formative assessment respond to Brazil’s distinct colonial history and are spaces for teachers to create critical pedagogies that allow for engagement in educational praxis, where teachers and students engage in a continual process of understanding and acting on the world in order to change it.
