Public Good

Public Good

On each episode, we host academics, educators, and advocates interested in advancing public education a public good.  Click here for a full catalog for Season One of the podcast.

  1. 3d ago

    3.9 "They Use the Word 'Rights' as a Form of Armour"

    Episode Abstract:  In this episode of Public Good on the Prairies, we examine Manitoba’s “Right to Read” report. Specifically, we consider how a report intended to advance childrens’ “right to read” rests on contested research, narrow definitions of literacy, and recommendations that will deepen rather than address educational inequities. We begin by situating the report within the political context that produced it, including the growing Science of Reading (SOR) movement and, more broadly, the “parental rights” movement. We explore what is lost when literacy is reduced to reading instruction and consider how broader understandings of literacies (plural) can advance equity, access, and participation. We consider how the recommendations of the report, including universal screening, changes to ELA curriculum, and resulting changes to pedagogy and assessment, impact public education and the public good more broadly. This conversation invites important questions about the motivations behind the right to read report in Manitoba and the way the implementation of the report's recommendation will result in increased privatization of and in public education that does not support the public good. Guest Bios:  Xiaoxiao Du (she/her) is an Assistant Professor in the Faculty of Education. Her research centers on language and literacy learning and teaching, with a focus on promoting asset-based literacy pedagogies and investigating meaning-making practices of culturally and linguistically diverse learners across time, space, and modes. She employs qualitative methodologies to investigate the complex intersections of language, race, culture, and identity through sociocultural, sociopolitical, and sociomaterial lenses. Committed to fostering critical awareness and advancing culturally sustaining pedagogies, Dr. Du advocates for the transformative power of storytelling, multimodal text-making, and community knowledge sharing.  Melanie Janzen is a professor in the Department of Curriculum, Teaching and Learning in the Faculty of Education at the University of Manitoba. She is a settler living and working in Winnipeg, Canada, on Treaty One Territory and the homeland of the Red River Métis. Melanie’s research uses critical perspectives to explore the inter-related workings of power and discourses and how these affect the experiences of classroom teachers, the ongoing marginalization of children, and the undermining of public education. Prior to working at the University, she was an early years teacher for 15 years. She teaches curriculum courses at the graduate level and early years literacies courses at the undergraduate level. Melanie currently serves on the boards of the Canadian Association for Young Children and People for Public Education. References Resources:  Aydarova, E. (2024). What You See Is Not What You Get: Science of Reading Reforms as a Guise for Standardization, Centralization, and Privatization. American Journal of Education, 130(4), 653–685.  Cummins, J. (2022). Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed. Journal of Teaching and Learning, 16(1), 85–92. Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56. Ferguson, D., Rabinowitz, L., & Tondreau, A. (2025). Why We Cannot Go Back to Basics. Rethinking Schools.  Honeyford, M., Stouffer, J., Watt, J., Janzen, M., Du, X., Ntelioglou, B., & Michalovich, A. (2026). Responding to Manitoba’s “Right to Read” Report. Journal of Teaching and Learning, 20.  Tierney, R. J., & Pearson, P. D. (2024). Fact-checking the Science of Reading: Opening up the conversation. Literacy Research Commons. O’Byrne, I. (2022, December 7). The Science of Reading and the Media: Does the Media Draw on High-Quality Reading Research? Literacy Research Association.  Reinking, D., Hruby, G. G., & Risko, V. J. (2023). Legislating Phonics: Settled Science or Political Polemics? Teachers College Record (1970), 125(1), 104–131.  Credits The show's producers are Melanie Janzen & Shannon D.M. Moore  The co-hosts are Shannon D.M. Moore & Justin Fraser  The technical producer is Devin King  The cover art is by political cartoonist, Chris Chuckry.  The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/

    3.9 "They Use the Word 'Rights' as a Form of Armour"

  2. Oct 29

    3.8 Rejecting the Framing of the "Reading Wars"

    Episode Abstract:  This episode explores the re-emergence of the “reading wars,” beginning with a warning about the way the framing of this discussion through the language of war and militaristic terms is first, insulting to people who are experiencing war, and second, creates divisive and polarizing camps that get in the way of generative conversation about helping students in public schools learn to read. We explore the way the Science of Reading movement has been legitimized and mobilized in K-12 schools. A major theme of this conversation is the idea of framing—particularly how these discussions are framed by and through “rights” and “science.” Drawing on Maren Aukerman’s work, we also speak about the way the mainstream media has narrated and framed this issue and impacted broader public dialogue about reading. The conversation considers the movement’s influence on policy, teacher education, curriculum, pedagogy, and assessment, with particular attention to how these debates are unfolding across the Prairie provinces. It also asks what is at stake for public education and the public good when educators’ professional and scholarly perspectives are marginalized, and how teacher educators and literacy scholars are working to bring more complex understandings of reading and literacies into public discourse. Guest Bios:  Dr. Lori McKee is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan. Lori comes to this academic position having been an elementary teacher for 20 years, teaching in early elementary classrooms and in Reading Recovery. Lori’s research focuses on the intersections of literacies, pedagogies, and teacher professional learning. She is currently the principal investigator of the Prairie Literacies Project and a co-investigator on the Reading Pedagogies of Equity: Networked Literacy Pedagogues as Resources for Academic Reading Praxes in Teacher Education project (funded through a SSHRC Insight Grant, Rachel Heydon, PhD, Principal Investigator). Both of these projects focus on expanding literacies teaching and learning. Dr. Joe Stouffer is an Associate Professor in the Department of Curriculum and Pedagogy in the Faculty of Education at Brandon University, where he has been recognized with the Senate Award for Excellence in Teaching. His research and ongoing work with schools examines strengthening formative assessment and responsive instructional practices in reading and writing for pre-service teachers and in Kindergarten-Grade 8 classrooms. Joe’s scholarship is grounded in extensive school-based experience as a classroom teacher, Reading Recovery Teacher Leader, literacy coach, and a literacy consultant working across Canada.  References/Resources:  Aukerman, M.S. (2022). The Science of Reading and the media: Is reporting biased? Literary Research Association. https://literacyresearchassociation.org/stories/thescience-of-reading-and-the-media-is-reporting-biased/ Aukerman, M. S., Birch, R. J., & Fray, L. (2026). Children’s Inalienable Literacy Education Rights and the Science of Reading. Reading Research Quarterly, 61(2), e70104. https://doi.org/10.1002/rrq.70104 Aukerman, M.S., & Chambers Schuldt, L. (2021). What matters most? Toward a robust and socially just science of reading. Reading Research Quarterly, 56(S1), S85– S103. https://doi.org/10.1002/rrq.406 Aukerman, M.S., & Lenters, K. (2026). Beyond the Science of Reading: Disentangling Five Common Myths. https://doi.org/10.11575/PRISM/51569 Cummins, J. (2023). Right to read implies opportunity to read: A contribution to the ongoing dialogue concerning the Ontario human rights commission right to read report. Journal of Teaching and Learning Downey, A. M., Gallagher, T. L., Lemieux, A., McKee, L., Stouffer, J., & Wood, J. (2024). Literacy Teachers Navigating Turbulent Times in Canada / Faire face à la tempête: Enseignement, littératie et instabilités au Canada. Language and Literacy / Langue et Littératie, 26(3), 1–9. https://doi.org/10.20360/langandlit29750 Honeyford, M., Stouffer, J., Watt, J., Janzen, M., Du, X., Ntelioglou, B., & Michalovich, A. (2026). Responding to Manitoba’s “Right to Read” Report. Journal of Teaching and Learning, 20. https://doi.org/10.22329/jtl.v20i4.11753 McKee, L., & Scheffel, T.-L. (2024). Thoughtfully Navigating the Terrain of Teaching English Language Arts: An Examination of Two Teacher Educators’ Literacies Pedagogies. Language & Literacy (Kingston, Ont.), 26(3), 75–95. https://doi.org/10.20360/langandlit29699 Prairie Literacies: https://prairieliteracies.ca/ Stouffer, J., & Van Dyke, J. (2023). Stones from a Glass House: The Paradoxical Condemnation of Reading Recovery in the Ontario Human Rights Commission’s “Right to Read” Report. Journal of Teaching and Learning (Windsor), 17(1), 52-. https://doi.org/10.22329/jtl.v17i1.7426 Stouffer, J., Sutherland, K., & Matczuk, A. (2026). Broadening the conversation: Critical questions amidst narrowing views of classroom reading instruction. Language & Literacy, 28(1), 40-75. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29751/21625 Credits The show's producers are Melanie Janzen & Shannon D.M. Moore  The co-hosts are Shannon D.M. Moore & Justin Fraser  The technical producer is Devin King  The cover art is by political cartoonist, Chris Chuckry.  The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/

    3.8 Rejecting the Framing of the "Reading Wars"

  3. Oct 22

    3.7 "That's the Million Dollar Question"

    Episode Abstract:  Today’s episode focuses on the role the mainstream media plays in re-presenting the parental rights movement to the populace. More specifically, the way that “parental rights” are legitimized and mobilized by the way it is covered in mainstream media.  Guest Bio: Matthew McCorquodale-Bauer is an English and Humanities educator at Jameswood Alternative School. He recently completed his Master’s in Education, where his thesis examined how Canadian media represents the ‘parental rights’ movement, interrogating how its rhetoric individualizes education, marginalizes gender-diverse identities, and undermines public schooling. As a white, cisgender man, he acknowledges his location within systems of power and privilege, approaching his work through critical pedagogy and ongoing reflexive practice. He believes education must be a dialogical and democratic process; one that cultivates critical consciousness, challenges dominant power structures, and empowers learners to imagine more just and equitable futures.  References/Resources:  McCorquodale-Bauer, M. (2025). Interrogating mainstream news media’s re-presentationof the ‘Parental Rights’ movement: Neoliberal influences and the imposed moral panic of gender. http://hdl.handle.net/1993/39249 McCorquodale-Bauer, M. (2025, August 24). Language matters: Framing of family, vilifying gender, and reshaping public education. CCPA. https://www.policyalternatives.ca/news-research/language-matters-framing-of-family-vilifying-gender-and-reshaping-public-education/ Moore, S. D. M., McCorquodale-Bauer, M., & Lopuck, K. (2025). Placating Private Values: A Fourth Pathway to Education Privatization. Our Schools/Our Selves, 23–26. Credits The show's producers are Melanie Janzen & Shannon D.M. Moore The co-hosts are Shannon D.M. Moore & Justin Fraser The technical producer is Devin King The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/

    3.7 "That's the Million Dollar Question"

  4. Oct 15

    3.6 "They're Banking On People Not Giving A Shit About Our Kids”

    Episode Abstract:  This episode interrogates the ways that the “parental rights” movement employs the facade of parenthood to alibi homophobic and transphobic views, and to erase the views of parents and families who want public schools that uphold children’s rights and human rights--inclusive of the rights of 2SLGBTIQIA+ students, parents, and citizens. The episode focuses on the province of Alberta. In 2024, the United Conservative Party passed the Education Amendment Act, which requires parental consent for students under 16 to use a different pronouns or chosen name at school, opt-ins for teaching about gender and sexuality, and ministerial approval for external presenters. In 2025, they passed Bill 9 which used the notwithstanding clause so that its regulations surrounding names and pronouns in schools, parental opt-in for sexual health education, and other restrictions in health and sport, to stand, despite violating their Charter rights.  Guest Bios:  Corrine Mason (they/them) is Professor & Coordinator of Women’s and Gender Studies at Mount Royal University. Their current research program is inspired by two central curiosities: 1) the “anti-gender” movement and anti-2SLGBTQIA+ policies and sentiments in Alberta, and 2) the dismantling of EDI and increasing anti-2SLGBTQIA+ sentiments in Alberta post-secondary institutions.  Leah Hamilton (she/her)  is a Professor in the Faculty of Business and Communication Studies at Mount Royal University. She is a community-engaged scholar who works with newcomer communities and 2SLGBTQIA+ communities to better understand the impacts of policies and programs. She also researches public attitudes toward immigrants and 2SLGBTQIA+ communities. Her research is funded by SSHRC.  Together, Leah and Corrine are working on a 2-year SSHRC IDG project which traces the impacts of the Alberta anti-2SLGBTQIA+ legislation—and the ‘parental rights’ movement fuelling it—on 2SLGBTQIA+ youth and their families. This study is an extension of a Calgary-based pilot study called “Queer Parenting in the Time of Parental Rights.”  References/Resources:  Mason, C. L., & Hamilton, L. (2026, August 6). Canada is becoming less accepting of gender diversity, new Statistics Canada data shows. The Conversation. https://doi.org/10.64628/AAM.5ppyxkv5g Mason, C., & Hamilton, L. (2023, September 21). Where the ‘Parents’ Rights’ Campaign Came From. And How to Push Back. The Tyee. https://thetyee.ca/Opinion/2023/09/21/Parents-Rights-Sexual-Orientation-Gender-Campaign-Push-Back/ Mason, C. L., & Hamilton, L. (2023, September 20). How the ‘parental rights’ movement gave rise to the 1 Million March 4 Children. The Conversation. https://doi.org/10.64628/AAM.4ett5tduv Mason, C. L., & Hamilton, L. (2024, February 2). Alberta’s new policies are not only anti-trans, they are anti-evidence. The Conversation. https://doi.org/10.64628/AAM.aptjk4kg7 Mason, C., & Hamilton, L. (2024, October 29). Anti-2SLGBTQIA+ legislation is stoking fear and anxiety. Brandon Sun. https://www.brandonsun.com/opinion/columns/2024/10/29/anti-2slgbtqia-legislation-is-stoking-fear-and-anxiety Substack that outlines their research: https://queerparentinginab.substack.com/  Petition calling for a human rights inquiry: https://www.queermomentum.ca/inquiry Credits The show's producers are Melanie Janzen & Shannon D.M. Moore. The co-hosts are Shannon D.M. Moore & Justin Fraser. The technical producer is Devin King. The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/.

    3.6 "They're Banking On People Not Giving A Shit About Our Kids”

  5. Oct 8

    3.5 "What Happens In Alberta Does Not Stay in Alberta"

    Episode Abstract:  This is the first of three consecutive episodes about the “parental rights” movement in the Prairies. The episode focuses on the “parental rights” groups that are operating in Alberta, their tactics, and the ways these groups have impacted legislation in the province. We consider the motivations of these groups and the broader impact they are having on public education and the public good.  Guest Bio:  Heather Ganshorn is the Research Director of Support Our Students Alberta, a non-partisan, non-profit public education advocacy group fighting for the rights of all children to an equitable and accessible public education system. She is an academic librarian and the mother of two children in the public education system.Heather recently published a primer with the Parkland Institute titled, Challenging ‘parental rights’. References/Resources:  Ganshorn, H. (2025). Challenging “Parental Rights”: A Primer for Parents, Students, Educators, and Advocates. Parkland Institute. https://www.parklandinstitute.ca/parental_rights Ganshorn, H. (2025, October 1). “Parental rights” threaten to take public education backwards. Edmonton Journal. https://edmontonjournal.com/opinion/columnists/opinion-parental-rights-threaten-to-take-public-education-backwards?itm_source=opinion&tbref=hp  Ganshorn, H. (2025, August 24). In Alberta, “parental rights” and privatization go hand in hand. CCPA. https://www.policyalternatives.ca/news-research/in-alberta-parental-rights-and-privatization-go-hand-in-hand Credits The show's producers are Melanie Janzen & Shannon D.M. Moore. The co-hosts are Shannon D.M. Moore & Justin Fraser. The technical producer is Devin King. The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/.

    3.5 "What Happens In Alberta Does Not Stay in Alberta"

  6. Oct 2

    3.4 "Having The Guts To Run A Campaign Is A Thing"

    Episode Abstract  With trustee elections happening at the end of October 2026 in Manitoba, we decided to speak to someone who has served as a trustee in Winnipeg for the last four years. Our guest reflects on what motivated them to run to become a trustee, what the role actually entails, and how trustees balance the needs and interests of students, families, educators, and the broader community. We consider what would be lost if locally elected school boards are centralized or eliminated, and how trustees’ local knowledge and relationships can make a difference in the schools they represent. The conversation also examines the role of school boards in advancing the public school ideal—including universal access, equal opportunity, public funding, public governance, and serving the public interest—and how meeting this ideal is increasingly difficult in the context of inadequate funding. Finally, we turn to issues shaping the prairie context, from changes to teacher regulation and certification to organized efforts to influence or take over school boards, and ask what voters should consider when choosing their trustees. Throughout, the episode invites us to think about school trusteeship not simply as a political position, but as a form of local democratic stewardship of public education. Guest Bio  Tamara Kuly is currently in her first term as School Trustee for the Winnipeg School Division, having held key positions including chairing Finance and Governance committees as well as serving as Board Chair during her second year in office. Outside of trustee work, Tamara works as the Manager of Finance and Administration at North Point Douglas Women’s Centre and consults with local businesses and organizations to develop community-led plans. Tamara lives with her family in the North End of Winnipeg. Credits The show's producers are Melanie Janzen & Shannon D.M. Moore. The co-hosts are Shannon D.M. Moore & Justin Fraser. The technical producer is Devin King. The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/.

    3.4 "Having The Guts To Run A Campaign Is A Thing"

  7. Sep 24

    3.3 What Is Lost When We Surrender Local Democracy

    Episode Abstract:  In this episode we explore why locally elected school boards matter. Although this is a podcast focused on the prairie provinces, we consider how recent actions by the Ontario government--to assert control over school boards, eliminate local voice, and move toward centralization--serve as a warning about what is lost when we surrender local democracy. Bill 33, Ontario’s Supporting Children and Students Act, 2025, expands the Education Minister’s power to investigate, direct, and—in certain circumstances—take control of school boards, significantly increasing provincial oversight of their finances, governance, and operations. We consider how moves to centralize (eradicate) school boards advances neoliberal agendas of marketization and privatization and how this results in students being viewed as budget lines. We consider how the loss of local governance impacts  equity and inclusion, including the implications of weakening the local governance structures that communities have used to address systemic racism and advocate for students with the greatest needs. Ultimately, this episode asks not only what we risk losing when school boards disappear, but what it would take to strengthen local democratic governance and reimagine school boards as institutions that serve the public good. Guest Bio:  Sachin Maharaj, is an assistant professor of Educational Leadership, Policy and Program Evaluation, at the University of Ottawa. His research, which focuses on student phone use in schools, the work of school boards/districts, teacher unions, and the equity implications of school choice has been published in Critical Education, Education Policy Analysis Archives, Leadership and Policy in Schools, and the Canadian Journal of Educational Administration and Policy. Professor Maharaj is also a contributor to the Toronto Star and regularly appears in media outlets like CBC, CTV, Al Jazeera, Maclean’s and TVO. His current research projects examine anti-racist school district reforms and the implementation of policies to restrict student cellphone use in schools. References/Resources:  Farhadi, B., Maharaj, S., & Shah, V. (2026, April 16). What Ontarians need to know about ‘student achievement’ reforms that will run school boards like businesses. The Conversation. https://doi.org/10.64628/AAM.xn9dtmn53 Maharaj, S. (2020). From oversight to advocacy: An examination of school-board leadership. Leadership and Policy in Schools, 19(3), 431–443. https://doi.org/10.1080/15700763.2019.1585548 Maharaj, S., Tuters, S., & Shah, V. (2022, October 20). Even school boards are now experiencing severe political polarization. The Conversation. https://doi.org/10.64628/AAM.vjspyfwt4 Maharaj, S., Tuters, S., & Shah, V. (2024). Anti-CRT attacks, school choice, and the privatization endgame. Critical Education, 15(2), 29–36. https://doi.org/10.14288/ce.v15i2.186883 Credits The show's producers are Melanie Janzen & Shannon D.M. Moore. The co-hosts are Shannon D.M. Moore & Justin Fraser. The technical producer is Devin King. The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/.

    3.3 What Is Lost When We Surrender Local Democracy

  8. Sep 18

    3.2 Teacher Competence: Making Teachers The Problem And The Solution

    Episode Abstract:  This episode explores teacher competency discourses. Teacher competencies are frameworks that define the knowledge, skills, practices, and behaviours expected of teachers, often translating the complex work of teaching into observable and measurable standards, suggesting a uniform and best way to teach, and ignoring the varied contexts in which teachers work. These discourses make teachers the problem and the solution, impose definitions of the “good teacher,” and ignore the multitude of factors that impact student learning. Their emergence has been motivated by neoliberal education reforms and the growing influence of organizations such as the OECD. Manitoba, recently formalized teacher competencies through Bill 35—The Education Administration Amendment Act (Teacher Certification and Professional Conduct), The Alberta government also introduced legislation governing the discipline of teachers in 2022. Guest Bios:  Melanie Janzen (she/her) is a professor in the Department of Curriculum, Teaching and Learning in the Faculty of Education at the University of Manitoba. She is a settler living and working in Winnipeg, Canada, on Treaty One Territory and the homeland of the Red River Métis. Melanie’s research uses critical perspectives to explore the inter-related workings of power and discourses and how these affect the experiences of classroom teachers, the ongoing marginalization of children, and the undermining of public education. Prior to working at the University, she was a teacher for 15 years. She currently serves on the boards of the Canadian Association for Young Children and People for Public Education. Jill Morris is a curriculum scholar and an assistant professor in the Faculty of Education at the University of Winnipeg.  With over 20 years of experience working in K-12 classrooms in Ontario and BC, her research is grounded in phenomenology and critical theory as a means of provoking “second thoughts” about classroom, teacher, and educational experience. Specifically, her research explores teacher authority, the discursive implications of Canadian and international educational policies, the educational potential of the everyday in the classroom, and the metaphors that shape an understanding of the possibilities for schooling and teacher education. Christie Petersen (BFA, B.Ed., PBDE, M.Ed., PhD) is an instructor in the Faculty of Education at the University of Manitoba. She has over 20 years of experience in the public school system as a classroom teacher, visual arts specialist, resource teacher, and acting principal, teaching students across EY, MY, and SY. Christie’s research focuses on early career teachers and the transition into the profession, including critical consideration of induction practices, mentoring, and the gendered expectations of teachers. Her work engages with ecofeminist thought, feminist poststructuralism, and critical theory to consider what it means to learn and become teacher within the contemporary educational landscapes that are intensified by the shifting complexities and subsequent manifestations of inequity, neoliberal reform, climate crisis, and the ongoing impacts of colonization. References/Resources:  Janzen, M., Petersen, C., & Tosi, R. (2025). Teacher competence discourses: Exposing, controlling, and punishing the ‘bad’ teacher. Journal of Education Policy, 41, 1–20. https://doi.org/10.1080/02680939.2025.2600315 Morris, J., Couture, J.-C., & Phelan, A. (2023). Riding Fences: Anticipatory Governance, Curriculum Policy, and Teacher Subjectivity. Canadian Journal of Education/Revue Canadienne de l’éducation, 46(3), 517–544. https://doi.org/10.53967/cje-rce.5833 Credits The show's producers are Melanie Janzen & Shannon D.M. Moore. The co-hosts are Shannon D.M. Moore & Justin Fraser. The technical producer is Devin King. The cover art is by political cartoonist, Chris Chuckry. The songs 26 Ghosts III, 16 Ghosts II, and 35 Ghosts IV by Nine Inch Nails are used through a Creative Commons Attribution Non-Commercial Share Alike license https://creativecommons.org/licenses/by-nc-sa/3.0/us/.

    3.2 Teacher Competence: Making Teachers The Problem And The Solution
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About

On each episode, we host academics, educators, and advocates interested in advancing public education a public good.  Click here for a full catalog for Season One of the podcast.

Information

  • Creator
    Public Good
  • Years Active
    2022 - 2026
  • Episodes
    36
  • Rating
    Explicit
  • Copyright
    © Copyright voicEd Radio
  • Show Website
    Public Good

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