A World Worth Living In A World Worth Living In Project

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