Conceptually Speaking

Trevor Aleo
  • 5.0（21則評分）
  • 教學

Conceptually Speaking is a show about exploring the cognitive processes and social practices that help us make sense of our world. As as teacher-scholar interested in the intersection of educational theory, practice, and scholarship, I host conversations with guests ranging from practicing educators to neuroscientists and literary scholars to YouTube video essayists. Each episode shares a common purpose: to consider, critique, and reconceptualize what we think and feel about education. If you enjoy the show and want to learn more, subscribe wherever you get your podcasts, find me on Substack, and check out trevoraleo.com for more information, resources, and details on professional learning. 

  1. 8月21日

    Dr. Rachel Horst Talks Entanglement and Literacy in the Age of AI

    In this episode of Conceptually Speaking, I explore the complex and contested terrain of AI literacy with Dr. Rachel Horst, a digital literacy and arts-based scholar whose framework for understanding entangled literacies offers a refreshing alternative to the polarized discourse surrounding artificial intelligence in education. Drawing from posthumanist theory and futures literacies scholarship, our conversation challenges both techno-optimistic and techno-pessimistic narratives while centering creativity, relationality, and critical inquiry in our approach to these emerging technologies. Key Concepts from the Episode: Entangled AI Literacy Moving beyond skills-based definitions toward messy, relational understandings of literacyUnderstanding AI literacy as interconnected with ecological, data, knowledge-construction, epistemic, disciplinary, political, relational, creative, futures, and algorithmic dimensionsRecognizing how AI reveals existing entanglements rather than creating entirely new problemsEmbracing uncertainty and fluidity in defining what AI literacy means Creative Disobedience and Posthumanist Approaches Using AI tools in playful, experimental, and "disobedient" ways that highlight glitches and limitationsDrawing on posthumanist theory to decenter human exceptionalism and explore relational ontologiesConnecting with indigenous cosmologies and other-than-human ways of knowing Teaching With, Against, and About AI Creating space for diverse perspectives on AI rather than seeking consensusBalancing critique with curiosity and experimentationSupporting process-oriented, collaborative learning that uses AI to amplify rather than replace human creativityTrusting students' innate desire to create and make meaning Theory as Practice Making philosophical and theoretical frameworks accessible and playful for educatorsRecognizing that all teaching involves theory, whether we acknowledge it or notUsing AI tools to create rich digital artifacts for teaching and learningMoving beyond compliance-driven approaches to embrace complexity and emergenceThe conversation highlights how educators can move beyond binary thinking about AI to create learning environments that are both critically engaged and experimentally open. Rachel's work demonstrates how posthumanist theory can inform practical approaches to AI literacy that honor complexity while remaining grounded in the realities of teaching and learning. Rather than treating AI as either salvation or doom, this episode models an (admittedly fraught) third way: engaging with these tools as part of larger conversations about knowledge, creativity, relationality, and the future of education. The discussion emphasizes the importance of creating spaces where educators can explore their own AI literacy in "messy" ways while supporting students in developing critical and creative relationships with emerging technologies. Connect with Rachel's Work: LinkedIn (primary platform for sharing work)Substack (for arts-based integration of AI)UBC Master's in Educational Technology programEntangled AI Literacy Resource (created for educators)Support the show

    48 分鐘

  2. 6月27日

    Marcus Luther Talks Leading and Learning in the Digital Teacher's Lounge

    In this episode of Conceptually Speaking, I sit down with Marcus Luther, a 13th-year high school English teacher and co-host of The Broken Copier podcast. After spending his first eight years teaching in Arkansas, Marcus recently returned to the Pacific Northwest, bringing with him a wealth of classroom experience and a passion for teacher-centered conversations. Our discussion explores the evolving landscape of teacher community-building, from the early days of Teacher Twitter to the current fractured digital spaces where educators seek connection and growth. Key Concepts from the Episode: The Digital Teacher's Lounge How online spaces can recreate the collaborative spirit of in-person professional learning communitiesMoving beyond transactional networking toward authentic relationship-buildingThe role of digital platforms in sustaining teacher enthusiasm and preventing isolationCommunities of Practice Understanding teaching as fundamentally community work that extends beyond school wallsThe "generosity journey" of sharing resources and learning from fellow educatorsBalancing local collegial relationships with broader professional networksStorytelling and Resistance Addressing the vacuum of positive narratives about classroom possibilitiesThe urgent need to highlight what's working in public educationUsing authentic teacher voices to counter deficit-based reform narrativesNavigating Professional Boundaries Managing the relationship between classroom practice and public educator identityThe ethics of sharing experiences while maintaining privacySetting sustainable limits on development and growth outside the classroomMarcus brings a refreshing perspective on how educators can remain committed to the classroom while recognizing the power of broader professional community. His conviction that we need to tell better stories about the transformative potential of teaching offers hope in an era of educational uncertainty. Whether you're an early-career teacher seeking community or a veteran educator looking to reinvigorate your practice, this conversation demonstrates how authentic professional relationships can sustain both individual growth and collective advocacy for the teaching profession. Links: https://thebrokencopier.substack.com/ https://web-cdn.bsky.app/profile/marcusluther.bsky.social   Support the show

    55 分鐘

  3. 4月10日

    Dr. Matt Seybold Talks Public Humanities & Podcasting

    In this episode of Conceptually Speaking, I sit down with Dr. Matt Seybold, host of the American Vandal podcast and scholar at the Center for Mark Twain Studies at Elmira College. Our conversation traverses the changing landscape of literary studies as it moves beyond traditional academic boundaries into digital spaces, revealing both new opportunities and persistent challenges in how we create and share knowledge. Dr. Seybold shares the origin story of American Vandal—born as a pandemic response when in-person programming was suspended—and how it evolved into a platform that builds relationships with scholars and reaches an unexpectedly global audience. Together, we explore the fascinating contradiction that while humanities departments face serious funding crises, public hunger for thoughtful literary and cultural analysis continues to flourish across platforms and borders. Key Concepts from the Episode: Democratizing Academic Discourse How podcasting allows scholars to communicate more naturally about complex ideasThe surprising global reach of academic content when freed from traditional constraintsWhy digital media complements but cannot replace forms of scholarship housed in academic institutionsDigital Media in Humanities Education Engaging students with diverse media experiences across multiple platformsBalancing traditional written texts like articles and monographs with emerging forms of communicationUnderstanding the unique affordances of different media formats rather than creating hierarchiesBridging Academic & Public Humanities Challenging the "crisis in humanities" narrative by revealing genuine public interest in literary discourse despite decades of Ponzi austerity Distinguishing between institutional defunding and the persistent cultural appetite for humanistic inquiryPromoting authentic creative production through engagement with "real world" media genresOur conversation offers practical insights for educators, researchers, podcasters, and anyone interested in how literary scholarship evolves in the digital age. Dr. Seybold reminds us that despite institutional challenges, the humanities must continue to resist through rhetorical agility, media savvy, and (perhaps most importantly) organized political action.  Check out more of Matt's work: The American Vandal PodcastCenter for Mark Twain StudiesSupport the show

    1 小時 2 分鐘

  4. 3月13日

    Dr. Remi Kalir Talks Annotation and Re/Marks on Power

    In this thought-provoking episode, I sit down with Dr. Remi Kalir,  the Associate Director of Faculty Development and Applied Research with Learning Innovation and Lifetime Education at Duke University, where he also serves as Associate Director of the Center for Applied Research and Design in Transformative Education. He has also completely revolutionized my thinking about annotation. As someone who was relatively ambivalent about annotations, Remi's perspective transformed me into a fan, believer, and enthusiastic practitioner. Our conversation challenges conventional wisdom about annotation, as Remi argues that we're all annotators, from the grandmother scribbling recipe modifications to fans dissecting Kendrick Lamar's lyrics on Genius. He also shares fascinating examples from his upcoming book "Re/Marks on Power" (MIT Press, 2025), including Harriet Tubman's previously unexamined annotations in pension files, protest markings on Confederate monuments, and how the US-Mexico border itself represents a form of annotation—a line drawn imprecisely on a map as an exercise of power. Key Concepts from the Episode: Annotation as a Social Practice Annotation is more than a reflection of individual comprehensionAnnotations have a "social life" that extends beyond the text and timeAnnotation is dialogic rather than an isolated literacy actAnnotation as a Tool for Critique Annotation serves as a tool for critique and challenging authorityAnnotation can circulate counter-narratives and resist dominant ideologiesE.g. Harriet Tubman's use of annotations on pension documentsAnnotation as an Embodied Practice Annotations can be embodied and geographic Protests and interventions on monuments represent forms of annotationDigital annotation practices are all over spaces like TikTok, Genius, etc.Particularly compelling is our discussion of annotation's unique affordances: its proximity to the original text, its capacity for "rough draft thinking," and its ability to make our responses visible to others across time and space. Remi invites us to see annotation not as an isolated comprehension check but as a dialogic practice with profound implications for critical literacy, social justice, and civic engagement. For educators struggling to make annotation meaningful beyond compliance, this episode offers both theoretical insights and practical inspiration to transform this everyday practice into something that can, as Remi says, "live, speak, and inspire." Re/Marks on Power (Newsletter) Re/Marks on Power (Book) Join me and socially annotate the transcription! Support the show

    1 小時 8 分鐘

  5. 2月13日

    Drs. Jacy Ippolito, Christina Dobbs, & Megin Charner-Laird Talk Disciplinary Literacy

    In this episode of Conceptually Speaking, I explore the evolving landscape of disciplinary literacy with three distinguished professors and teacher educators: Dr. Jacy Ippolito from Salem State University, Dr. Christina Dobbs from Boston University, and Dr. Megan Charner-Laird from Salem State University. Drawing from their collaborative work on the second edition of "Disciplinary Literacy Inquiry and Instruction," this conversation delves into how educators can authentically engage students in disciplinary literacies while challenging their traditional boundaries. Key Concepts from the Episode: Reimagining Disciplinary Literacy Moving beyond traditional apprenticeship models to critique and expand disciplinary boundariesExamining whose norms and traditions shape disciplinary practicesExploring how students remix and reinvent ways of belonging in academic communitiesUnderstanding disciplinary literacy as both access and transformationCritical Inquiry and Identity Supporting teachers in examining their own disciplinary identities and biasesCreating spaces for collaborative questioning and knowledge constructionEmbracing uncertainty and open-ended exploration in classroom discussionsConnecting personal passion for disciplines with student engagementPractical Implementation Across Grade Levels Extending disciplinary literacy practices into elementary educationBalancing disciplinary practices with critique and remixFinding opportunities for change within existing curricular constraintsStarting with small but meaningful adjustments to existing practicesThe conversation highlights how disciplinary literacy can reignite both teachers' and students' love for learning when approached through a critical, inquiry-driven lens. The authors share practical insights for educators while acknowledging the complex challenges of implementing these approaches within current educational structures. Their discussion emphasizes the importance of making space for joy, authenticity, and student voice in disciplinary learning. Whether you're a classroom teacher, educational researcher, or interested in the evolution of literacy practices, this episode offers valuable perspectives on creating critical and culturally sustaining ecologies of disciplinary learning. The authors demonstrate how educators can provide access to powerful academic discourses while opening new possibilities for student engagement and knowledge creation. Disciplinary Literacy Inquiry & Instruction (2nd edition) Critical Disciplinary Literacy: An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching Support the show

    56 分鐘

  6. 1月16日

    Dr. Annie Abrams Talks Literature, Liberal Arts Education, and the College Board

    In this episode of Conceptually Speaking, I sit down with Dr. Annie Abrams, author of Short Changed: How Advanced Placement Cheats American Students, to explore the complex relationship between policy, pedagogy, and the purpose of English education in America. Our conversation weaves between critiques of AP's corporatization of liberal arts education and deeper questions about what it means to teach literature meaningfully. Annie and I wrestle with how institutional forces shape (and often constrain) the rich interpretive practices and humanizing ethos that make English teaching worthwhile. Key Concepts from the Episode: Corporate Mediation AP's shift from facilitating teacher-professor collaboration to prescribing standardized curriculumThe "AP brand" becoming synonymous with rigor while potentially undermining authentic liberal arts experiencesSpaces of/for Literary Discourse Lack of institutional support for teachers to engage deeply with texts and scholarshipDisconnect between growing public appetite for literary criticism and classroom spacesVision for Change Drawing on Ralph Ellison to balance critique with hope for the American project Need to move beyond standardized frameworks to build sustainable communities of practice with institutional supportFor teachers wrestling with their own relationship to AP or seeking ways to cultivate more meaningful literary experiences in their classrooms, this conversation offers both validation and vision for what might be possible. While we may not have all the answers, the episode demonstrates the value of creating spaces where we can explore these questions together. Check out more of Annie's work here: Short Changed (book) Teaching Ellison (article) Show Information: My Site My Substack Music Credit: Infraction - No Copyright Music Support the show

    51 分鐘

  7. 2024/08/27

    Rod Naquin Talks Large Language Models & Dialogic Computing

    For this episode I'm joined by friend of the show Rod Naquin, a Louisiana based education leader and doctoral student whose research and writing explores the intersection between dialogue, learning, and large language models. Drawing on thinkers and theories from his research, Rod invites educators to stop viewing artificial intelligence as a completionist tool or sentient machine and instead regard it as a new form of dialogic computing. His articulation of LLMs challenges common perceptions of AI as merely a productivity tool, instead proposing a more interactive, discourse-driven approach to using language models in educational settings. Rod offers concrete examples of how educators can apply this approach, emphasizing AI's potential as an analytical partner rather than an omniscient source. He advocates for a nuanced approach that leverages AI's capabilities while preserving essential human elements in the learning process. This episode provides valuable insights for educators, researchers, and anyone interested in the future of AI in education.  Key concepts explored in this episode: Dialogic Computing: Reframing AI interactions as collaborative dialogues rather than simple input-output exchangesParadigm Shifts: Examining parallels between historical communication changes and current AI-driven transformationsPost-Literacy: Considering the emergence of an era where AI-mediated text takes on speech-like qualitiesDynamic Equilibrium: Balancing AI assistance with human comprehension and critical thinkingAffordances and Constraints: Understanding the capabilities and limitations of AI in educational contextsIn addition to his research on dialogue, Rod has deep expertise in high-quality instructional materials and hosts The Science of Dialogue podcast. A husband and father of twins, he resides in Bayou Gauche. You can find Rod on Twitter/X.com as @rodjnaquin and read his writings at rodjnaquin.substack.com. Support the show

    1 小時 4 分鐘

  8. 2024/05/16

    Dr. Ashely Rogers Berner Talks Educational Pluralism & Democracy

    To say we’re living through a moment of education polarization would be a mild understatement. Considering the digital echo chambers we all find ourselves in, I believe it’s more important than ever to engage with people who may move in different circles and have different perspectives, but share some foundational beliefs about democracy, wisdom, and advancing the public good. My guest this week is Dr. Ashley Rogers Berner—and she was the perfect person for just such an exchange. As the director of and professor for John Hopkin’s Institute for Educational Policy, she is well versed in the history of educational policy both in the states and abroad. One of the more compelling parts of our dialogue was Dr. Berner’s insight into the way many European systems fund and operate their schools. In fact, her comparative research serves as the basis for the fairly unique, heterodox views on educational policy explored in her recent book: Educational Pluralism and Democracy. Though we have contrasting thoughts on a number of pedagogical approaches and policy prescriptions, Ashley was a generous interlocuter who shares my love for the Humanities, pluralism, and the fledgling project of American democracy. Considering I don’t have too many policy conversations on the podcast, I think I learned more in this episode than in most others I’ve recorded. I hope you find it as informative and thought provoking as I do. Dr. Ashley Rogers Burner's Faculty Page Educational Pluralism and Democracy: How to Handle Indoctrination, Promote Exposure, and Rebuild America's Schools Support the show

    1 小時 5 分鐘
顯示全部 (81)

5
（滿分 5 顆星）
21 則評分

簡介

Conceptually Speaking is a show about exploring the cognitive processes and social practices that help us make sense of our world. As as teacher-scholar interested in the intersection of educational theory, practice, and scholarship, I host conversations with guests ranging from practicing educators to neuroscientists and literary scholars to YouTube video essayists. Each episode shares a common purpose: to consider, critique, and reconceptualize what we think and feel about education. If you enjoy the show and want to learn more, subscribe wherever you get your podcasts, find me on Substack, and check out trevoraleo.com for more information, resources, and details on professional learning. 

資訊

  • 創作者
    Trevor Aleo
  • 活躍年代
    2020年 - 2025年
  • 集數
    81
  • 年齡分級
    兒少適宜
  • 版權
    © 2025 Conceptually Speaking
  • 節目網站
    Conceptually Speaking

你可能也會喜歡