Keynote
Workshop
Mini-Talk
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Welcome & Overview
Main Room
COVID & Race Relations
COVID and race relations are twin crises for a planet in decline. How do we as educators help students understand and embrace our changing world?
Crystal Byrd Farmer is the founder of Gastonia Freedom School, an Agile Learning Center. An engineer turned educator, she speaks and writes about ways communities can be more welcoming to people of all kinds of backgrounds. She also serves as a board member with the Foundation for Intentional Communities and website editor for Black & Poly. Crystal is passionate about encouraging people to change their perspectives on diversity, relationships, and the world. - www.crystalbyrdfarmer.com
Crystal Byrd Farmer is the founder of Gastonia Freedom School, an Agile Learning Center. An engineer turned educator, she speaks and writes about ways communities can be more welcoming to people of all kinds of backgrounds. She also serves as a board member with the Foundation for Intentional Communities and website editor for Black & Poly. Crystal is passionate about encouraging people to change their perspectives on diversity, relationships, and the world. - www.crystalbyrdfarmer.com
Learning: It's All About Relationships
James Ford is the Family and Community Support Coordinator for the Lewiston Public Schools. He is the former Restorative Practice Coordinator at Lewiston High School. He is a Black male who can trace his lineage to the middle and an owner of land in Georgia where his ancestors were slaves. He has lived in Maine for 40 years and has dealt with many layers of Affirmative Action, discrimination, racism, segregation and implicit bias. He has been doing work on race, or the subject of race all of my life. He loves the Lewiston High School; its diversity and its willingness to shift behaviors to work with the current student population. He sees his role as helping to facilitate that shift…finding ways to bring the school closer to the community. “Let’s open our doors to our parents, businesses and our neighbors.”
Elementary Educator, Parent, Artist, and a kid at heart, Heather Kostell is an advocate for children’s rights and joyful learning. Being labeled by her deficits at an early age, Heather endured years of wounds at the hands of the school system. These negative experiences were the catalyst that pushed her to become a teacher. While teaching, she made it her mission to create a space where children were valued for their strengths, passions, and natural talents. Currently, Heather is exploring self-directed learning with her husband and two children and using her art to express her beliefs in education.
Peter Rawitsch got his calling to become an early childhood educator at the age of 15 when he read the book Summerhill by A.S. Neill. He brought his enthusiasm for the Arts into his 1st grade classroom for 38 years in upstate New York. His goal was to teach a little more like Mr. Rogers and a little less like Sesame Street. He remembers when 1st grade had a block corner. Today he is a public school activist who speaks (and occasionally sings) at School Board meetings in Wilmington, North Carolina about safety, equity, and developmentally appropriate practices.
Aixa B. Rodriguez (born in Bronx, NY) is a Puerto Rican educator and education activist. Rodriguez has been a teacher of English Language Learners in the NYCDOE since 2005. She is the founder of Bronx Educators United for Justice, which hosts community events on a variety of intersectional topics related to public education. A graduate of Fordham University with a BS in Psychology and Latin American studies, she followed a stint in Japan teaching English as Foreign Language, by obtaining a Masters of Science in TESOL. She has served on the steering committee for MORE the Movement of Rank and File Educators for 2019-2020. Since realizing how education reform initiatives are preying on young idealist teachers and experimenting on public school students for profit, she has taken on activism and advocacy as part of her role as a public educator. Her issues include the abuse of standardized testing to usher in privatization of public schools, charter school co-locations, scarcity of services used to deny rights and services to ELLs and students with disabilities, push out of veteran teachers of color, whole child education and quality rich and culturally representative, responsive and respectful curricula."
Elementary Educator, Parent, Artist, and a kid at heart, Heather Kostell is an advocate for children’s rights and joyful learning. Being labeled by her deficits at an early age, Heather endured years of wounds at the hands of the school system. These negative experiences were the catalyst that pushed her to become a teacher. While teaching, she made it her mission to create a space where children were valued for their strengths, passions, and natural talents. Currently, Heather is exploring self-directed learning with her husband and two children and using her art to express her beliefs in education.
Peter Rawitsch got his calling to become an early childhood educator at the age of 15 when he read the book Summerhill by A.S. Neill. He brought his enthusiasm for the Arts into his 1st grade classroom for 38 years in upstate New York. His goal was to teach a little more like Mr. Rogers and a little less like Sesame Street. He remembers when 1st grade had a block corner. Today he is a public school activist who speaks (and occasionally sings) at School Board meetings in Wilmington, North Carolina about safety, equity, and developmentally appropriate practices.
Aixa B. Rodriguez (born in Bronx, NY) is a Puerto Rican educator and education activist. Rodriguez has been a teacher of English Language Learners in the NYCDOE since 2005. She is the founder of Bronx Educators United for Justice, which hosts community events on a variety of intersectional topics related to public education. A graduate of Fordham University with a BS in Psychology and Latin American studies, she followed a stint in Japan teaching English as Foreign Language, by obtaining a Masters of Science in TESOL. She has served on the steering committee for MORE the Movement of Rank and File Educators for 2019-2020. Since realizing how education reform initiatives are preying on young idealist teachers and experimenting on public school students for profit, she has taken on activism and advocacy as part of her role as a public educator. Her issues include the abuse of standardized testing to usher in privatization of public schools, charter school co-locations, scarcity of services used to deny rights and services to ELLs and students with disabilities, push out of veteran teachers of color, whole child education and quality rich and culturally representative, responsive and respectful curricula."
Life during a Pandemic
Life during a Pandemic at Liberated Learners Centers - A panel of teens and staff from Liberated Learners centers (https://liberatedlearners.net/members/member-programs/) will share about their experiences during the pandemic: leaving school, figuring out what they want in life, day-to-day life at their center, and the move to online everything. Moderated question and answer to follow.
Ken Danford is a board member of Liberated Learners and Executive Director at North Star: Self-Directed Learning for Teens. He will moderate a panel of teens and staff from LL centers.
Ken Danford is a board member of Liberated Learners and Executive Director at North Star: Self-Directed Learning for Teens. He will moderate a panel of teens and staff from LL centers.
Git on Board: Traveling the Truth Train
Interactive conversations to unpack lies about Black inferiority highlight Nile Valley contributions to civilization. This shared value makes humankind, human. Racism is detrimental to humanity and its perpetrators must be brought under subjection. A failure to harness this threat to mankind with its wars and military regiments cannot grapple with a multitude of pandemics such as witnessed today. The past, the present, the future is contingent on scientific verified truths.father Afrikan Holocaust, slave trade, colonialism, segregation and alternative facts that result in peaceful and violent demonstrations.
Naomi: "I am an Educator, author, historian, performing artist, actress and composer. I founded Texas Center for African American Living History, a vehicle for public education for students, parents, and communities via installations of visual interpretation."
Naomi: "I am an Educator, author, historian, performing artist, actress and composer. I founded Texas Center for African American Living History, a vehicle for public education for students, parents, and communities via installations of visual interpretation."
Unschooling: Exploring Learning Beyond the Classroom
If there was ever a time to reimagine conceptions of learning and schooling, it is now. Unschooling: Exploring Learning Beyond the Classroom explores the past, present, and future of unschooling – a type of homeschooling where children and teens learn through life, led by their own intrinsic motivations, strengths, and interests. Unschooling can also happen in public, private, and charter schools if we are willing to rethink our notions of what education and learning really is. Let’s talk about educational innovation, seen through the lens of the unschooling movement!
Gina Riley, Ph.D. is an educational psychologist, Clinical Professor, and Program Leader of the Adolescent Special Education Program at CUNY – Hunter College. Dr. Riley has over fifteen years experience working with teens diagnosed with learning disabilities and emotional/behavioral disorders. She is also a seasoned academic, with years of teaching, research, and supervisory experience within the fields of special education, psychology, school psychology, and mental health counseling. In addition, Dr. Riley has extensive experience in online education and distance learning at the college/university level. She is known internationally for her work in the fields of homeschooling, unschooling, and self-directed learning. Her first book, Unchooling: Exploring Learning Beyond the Classroom (Palgrave Macmillan) came out in July of 2020.
Gina Riley, Ph.D. is an educational psychologist, Clinical Professor, and Program Leader of the Adolescent Special Education Program at CUNY – Hunter College. Dr. Riley has over fifteen years experience working with teens diagnosed with learning disabilities and emotional/behavioral disorders. She is also a seasoned academic, with years of teaching, research, and supervisory experience within the fields of special education, psychology, school psychology, and mental health counseling. In addition, Dr. Riley has extensive experience in online education and distance learning at the college/university level. She is known internationally for her work in the fields of homeschooling, unschooling, and self-directed learning. Her first book, Unchooling: Exploring Learning Beyond the Classroom (Palgrave Macmillan) came out in July of 2020.
Black Girls Talk: Creating Safe Spaces for BIPOC Youth
Black Girls Talk is a youth organization designed to create a safe space for the Black female students, staff, and faculty at Bard High School Early College Queens. The organization builds sisterhood amongst its participants through their small group discussions and bonding activities. Black Girls Talk aims to have discussions that are not held in the classroom such as Black women in STEM, representation in the media, and other topics that relate to being a young Black woman in today’s society. In this workshop, we will share more about Black Girls Talk’s mission and the importance of creating safe spaces for BIPOC youth.
Ymorah Blakeney is currently a junior at Bard High School Early College Queens. In 2018 she founded Black Girls Talk, a youth organization designed to create a safe space for the Black female students, staff, and faculty at her school. She was prompted to start the organization because of her experience with race and gender within schools. Ymorah is passionate about law, civil rights, and social justice. She has lobbied at the New York State Capitol and interned at the New York Civil Liberties Union. Ymorah looks forward to expanding Black Girls Talk, launching her hair care line this year, and continuing to use her voice for social change.
Gabriella Codrington is a senior at Bard Queens and the co-leader of Black Girls Talk. She was born and raised in Brooklyn, NY where she currently resides. Her hobbies include coding, reading, cooking, and training her dog. She is currently a writer for her school's newspaper and an ambassador for her school. She aspires to become a software engineer and create her own app.
Karimah Shabazz is a fierce and passionate leader who is an advocate for social justice and transformative social change. Karimah currently works at Bard High School Early College Queens (BHSECQ) as the Director of Bard Diverse Network of Action (DNA). In her role, she oversees the Bard DNA Fellows Program which is designed to prepare students, who have been historically underrepresented in higher education, for excellence in both academics and community advocacy through identity and leadership development. At BHSECQ, Karimah also serves as the Advisor to Black Girls Talk and as the Co-Director of the Black Lives Matter Task Force.
Karimah was born in Queens, New York and raised in Atlanta, Georgia. In 2010, Karimah was awarded the full-tuition Posse Scholarship, affording her the opportunity to attend Bard College. At Bard, she majored in Sociology, with a concentration in Africana Studies. While there, she co-founded the TLS project Building Up Hudson and served as a Peer Mentor in the Bard Educational Opportunity Programs Office, a Peer Counselor in Reslife and as the Chair of the Multicultural Diversity Committee in Bard Student Government. In 2018, Karimah graduated from Michigan State University with her Master’s degree in Student Affairs Administration, with a certificate in Teaching and Learning in Postsecondary Education. She is currently pursuing her Juris Doctor degree at CUNY School of Law as a part-time evening student.
Ymorah Blakeney is currently a junior at Bard High School Early College Queens. In 2018 she founded Black Girls Talk, a youth organization designed to create a safe space for the Black female students, staff, and faculty at her school. She was prompted to start the organization because of her experience with race and gender within schools. Ymorah is passionate about law, civil rights, and social justice. She has lobbied at the New York State Capitol and interned at the New York Civil Liberties Union. Ymorah looks forward to expanding Black Girls Talk, launching her hair care line this year, and continuing to use her voice for social change.
Gabriella Codrington is a senior at Bard Queens and the co-leader of Black Girls Talk. She was born and raised in Brooklyn, NY where she currently resides. Her hobbies include coding, reading, cooking, and training her dog. She is currently a writer for her school's newspaper and an ambassador for her school. She aspires to become a software engineer and create her own app.
Karimah Shabazz is a fierce and passionate leader who is an advocate for social justice and transformative social change. Karimah currently works at Bard High School Early College Queens (BHSECQ) as the Director of Bard Diverse Network of Action (DNA). In her role, she oversees the Bard DNA Fellows Program which is designed to prepare students, who have been historically underrepresented in higher education, for excellence in both academics and community advocacy through identity and leadership development. At BHSECQ, Karimah also serves as the Advisor to Black Girls Talk and as the Co-Director of the Black Lives Matter Task Force.
Karimah was born in Queens, New York and raised in Atlanta, Georgia. In 2010, Karimah was awarded the full-tuition Posse Scholarship, affording her the opportunity to attend Bard College. At Bard, she majored in Sociology, with a concentration in Africana Studies. While there, she co-founded the TLS project Building Up Hudson and served as a Peer Mentor in the Bard Educational Opportunity Programs Office, a Peer Counselor in Reslife and as the Chair of the Multicultural Diversity Committee in Bard Student Government. In 2018, Karimah graduated from Michigan State University with her Master’s degree in Student Affairs Administration, with a certificate in Teaching and Learning in Postsecondary Education. She is currently pursuing her Juris Doctor degree at CUNY School of Law as a part-time evening student.
Partnership with your child: A radical solution for a new world
Lainie and Sarah support parents to partner with their children by presenting a framework through which to design a family culture and move from rules to values based living. By providing tools that help parents work through their triggers and identify fears, we show participants how they can choose connection over control and reject conflict and suffering in preference for peace and joy. A relationship based in relationship and connection opens us up to healing pasts hurts, working through our trauma and truly living in freedom with our children. Trusting our children and ourselves to explore a life of adventurous learning!
Sarah Beale is a worldschooling, unschooling mum to four wildlings who are almost completely in charge of their own lives. She is the co-founder of The Partnership Parenting Movement and has a vision to support parents seeking a life beyond the classroom and supports families through group and 1:1 coaching.
Lainie Liberti is the co-founder of the Worldschooling movement and lives a partnership life with her now grown son, with whom she continues to collaborate. Lainie has long been an advocate of self directed learning and has been active in the worldschooling, alternative and unschooling community for many years. She has founded several enterprises to support families in their connection to eachother and the world, such as Project World School, We Are Worldschoolers, Transformative Mentoring for Teens and now The Partnership Parenting Movement.
Sarah Beale is a worldschooling, unschooling mum to four wildlings who are almost completely in charge of their own lives. She is the co-founder of The Partnership Parenting Movement and has a vision to support parents seeking a life beyond the classroom and supports families through group and 1:1 coaching.
Lainie Liberti is the co-founder of the Worldschooling movement and lives a partnership life with her now grown son, with whom she continues to collaborate. Lainie has long been an advocate of self directed learning and has been active in the worldschooling, alternative and unschooling community for many years. She has founded several enterprises to support families in their connection to eachother and the world, such as Project World School, We Are Worldschoolers, Transformative Mentoring for Teens and now The Partnership Parenting Movement.
What Do We Mean by "Structure" in Education?
Some people start off playing the piano 'by ear' while others learn music theory and use sheet music - both are valid ways to learn, and they are not mutually exclusive. Do some learners or learning tasks need "More Structure" ? This presentation considers some original thoughts on how we structure our own learning when we are free to self-direct, proposing a model to help us understand how different types of learning and 'learning structures' fit together.
Je'anna Clements walked out of a conventional Masters degree in Philosophy of Education when she realised that no existing course could meet her learning needs. For over a decade she self-directed her studies in Self-Directed Education, applying her learning in practice by experimenting with several startups, culminating in co-founding Riverstone Village (RsV), a Sudbury-inspired facility in South Africa, in 2017, after joining the AERO School Starters group. In addition to being staff at RsV she now writes about the theory and practice of SDE and supports adults in gaining their confidence to facilitate SDE effectively.
Je'anna Clements walked out of a conventional Masters degree in Philosophy of Education when she realised that no existing course could meet her learning needs. For over a decade she self-directed her studies in Self-Directed Education, applying her learning in practice by experimenting with several startups, culminating in co-founding Riverstone Village (RsV), a Sudbury-inspired facility in South Africa, in 2017, after joining the AERO School Starters group. In addition to being staff at RsV she now writes about the theory and practice of SDE and supports adults in gaining their confidence to facilitate SDE effectively.
Act Local - Go Global: Uniting to Accelerate Change
This workshop is to discuss an idea for making November 20th a day when people who believe in democratic education and children’s human rights unite worldwide to amplify their voices and demonstrate their collective strength. November 20th has been established by the UN as World Children’s Day, and a time to bring attention to both the UN Convention on the Rights of the Child and the Child Friendly Cities Initiative. A reason given for why environmental groups have not been more effective in addressing climate change is that they have remained too disconnected. This workshop is to avoid the same being said about us. United we can make a difference.
Srinivas Kumar Yerrapothu (Sky) :Founder-SKY Transformations-Focused on 360 degree Positive Transformations in the Schools/Learning Space. Founder-Universal Consciousness Trust-Focused on Supporting People to stand on their own legs. Experienced in 4 different fields-Engineering, Education, Property Business, Fund Facilitations and exposed to 8 Spiritual Organisations.
Bruno Gioia Sandler (he/his): Classroom teacher student finishing his master’s studies in primary education in the University of Oulu (Finland). Embarked in a journey of understanding education in a way that respects young people’s needs and rights. In this journey, other people with similar interests crossed paths with him in the 2020 WebIDEC conference. Inspired by this experience, he aims on expanding those connections and working with people around the World to create a transformation in the conventional schooling system.
Marsha D. Shack:
Raised in Alberta’s Boreal forest, Marsha learned the allure of the land through gardening, hunting, fishing, and farming. Earning a B. Ed from the University of Alberta (Social Studies and Drama), she went on to teach, travel, and learn throughout New Zealand, Australia, Samoa, Ethiopia, and Alberta. In 2012 Marsha earned her Permaculture Design Certificate with Geoff Lawton, and it has shaped her worldview and career ever since. (Because symbiotic relationships between humans and the natural world are possible, enjoyable, and essential to our existence.) Currently, Marsha leads Change it Up, a transformational education program for underserved youth and adults in Maskwacis, AB
Srinivas Kumar Yerrapothu (Sky) :Founder-SKY Transformations-Focused on 360 degree Positive Transformations in the Schools/Learning Space. Founder-Universal Consciousness Trust-Focused on Supporting People to stand on their own legs. Experienced in 4 different fields-Engineering, Education, Property Business, Fund Facilitations and exposed to 8 Spiritual Organisations.
Bruno Gioia Sandler (he/his): Classroom teacher student finishing his master’s studies in primary education in the University of Oulu (Finland). Embarked in a journey of understanding education in a way that respects young people’s needs and rights. In this journey, other people with similar interests crossed paths with him in the 2020 WebIDEC conference. Inspired by this experience, he aims on expanding those connections and working with people around the World to create a transformation in the conventional schooling system.
Marsha D. Shack:
Raised in Alberta’s Boreal forest, Marsha learned the allure of the land through gardening, hunting, fishing, and farming. Earning a B. Ed from the University of Alberta (Social Studies and Drama), she went on to teach, travel, and learn throughout New Zealand, Australia, Samoa, Ethiopia, and Alberta. In 2012 Marsha earned her Permaculture Design Certificate with Geoff Lawton, and it has shaped her worldview and career ever since. (Because symbiotic relationships between humans and the natural world are possible, enjoyable, and essential to our existence.) Currently, Marsha leads Change it Up, a transformational education program for underserved youth and adults in Maskwacis, AB
Teaching Challenges in Africa
General challenges facing child centered learning and teaching approaches in Africa.
WOBAYILA AMOS WESIMIKA is the Founder of Harlon Schools, Uganda Kulika Africa and is a dedicated International Philanthropist in social global challenges across all stages including Early Childhood Education support measures.
WOBAYILA AMOS WESIMIKA is the Founder of Harlon Schools, Uganda Kulika Africa and is a dedicated International Philanthropist in social global challenges across all stages including Early Childhood Education support measures.
New Ways To Think About Dyslexia
Some dyslexics never develop a reading problem, while others will struggle all their lives. What if School is what makes all the difference – but not in the way people think? Why do even our best attempts at remedial help too often backfire, causing anxiety, depression and damage to self-esteem?
If we can understand WHY only some dyslexics develop problems with learning to read while others do not, and what makes the difference, we may be able to change the lives of millions of young people. This workshop will leave you reeling with new possibilities, and concrete directions to explore."
Je'anna L Clements is an advocate for young people's rights, a writer, a mother of a teen and a tween who have both self-educated since birth, and a founding member of Riverstone Village, Africa's first Sudbury-inspired learning community. She writes articles and books on alternative education including "What If School Creates DYSlexia?", "Help! My Kid Hates School!" and the "Helping The Butterfly Hatch" series of books on Self-Directed Education facilitation. She offers online and in-person courses and coaching sessions to support adults in supporting young people with their self-education process.
If we can understand WHY only some dyslexics develop problems with learning to read while others do not, and what makes the difference, we may be able to change the lives of millions of young people. This workshop will leave you reeling with new possibilities, and concrete directions to explore."
Je'anna L Clements is an advocate for young people's rights, a writer, a mother of a teen and a tween who have both self-educated since birth, and a founding member of Riverstone Village, Africa's first Sudbury-inspired learning community. She writes articles and books on alternative education including "What If School Creates DYSlexia?", "Help! My Kid Hates School!" and the "Helping The Butterfly Hatch" series of books on Self-Directed Education facilitation. She offers online and in-person courses and coaching sessions to support adults in supporting young people with their self-education process.
Educating a child through regenerative practices
The Regenerative educational practices workshop takes a bold step to bring participants to begin an unprecedented collaborative work of facing the disastrous reality of education injustice in its many forms; and embarking upon the integral work of mutual transformation to create a new, unprecedented harmony between educators and learners and the learning space. Working through the challenges of the disharmony that conditioning through education brings to all concerned, this workshop invites working with intention, integrity, compassion, and non-judgment, so that learners and educators discover a liberating, awakening new path for a regenerative education that brings transformation to all concerned.
Dr. Karambu Ringera - Dr Karambu Ringera is the founder and president of International Peace Initiatives (IPI: www.ipeacei.org), an organisation that works to mitigate the impact of HIV/AIDS, poverty and violence in the lives of women and children. She has used her extensive academic background and international experience working in many countries to design and implement models of regeneration and systems change, ethical leadership, inclusive community engagement, women’s grassroots empowerment programs, sustainable peace and development, collaborative problem solving models, pre-emptive and post conflict reconciliation, proactive diversity and inclusion, and a successful, working model of “Amani Homes” - community homes of peace for orphans and vulnerable children. Karambu is a visionary, an activist, a compassionate, committed, formidable force for change, and an inspiration to all who meet her.
Dr. Karambu Ringera - Dr Karambu Ringera is the founder and president of International Peace Initiatives (IPI: www.ipeacei.org), an organisation that works to mitigate the impact of HIV/AIDS, poverty and violence in the lives of women and children. She has used her extensive academic background and international experience working in many countries to design and implement models of regeneration and systems change, ethical leadership, inclusive community engagement, women’s grassroots empowerment programs, sustainable peace and development, collaborative problem solving models, pre-emptive and post conflict reconciliation, proactive diversity and inclusion, and a successful, working model of “Amani Homes” - community homes of peace for orphans and vulnerable children. Karambu is a visionary, an activist, a compassionate, committed, formidable force for change, and an inspiration to all who meet her.
Can Covid-19 make learning and learners more global?
There are many myths concerning Finnish education and many argue that it can not work elsewhere. I believe that many fundamentals can be replicated, benchmarked and further developed. What if innovation in education is more global collaboration and creating learning environments where AI meets EI?
I am curious and optimistic that Covid-19 could make learning more global. We can learn so much more about succesful educational systems, effective teaching and innovative learning. Perhaps the global pandemia can make children more informed and ethical global citizens.
Finnish Double Flip can offer an effective way to deepen knowledge as well as teach children how to collaborate globally, learn from each other and communicate effectively in varied ways.
Finnish Double Flip is a playful term for a pedagogy used to teach coding and competences effectively. During coding and collaboration lessons not only video was used as in flipped classroom-pedagogy, but more importantly learners became teachers. In other words pupils flip place with their teacher and the role of the teacher is to facilitate the learning process.
The Finnish Double Flip-pedagogy has been used in many creative ways to enhance whole school collaboration and even beyond. The same method has been used so far for instance in Pakistan to teach yoga for children in an orphanage; Finnish primary school children taught phonetics and writing for nearby preschool children with the help of learning games. The list of teachable concepts is endless, but the main thing is to be creative with the Finnish double flip-pedagogy and the main focus is in teaching children ethical thinking and how to put kindness into action during the global crisis.
Pirjo Suhonen - Pirjo Suhonen has a Master’s thesis (2016) on Educational Technology. During her Bachelor studies on Healthcare and Social Services (2000), she realized that preventative social care is very effective and education is a powerful way to empower individuals and have an impact on society as well as future. Thus, she concentrated on educational studies and received Preschool Teacher's qualification from the University of Turku, Finland (2003).
Miss Suhonen is a strong believer on life-long learning and she enjoys experimenting with innovative teaching and learning practices. She has varied work experience in education and care from Finland, England, France and Belgium. Working in multinational and -cultural European School of Brussels was rewarding and the birthplace of ALO Finland online courses, which offer virtual visits to Finnish schools and classrooms.
I am curious and optimistic that Covid-19 could make learning more global. We can learn so much more about succesful educational systems, effective teaching and innovative learning. Perhaps the global pandemia can make children more informed and ethical global citizens.
Finnish Double Flip can offer an effective way to deepen knowledge as well as teach children how to collaborate globally, learn from each other and communicate effectively in varied ways.
Finnish Double Flip is a playful term for a pedagogy used to teach coding and competences effectively. During coding and collaboration lessons not only video was used as in flipped classroom-pedagogy, but more importantly learners became teachers. In other words pupils flip place with their teacher and the role of the teacher is to facilitate the learning process.
The Finnish Double Flip-pedagogy has been used in many creative ways to enhance whole school collaboration and even beyond. The same method has been used so far for instance in Pakistan to teach yoga for children in an orphanage; Finnish primary school children taught phonetics and writing for nearby preschool children with the help of learning games. The list of teachable concepts is endless, but the main thing is to be creative with the Finnish double flip-pedagogy and the main focus is in teaching children ethical thinking and how to put kindness into action during the global crisis.
Pirjo Suhonen - Pirjo Suhonen has a Master’s thesis (2016) on Educational Technology. During her Bachelor studies on Healthcare and Social Services (2000), she realized that preventative social care is very effective and education is a powerful way to empower individuals and have an impact on society as well as future. Thus, she concentrated on educational studies and received Preschool Teacher's qualification from the University of Turku, Finland (2003).
Miss Suhonen is a strong believer on life-long learning and she enjoys experimenting with innovative teaching and learning practices. She has varied work experience in education and care from Finland, England, France and Belgium. Working in multinational and -cultural European School of Brussels was rewarding and the birthplace of ALO Finland online courses, which offer virtual visits to Finnish schools and classrooms.
20% - FOR A START
An introduction to and discussion around the idea that 20% of curriculum time in all schools (K-12, primary, middle, secondary) should be allocated to self-directed learning in mixed-age democratically managed and rights respecting contexts.
Derry Hannam - Ex- UK High School Vice-Principal, UK School Inspector - advocate/author for self-directed learning in democratic and rights respecting contexts.
Derry Hannam - Ex- UK High School Vice-Principal, UK School Inspector - advocate/author for self-directed learning in democratic and rights respecting contexts.
Growing Outside the Box: Taking the Democratic Education Movement to the Next Level
The alternative education movement has come a long way, but it has a long way to go before it stops being considered alternative, and starts being a realistic option for everyone. This conference provides a unique opportunity to exchange ideas on this topic. This workshop is geared towards different actors in the field of alternative education sharing their perspectives on how to take the next step in the process of expanding democratic education. It could be by identifying and collaborating with movements with similar values, improving fundraising strategies, or identifying and addressing perceptions that cause people to overlook alternative education.
Khalil Moran: Khalil completed an undergraduate degree in Journalism in Griffith College and a Masters in Equality Studies from UCD. They are hoping to start a Phd in Community Wealth Building next year and are passionate about creating a society that is sustainable, fair and inclusive. They are excited to be part of a team aiming to change school and work in Ireland for the better. They're also an avid artist who will almost always yield to the temptation of a cup of tea or throwing a rugby ball.
Ciara Brehony: Ciara is an artist, blogger and parent of four children. She is a community activist who is passionate about finding solutions to today’s problems, both human and environmental, and believes that rebuilding community and fostering compassionate communication are a powerful starting point for doing this. She is a co-founding member of Common Ground Bray, Wicklow Hedge School, and Bray Co-housing Forum. Ciara believes today’s school system of one-size-fits-all does not fit all, and her frustration at this has lead her to co-create something to challenge this and find Another Way.
Rachel Kuhn: Rachel has a background working in communications, administration and organising. She has a Master's degree in Women, Gender & Society from UCD and a Bachelor's degree in Global Studies, German Studies and Policy & Management. She enjoys making art, traveling, reading science fiction, listening to music and has a passion for contributing to positive change in the world.
Richard Boate: Richard qualified with a business degree fresh out of school and since then has run an accounting business, but it has always been his dream to work in a school. He gets a real kick out of helping people bring about for themselves what it is that they want. As Richard deeply values egalitarianism, autonomy and sharing, being a staff member in Wicklow Sudbury School is both a perfect fit and a dream come true.
Khalil Moran: Khalil completed an undergraduate degree in Journalism in Griffith College and a Masters in Equality Studies from UCD. They are hoping to start a Phd in Community Wealth Building next year and are passionate about creating a society that is sustainable, fair and inclusive. They are excited to be part of a team aiming to change school and work in Ireland for the better. They're also an avid artist who will almost always yield to the temptation of a cup of tea or throwing a rugby ball.
Ciara Brehony: Ciara is an artist, blogger and parent of four children. She is a community activist who is passionate about finding solutions to today’s problems, both human and environmental, and believes that rebuilding community and fostering compassionate communication are a powerful starting point for doing this. She is a co-founding member of Common Ground Bray, Wicklow Hedge School, and Bray Co-housing Forum. Ciara believes today’s school system of one-size-fits-all does not fit all, and her frustration at this has lead her to co-create something to challenge this and find Another Way.
Rachel Kuhn: Rachel has a background working in communications, administration and organising. She has a Master's degree in Women, Gender & Society from UCD and a Bachelor's degree in Global Studies, German Studies and Policy & Management. She enjoys making art, traveling, reading science fiction, listening to music and has a passion for contributing to positive change in the world.
Richard Boate: Richard qualified with a business degree fresh out of school and since then has run an accounting business, but it has always been his dream to work in a school. He gets a real kick out of helping people bring about for themselves what it is that they want. As Richard deeply values egalitarianism, autonomy and sharing, being a staff member in Wicklow Sudbury School is both a perfect fit and a dream come true.
Dr. Putri - Keynote
Dr. Putri Afzan Maria Zulkifli - Qualified and dedicated Early Childhood Education lecturer, trainer and practitioner with 7 years of experiences living in the United Kingdom, gaining loads of experiences from the UK classroom settings,
ways and methods in relation to Early Childhood practices. She is passionate about contributing to the Intellectual, Social, Emotional and Physical development of young children. A job creator she is from
the very beginning, to date, she has created PlayLeaders, PlayCarers, PlayWorkers, Mediators, Play Companions and Learning Facilitators. She designed a Play Conference to educate the nation. She initiated the StoryMaker Apprentices, to train undergraduates and inspire them by being her apprentices. She designed books, train apprentices to produce children’s books and publish them. She appears on
televisions, radios, newspapers and magazines to advocate and now slowly shifting towards becoming a Child-Parent Mediator to support
emotional development in adults and children.
ways and methods in relation to Early Childhood practices. She is passionate about contributing to the Intellectual, Social, Emotional and Physical development of young children. A job creator she is from
the very beginning, to date, she has created PlayLeaders, PlayCarers, PlayWorkers, Mediators, Play Companions and Learning Facilitators. She designed a Play Conference to educate the nation. She initiated the StoryMaker Apprentices, to train undergraduates and inspire them by being her apprentices. She designed books, train apprentices to produce children’s books and publish them. She appears on
televisions, radios, newspapers and magazines to advocate and now slowly shifting towards becoming a Child-Parent Mediator to support
emotional development in adults and children.
Beyond One Size Fits All Education
Lea Jovy-Ford, Hannah Miller, Jenn Sutherland -
Beyond One Size Fits All Education: How Self Directed Learning Prepares Students for the (New) Real World.
What should we teach and how should we teach it? These questions are central to education. As the existing models of "traditional" education become increasingly obsolete, some people are beginning to ask if there is a model of education that stands the test of time. As the education systems crumble around us, accelerated by COVID, it's becoming clearer that the answers to those questions are not "a particular body of knowledge" delivered in a "one size fits all" method.
We believe there is a model of education that has always existed and that applies to all humans in all stages of life. A model into which everything we might need to learn will fit. And a model for developing a balanced, holistic, and self-directed learning path, from cradle to grave. In this fire-side chat style keynote, Jenn, Lea, & Hannah will introduce that model and reflect on the ways it remains as true for the future as it did 1000 years ago, sharing their experiences in self directed learning. Including a re-examination of the purpose of education and our goals, the path we take to achieve them, and real-world
"Lea Jovy-Ford
COO of Beyond School, Lea has been at the forefront of the location independent / digital nomad movement since 2006 and has helped thousands of people become location independent – she’s been a business coach/mentor for almost two decade
Lea has a blended, multi-racial family with four children, 2 sons and 2 daughters, and her wife, Becky. Lea has home educated her two children from birth and all 4 are now home educated together. Hannah Miller
Hannah is a third-generation worldschooler, jack-of-all-trades creative leader and education hacker who has been defying norms and forging her own path from early on. She is wildly passionate about travel, creative arts, and education.
Hannah started her first business (in cookie sales) at age 7 and by 16 had begun an online career in content management and design. As a teen, she traveled full-time in close quarters with her family of six and by 19, her online business had grown to the point where she could sustainably live and travel anywhere in the world. After graduating with distinction and at the top of her program from Queens University, in Canada, she turned down a job in her field to do just that. Jenn Sutherland
CEO of Beyond School, Jenn has over 20 years of experience in supporting families to build world class educations for their children outside the four walls of a classroom - beyond school.
In addition to successfully homeschooling her own four children, from birth to university entrance while traveling the world, full time, for over a decade, Jenn has a degree in education and has worked with hundreds of families as a consultant and educational coach.
Beyond One Size Fits All Education: How Self Directed Learning Prepares Students for the (New) Real World.
What should we teach and how should we teach it? These questions are central to education. As the existing models of "traditional" education become increasingly obsolete, some people are beginning to ask if there is a model of education that stands the test of time. As the education systems crumble around us, accelerated by COVID, it's becoming clearer that the answers to those questions are not "a particular body of knowledge" delivered in a "one size fits all" method.
We believe there is a model of education that has always existed and that applies to all humans in all stages of life. A model into which everything we might need to learn will fit. And a model for developing a balanced, holistic, and self-directed learning path, from cradle to grave. In this fire-side chat style keynote, Jenn, Lea, & Hannah will introduce that model and reflect on the ways it remains as true for the future as it did 1000 years ago, sharing their experiences in self directed learning. Including a re-examination of the purpose of education and our goals, the path we take to achieve them, and real-world
"Lea Jovy-Ford
COO of Beyond School, Lea has been at the forefront of the location independent / digital nomad movement since 2006 and has helped thousands of people become location independent – she’s been a business coach/mentor for almost two decade
Lea has a blended, multi-racial family with four children, 2 sons and 2 daughters, and her wife, Becky. Lea has home educated her two children from birth and all 4 are now home educated together. Hannah Miller
Hannah is a third-generation worldschooler, jack-of-all-trades creative leader and education hacker who has been defying norms and forging her own path from early on. She is wildly passionate about travel, creative arts, and education.
Hannah started her first business (in cookie sales) at age 7 and by 16 had begun an online career in content management and design. As a teen, she traveled full-time in close quarters with her family of six and by 19, her online business had grown to the point where she could sustainably live and travel anywhere in the world. After graduating with distinction and at the top of her program from Queens University, in Canada, she turned down a job in her field to do just that. Jenn Sutherland
CEO of Beyond School, Jenn has over 20 years of experience in supporting families to build world class educations for their children outside the four walls of a classroom - beyond school.
In addition to successfully homeschooling her own four children, from birth to university entrance while traveling the world, full time, for over a decade, Jenn has a degree in education and has worked with hundreds of families as a consultant and educational coach.
Lessons from the Token
What role do privilege, bias, and microaggressions play in creating inclusive spaces for children of color, children with disabilities, and children with diverse backgrounds?
Crystal Byrd Farmer is the founder of Gastonia Freedom School, an Agile Learning Center. An engineer turned educator, she speaks and writes about ways communities can be more welcoming to people of all kinds of backgrounds. She also serves as a board member with the Foundation for Intentional Communities and website editor for Black & Poly. Crystal is passionate about encouraging people to change their perspectives on diversity, relationships, and the world. - www.crystalbyrdfarmer.com
Crystal Byrd Farmer is the founder of Gastonia Freedom School, an Agile Learning Center. An engineer turned educator, she speaks and writes about ways communities can be more welcoming to people of all kinds of backgrounds. She also serves as a board member with the Foundation for Intentional Communities and website editor for Black & Poly. Crystal is passionate about encouraging people to change their perspectives on diversity, relationships, and the world. - www.crystalbyrdfarmer.com
Doing Words: An Organic Approach to Literacy
Words chosen by the child ("pumpkin," "tooth fairy," "new bike") provide meaningful context for the development of discrete skills. Organic writing reflects a child’s inner world and values, motivating even reluctant writers to take pride and ownership in the process. This session offers ways to deliver comprehensive literacy instruction (authorship, phonemic awareness, sight words, grammar, phonics, handwriting, conventions, etc.) with infinite differentiation. “Doing Words” is a win for primary teachers who value child-centered learning.
Building a Viable Microschool
Lots of people are jumping on the microschool and pod bandwagon during the pandemic. But will they last when families return to things as usual? Join us to learn more about how to make your microschool more marketable and financially viable!
MARA LINABERGER
Founder & COO, Microschool Builders, LLC
Dr. Mara Linaberger believes that each of us has chosen to be here at this moment in time for a specific reason—that we are each on a mission that we chose for ourselves. And that figuring out what we love, what we’re good at, and how we can be of service is the engine we need to fuel a lifetime of joyful learning. Mara also believes that school often slows down or stifles that excitement for students. So she is on a mission to create a global network of 100 microschools in the next 20 years—to harness education toward helping amazing children to develop their highest potentials while making learning fun again!
Mara is a life-long educator, author, technologist, artist, ballroom dancer, and musician, having spent 25 years in service as a public school educator, teacher trainer, and administrator. Completing a doctorate in Instructional Technology, she went on to earn a Superintendent’s Letter of Eligibility in Pennsylvania. Launching Mindful Technology Consultants in 2013, she continues to train teachers at the masters level on the use of digital portfolios as alternative assessments and on bringing mindfulness practices into the classroom.
Mara is the international two-time best selling author of HELP! My Child Hates School and The Micro-School Builder’s Handbook. Mara currently lives in Harmony, PA, with her husband Michael while she travels far and wide, directly supporting clients in her global Microschool Builders programs.
MARA LINABERGER
Founder & COO, Microschool Builders, LLC
Dr. Mara Linaberger believes that each of us has chosen to be here at this moment in time for a specific reason—that we are each on a mission that we chose for ourselves. And that figuring out what we love, what we’re good at, and how we can be of service is the engine we need to fuel a lifetime of joyful learning. Mara also believes that school often slows down or stifles that excitement for students. So she is on a mission to create a global network of 100 microschools in the next 20 years—to harness education toward helping amazing children to develop their highest potentials while making learning fun again!
Mara is a life-long educator, author, technologist, artist, ballroom dancer, and musician, having spent 25 years in service as a public school educator, teacher trainer, and administrator. Completing a doctorate in Instructional Technology, she went on to earn a Superintendent’s Letter of Eligibility in Pennsylvania. Launching Mindful Technology Consultants in 2013, she continues to train teachers at the masters level on the use of digital portfolios as alternative assessments and on bringing mindfulness practices into the classroom.
Mara is the international two-time best selling author of HELP! My Child Hates School and The Micro-School Builder’s Handbook. Mara currently lives in Harmony, PA, with her husband Michael while she travels far and wide, directly supporting clients in her global Microschool Builders programs.
Introducing the Progressive Education Website
Jo Symes is the founder of www.ProgressiveEducation.org which launched in 2020 following the success of her Progressive Education Group on Facebook.
Jo hopes that her website will help parents whose children struggle at school, by presenting the educational choices available to them. She works to raise awareness of progressive alternatives to conventional approaches in education. Her vision is to inspire educators, including parents, to evaluate the most effective ways of engaging students in their learning and to develop a dialogue on the most beneficial ways of doing this.
Her website includes a directory of progressive schools and learning communities in the UK, as well as an events and jobs directory. Progressive Education promotes campaigns which work to bring about positive change to the education system and offers practical resources to schools wishing to enhance the student experience.
Looking to the
Jo hopes that her website will help parents whose children struggle at school, by presenting the educational choices available to them. She works to raise awareness of progressive alternatives to conventional approaches in education. Her vision is to inspire educators, including parents, to evaluate the most effective ways of engaging students in their learning and to develop a dialogue on the most beneficial ways of doing this.
Her website includes a directory of progressive schools and learning communities in the UK, as well as an events and jobs directory. Progressive Education promotes campaigns which work to bring about positive change to the education system and offers practical resources to schools wishing to enhance the student experience.
Looking to the
Why young people should design the future of education
The flow of the presentation will follow the following steps:
What is our vision for education?
How do we get to a new vision of education?
What are the benefits of a youth-led education revolution?
Why now?
Zineb Mouhyi - Zineb is one of the co-founders of the Weaving Lab, an international NGO and network of weavers, i.e. social change-makers pioneering new approaches to collaboration and ecosystemic transformation. Prior to that, she was the Policy & Partnership Development Officer at WISE (World Innovation Summit for Education), at the Qatar Foundation in Doha, where she mainly worked on education development policy research and on bringing different education stakeholders together to bring forth collaborations in education. Zineb has also worked in the private sector in medium business restructuring and consulting. Zineb holds a Bachelors of Commerce from McGill University, Canada, and a Dual Master of International Affairs from Sciences Po Paris, and Columbia University, New York.
What is our vision for education?
How do we get to a new vision of education?
What are the benefits of a youth-led education revolution?
Why now?
Zineb Mouhyi - Zineb is one of the co-founders of the Weaving Lab, an international NGO and network of weavers, i.e. social change-makers pioneering new approaches to collaboration and ecosystemic transformation. Prior to that, she was the Policy & Partnership Development Officer at WISE (World Innovation Summit for Education), at the Qatar Foundation in Doha, where she mainly worked on education development policy research and on bringing different education stakeholders together to bring forth collaborations in education. Zineb has also worked in the private sector in medium business restructuring and consulting. Zineb holds a Bachelors of Commerce from McGill University, Canada, and a Dual Master of International Affairs from Sciences Po Paris, and Columbia University, New York.
Student Panel on Democratic Education
Longview School is a Democratic School in Brewster, New York
Anti-oppressive praxis in education
Anti-oppressive praxis in education
-Decolonizing pedagogy
-Student voice and anti-authoritarian education"
Ndindi Kitonga, Scott Stubbe, Angeles Workshop School co-founders Ndindi Kitonga Ph.D. and Scott Stubbe discuss the philosophy and praxis developed in their revolutionary secondary school in Los Angeles.
-Decolonizing pedagogy
-Student voice and anti-authoritarian education"
Ndindi Kitonga, Scott Stubbe, Angeles Workshop School co-founders Ndindi Kitonga Ph.D. and Scott Stubbe discuss the philosophy and praxis developed in their revolutionary secondary school in Los Angeles.
Unschooling for STEM Careers
In this session, participants will examine how self-directed learners focus on potential STEM careers in late teens or adulthood and the most common learning methods they can use to gain credentials for entry into universities and colleges. Tips and best practices will be discussed on how to facilitate learning in Science, Technology, Engineering and Mathematics without formal lessons.
Judy Arnall , BA, CCFE, DTM is a certified brain and child development specialist and master of non-punitive parenting and education practices. She is the founder of Unschooling Canada Association and is the bestselling author of 5 print books translated into 5 languages, including Discipline Without Distress and Parenting With Patience. She has also compiled a handy tips book titled Attachment Parenting Tips Raising Toddlers To Teens. Her latest book, Unschooling To University: Relationships matter most in a world crammed with content, is becoming a bestseller in an age of parents seeking educational options. She is the parent of 5 self-directed educated children of which 3 have already graduated university, 1 is halfway through, and 1 is enjoying a Masters program. 3 are in STEM careers in engineering, health science and chemistry. She can be reached at https://www.judyarnall.com or at https://www.unschoolingtouniversity.c
Judy Arnall , BA, CCFE, DTM is a certified brain and child development specialist and master of non-punitive parenting and education practices. She is the founder of Unschooling Canada Association and is the bestselling author of 5 print books translated into 5 languages, including Discipline Without Distress and Parenting With Patience. She has also compiled a handy tips book titled Attachment Parenting Tips Raising Toddlers To Teens. Her latest book, Unschooling To University: Relationships matter most in a world crammed with content, is becoming a bestseller in an age of parents seeking educational options. She is the parent of 5 self-directed educated children of which 3 have already graduated university, 1 is halfway through, and 1 is enjoying a Masters program. 3 are in STEM careers in engineering, health science and chemistry. She can be reached at https://www.judyarnall.com or at https://www.unschoolingtouniversity.c
Things That Connect Us - Bridging Gaps With Personal Stories
Anthony Audain is an actor, singer, songwriter, language and arts educator, playwright, professional storyteller, workshop leader, and motivational speaker. He has an Honors Diploma in Theatre-Acting from Ryerson University's School of Performing Arts, An Honors Diploma in Entrepreneurial Business Applications from The Academy of Learning Computer and Business Career College, and an English Degree from Mount Allison University where he also studied Theatrical Production. He is an Arts Facilitator with the Winnipeg School Division and a performer at the annual Winnipeg International Storytelling Festival sponsored by the Arthur V. Mauro Centre for Peace and Justice at St. Paul's College, University of Manitoba.
Self-directed Learning at the Graduate level
How do adults get their own experience with self-directed learning? Many of us grew up in traditional education, so the actual experience can feel foreign. Come hear stories of adult learners who created their own Masters program.
Laurel Tien, Director of the Transformative Learning Community concentration in the Individualized Master of Arts program at Antioch University. AND several special guests!
Laurel Tien, Director of the Transformative Learning Community concentration in the Individualized Master of Arts program at Antioch University. AND several special guests!
So You Want to Start an Educational Alternative?
Join Jerry Mintz the Executive Director of AERO to learn tips to start your own educational alternative. Jerry will be sharing his knowledge from helping to start hundreds of educational alternatives across the globe and the latest ideas from the AERO schools starter course.
"Jerry Mintz has been a leading voice in the alternative school movement for over 30 years. In addition to his seventeen years as a public and independent alternative school principal and teacher, he has also helped found more than fifty public and private alternative schools and organizations. He has lectured and consulted in more than twenty-five countries around the world.
In 1989, he founded the Alternative Education Resource Organization and since then has served as it’s Director. Jerry was the first executive director of the National Coalition of Alternative Community Schools (NCACS), and was a founding member of the International Democratic Education Conference (IDEC).
In addition to several appearances on national radio and TV shows, Jerry’s essays, commentaries, and reviews have appeared in numerous newspapers, journals, and magazines including The New York Times, Newsday, Paths of Learning, Green Money Journal, Communities, Saturday Review, Holistic Education Review as well as the anthology Creating Learning Communities (Foundation for Educational Renewal, 2000).
Jerry was Editor-in-Chief for the Handbook of Alternative Education (Macmillan, 1994), and the Almanac of Education Choices (Macmillan/Simon & Schuster, 1995). He is the author of No Homework and Recess All Day: How to Have Freedom and Democracy in Education (AERO, 2003) and is editor of Turning Points: 35 Visionaries in Education Tell Their Own Story (AERO, 2010).
"Jerry Mintz has been a leading voice in the alternative school movement for over 30 years. In addition to his seventeen years as a public and independent alternative school principal and teacher, he has also helped found more than fifty public and private alternative schools and organizations. He has lectured and consulted in more than twenty-five countries around the world.
In 1989, he founded the Alternative Education Resource Organization and since then has served as it’s Director. Jerry was the first executive director of the National Coalition of Alternative Community Schools (NCACS), and was a founding member of the International Democratic Education Conference (IDEC).
In addition to several appearances on national radio and TV shows, Jerry’s essays, commentaries, and reviews have appeared in numerous newspapers, journals, and magazines including The New York Times, Newsday, Paths of Learning, Green Money Journal, Communities, Saturday Review, Holistic Education Review as well as the anthology Creating Learning Communities (Foundation for Educational Renewal, 2000).
Jerry was Editor-in-Chief for the Handbook of Alternative Education (Macmillan, 1994), and the Almanac of Education Choices (Macmillan/Simon & Schuster, 1995). He is the author of No Homework and Recess All Day: How to Have Freedom and Democracy in Education (AERO, 2003) and is editor of Turning Points: 35 Visionaries in Education Tell Their Own Story (AERO, 2010).
A Sacred Place for Learning
Naim Q. Sanders earned his bachelor's degree from Butler University and a master's degree from the University of Dayton. He has served children and families in the field of education for over 20 years as a teacher, principal, charter school developer and education consultant. In addition to his professional experiences in K-12 education he has worked for the Ohio Department of Education, adjunct professor for Notre Dame College and faculty supervisor for student teachers and future principals at Grand Canyon University. Naim is the author of several books including:
The Beautiful Struggles Of Coming Of Age
The Beautiful Struggles Of Teaching
The Beautiful Struggles Of Teaching Workbook
A Sacred Place For Learning: Teaching, Leading & Culture https://naimsanders.com/"
The Beautiful Struggles Of Coming Of Age
The Beautiful Struggles Of Teaching
The Beautiful Struggles Of Teaching Workbook
A Sacred Place For Learning: Teaching, Leading & Culture https://naimsanders.com/"
What if we made school less like school?
Heather MacTaggart is a social entrepreneur, educator, author, innovator and consensus builder.
She began her private sector career at Proctor and Gamble where, over the course of seven years, she held
progressively senior marketing and management positions. She thereafter applied her expertise to establish a
unique consulting hub.
Through her leadership, Classroom Connections evolved from a grass-roots resource for schools to a social
enterprise dedicated to educational transformation. Classroom Connections is now a respected source of
leading edge, government sponsored, training curricula in use across Canada and around the world.
Corporate sponsors include RBC and 3M.
Along the way, Heather and her team also designed practical, life-changing programs to engage at risk
indigenous youth. Ultimately, Classroom Connections spawned the revolutionary Change It Up! platform, with
Heather on the front lines at First Nation reserves, providing self-development and employment skills to young
women and men who had previously dropped out. This platform spawned the widely distributed CIU! Toolkit:
an easy-to-implement program based on a decade of practical field experience in the delivery of employment,
pre-employment and life skills training.
As the Executive Director of Classroom Connections, and as the Canadian Deputy of The 21st Century
Learning Initiative, Heather consistently inspired disparate groups to enthusiastically support innovative change
in education. In 2010, she co-authored Overschooled but Undereducated with John Abbott in the UK.
Her newest and most exciting venture is Unschooling School which, with the support of an international cast of
diverse and free-thinking academics, promotes a quiet revolution which will permanently alter the systemic
rigidity of schooling. Unschooling School unleashes the freedom to learn in a thoughtfully considered but bold
encounter with stale and traditional teaching methods.
Heather is a creative and dynamic change agent, fostering both growth and disruption in the learning
environment. Her influence at the highest levels of government and business has made a meaningful
difference in the lives of marginalized young Canadians.
Going forward, Heather’s fierce commitment to fundamentally alter anachronistic methods of teaching is rapidly
gaining traction in Canada and around the world.
She began her private sector career at Proctor and Gamble where, over the course of seven years, she held
progressively senior marketing and management positions. She thereafter applied her expertise to establish a
unique consulting hub.
Through her leadership, Classroom Connections evolved from a grass-roots resource for schools to a social
enterprise dedicated to educational transformation. Classroom Connections is now a respected source of
leading edge, government sponsored, training curricula in use across Canada and around the world.
Corporate sponsors include RBC and 3M.
Along the way, Heather and her team also designed practical, life-changing programs to engage at risk
indigenous youth. Ultimately, Classroom Connections spawned the revolutionary Change It Up! platform, with
Heather on the front lines at First Nation reserves, providing self-development and employment skills to young
women and men who had previously dropped out. This platform spawned the widely distributed CIU! Toolkit:
an easy-to-implement program based on a decade of practical field experience in the delivery of employment,
pre-employment and life skills training.
As the Executive Director of Classroom Connections, and as the Canadian Deputy of The 21st Century
Learning Initiative, Heather consistently inspired disparate groups to enthusiastically support innovative change
in education. In 2010, she co-authored Overschooled but Undereducated with John Abbott in the UK.
Her newest and most exciting venture is Unschooling School which, with the support of an international cast of
diverse and free-thinking academics, promotes a quiet revolution which will permanently alter the systemic
rigidity of schooling. Unschooling School unleashes the freedom to learn in a thoughtfully considered but bold
encounter with stale and traditional teaching methods.
Heather is a creative and dynamic change agent, fostering both growth and disruption in the learning
environment. Her influence at the highest levels of government and business has made a meaningful
difference in the lives of marginalized young Canadians.
Going forward, Heather’s fierce commitment to fundamentally alter anachronistic methods of teaching is rapidly
gaining traction in Canada and around the world.
How to Organize Local - AERO type gatherings
How to Organize Local - AERO type gatherings - Organzing local events to get the word about educational alternatives is critical. Jerry and Peter will take you through the steps that they have implemented to organize local events, which you will be able to tailor to your individual needs.. This will be a discussion based chat.
Jerry Mintz has been a leading voice in the alternative school movement for over 30 years. In addition to his seventeen years as a public and independent alternative school principal and teacher, he has also helped found more than fifty public and private alternative schools and organizations. He has lectured and consulted in more than twenty-five countries around the world.
In 1989, he founded the Alternative Education Resource Organization and since then has served as it’s Director. Jerry was the first executive director of the National Coalition of Alternative Community Schools (NCACS), and was a founding member of the International Democratic Education Conference (IDEC).
In addition to several appearances on national radio and TV shows, Jerry’s essays, commentaries, and reviews have appeared in numerous newspapers, journals, and magazines including The New York Times, Newsday, Paths of Learning, Green Money Journal, Communities, Saturday Review, Holistic Education Review as well as the anthology Creating Learning Communities (Foundation for Educational Renewal, 2000).
Jerry was Editor-in-Chief for the Handbook of Alternative Education (Macmillan, 1994), and the Almanac of Education Choices (Macmillan/Simon & Schuster, 1995). He is the author of No Homework and Recess All Day: How to Have Freedom and Democracy in Education (AERO, 2003) and is editor of Turning Points: 35 Visionaries in Education Tell Their Own Story (AERO, 2010). Peter Berg - Peter is The author of The Tao of Teenagers : A Guide to Teen Health, Happiness & Empowerment and the founder of Youth Transformations where he works with youth as a board Certified Holistic Mental Health Coach. He is currently the Head of Counseling & Student Services at Second Start Alternative High School.
Peter is a national trainer and an expert in and an advocate for alternative and integrated education. His work includes helping teenagers empower themselves so they can take charge of their health and happiness and be the masters of their own lives.
He holds a Doctorate in Educational Leadership and has written extensively on alternative, holistic, integrated educational theory and integrated health. He serves as a faculty member in the Educational Leadership Doctoral Program at Southern New Hampshire University, as well as Antioch University and Graduate Institute for Transformative Learning.
Peter organizes the Alternative Education Resource Organization (AERO) representatives worldwide and helps with many other aspects of AERO.
He has consulted on various start-up schools throughout the country and continues to offer consultations to national and international organizations, schools and individuals.
He has written extensively on alternative, holistic, integrated educational theory and techniques and has founded and co-founded non-profit community and environmental-based organizations.
Peter received his Master’s Degree in Environmental Studies and Education from Antioch University and his Doctorate in Education at Walden University, exploring the ties between school leadership and progressive and holistic education.
Peter maintains partnerships and affiliations with organizations who promote sustainability, social and environmental justice, human rights and holistic health. Often this work entails bringing these organizations together to form partnerships and exchange ideas. "
Jerry Mintz has been a leading voice in the alternative school movement for over 30 years. In addition to his seventeen years as a public and independent alternative school principal and teacher, he has also helped found more than fifty public and private alternative schools and organizations. He has lectured and consulted in more than twenty-five countries around the world.
In 1989, he founded the Alternative Education Resource Organization and since then has served as it’s Director. Jerry was the first executive director of the National Coalition of Alternative Community Schools (NCACS), and was a founding member of the International Democratic Education Conference (IDEC).
In addition to several appearances on national radio and TV shows, Jerry’s essays, commentaries, and reviews have appeared in numerous newspapers, journals, and magazines including The New York Times, Newsday, Paths of Learning, Green Money Journal, Communities, Saturday Review, Holistic Education Review as well as the anthology Creating Learning Communities (Foundation for Educational Renewal, 2000).
Jerry was Editor-in-Chief for the Handbook of Alternative Education (Macmillan, 1994), and the Almanac of Education Choices (Macmillan/Simon & Schuster, 1995). He is the author of No Homework and Recess All Day: How to Have Freedom and Democracy in Education (AERO, 2003) and is editor of Turning Points: 35 Visionaries in Education Tell Their Own Story (AERO, 2010). Peter Berg - Peter is The author of The Tao of Teenagers : A Guide to Teen Health, Happiness & Empowerment and the founder of Youth Transformations where he works with youth as a board Certified Holistic Mental Health Coach. He is currently the Head of Counseling & Student Services at Second Start Alternative High School.
Peter is a national trainer and an expert in and an advocate for alternative and integrated education. His work includes helping teenagers empower themselves so they can take charge of their health and happiness and be the masters of their own lives.
He holds a Doctorate in Educational Leadership and has written extensively on alternative, holistic, integrated educational theory and integrated health. He serves as a faculty member in the Educational Leadership Doctoral Program at Southern New Hampshire University, as well as Antioch University and Graduate Institute for Transformative Learning.
Peter organizes the Alternative Education Resource Organization (AERO) representatives worldwide and helps with many other aspects of AERO.
He has consulted on various start-up schools throughout the country and continues to offer consultations to national and international organizations, schools and individuals.
He has written extensively on alternative, holistic, integrated educational theory and techniques and has founded and co-founded non-profit community and environmental-based organizations.
Peter received his Master’s Degree in Environmental Studies and Education from Antioch University and his Doctorate in Education at Walden University, exploring the ties between school leadership and progressive and holistic education.
Peter maintains partnerships and affiliations with organizations who promote sustainability, social and environmental justice, human rights and holistic health. Often this work entails bringing these organizations together to form partnerships and exchange ideas. "