In this episode, interviewer Sally Windsor speaks to Professor Christine Edwards Groves about the importance of inclusivity, equity, excellence and access to education for all. Christine has lived, played and worked with Indigenous people in ‘rural’ Australia for many years. She talks here about a project that was conceived in collaboration with Aboriginal elders in her local area, the NSW Attorney General’s office, youth workers and researchers designed to help young Aboriginal males get in touch with their own Aboriginal identities. The young men in this project teach us through poetry, music and art, the importance of recognising “what country was, what country is, and what country should be for them, but also for humanity going forward and the care that we all need to take in respecting that”. We also learn that life has to be lived well in our one world, every day, and among the individuals that we encounter. 

Read Chapter 6: The Sand Through My Fingers: Finding Aboriginal Cultural Voice, Identity and Agency on Country

In this episode, interviewer Sally Windsor speaks to Nick Haswell and Petter Korkman, who are based in Finland and are involved in creative and pragmatic research projects with young refugees in Finland, Norway and Scotland. The project uses a series of art-making workshops as the starting point of the research and seeks to understand how well-being is generated by the social networks that the young refugees in these three countries form and maintain. Listening to these young people Nick and his colleagues were able to understand the social and moral navigation practices (i.e. how they find their way) they used to get through unsettling periods. The young refugees described, both in their artworks and in interviews,  three types of movement in their navigation. They moved ‘with others’, ‘for others’, finding their own positions ‘in relation to others’. The young people who formed strong social bonds through art-making have become ambassadors and co-researchers who encourage us to understand a world worth living in is one where love, care, truthfulness and fairness are paramount but that these values should not only apply to humans but extend to the natural world as well. In fact, they suggest, if we need to learn how to live well, we should just look at nature.
Read Chapter 10: Keeping Each Other Safe: Young Refugees’ Navigation Towards a Good Life in Finland, Norway, and Scotland by Nick Haswell, Mervi Kaukko, Marte Knag Fylkesnes, and Paul Sullivan for more.

In this episode, interviewer Mervi Kaukko invites Sally Morgan to discuss her amazing, longitudinal research and action with young asylum seekers in Australia. The podcast focuses on Hope Co-Op, an initiative Sally has launched together with young asylum seeking students she has worked with in Australia. The youth of the Hope Co-Op are part of the so-called “Legacy Caseload” of Australian Government, referring to a group of approximately 30,000 asylum seekers who arrived in Australia mostly by boat between 2012 and 2014. This group of asylum seekers has remained in limbo ever since, still being subject to restrictive policies and practices constraining their opportunities to education and employment. The chapter, which is based on Sally’s doctoral study, shows how particular relational arrangements in young asylum seekers’ lives might counter systemic exclusion they face, and how Sally and the young people have tapped into community resources and found “wiggle room '' in the punitive policies constraining young asylum seekers’ opportunities to live well. 

Read Chapter 9: Partnering for Hope: Agentic Narrative Practices Shaping a World Worth Living in by Sally Morgan for more.

In this episode, interviewer Kristin Reimer digs into a collaborative research project that involved Associate Professor Sally Windsor and Master’s student Amoni Kitooke. Sally and Amoni were both part of an international masters in educational research programme in Gothenburg Sweden when Covid hit in 2020. Amoni, who comes from Uganda, joined with his masters’ colleagues, from 14 different countries around the world to turn their research lens inward. They used the wisdom and experience of the group to ask themselves: what does it mean to live well in a world worth living in? We learn about the importance of working at this topic as a community of practice, and how it all came down to a question of resources and of possibilities. Sally and Amoni share their journey of making sense within that very particular Covid moment, as well as making sense through their writing collaboration. We learn that we can change the world in small ways and that education is good starting point to support and encourage groups of people to make a difference. 

Read Chapter 8: Practices and Experiences in Educational Researcher Training: Reflections from Research Students Exploring the Theme, Living Well in a World Worth Living in During the Covid-19 Pandemic by Sally Windsor and Amoni Kitooke for more.

In this episode, interviewer Kristin Reimer has a wide-ranging conversation with Professor Nick Hopwood, School of International Studies & Education, University of Technology Sydney, and Dr. Chris Elliot, paediatrician at St George Hospital and Sydney Children’s Hospital. Nick and Chris are two members of SUCCEED, a group who aim to improve the lives of children with complex feeding difficulties, and their families, using innovative and fun approaches. We learn that living well requires radical collaboration around issues that matter so that we can make the world a more universally accepting, acceptable and joyful place for families with children who tube feed.

This episode continues an introduction to the key ideas of the World Worth Living In project and to some of the key people. In today’s episode, Kristin Reimer interviews Sally Windsor and Kathleen Mahon. Sally and Kathleen tease out the concepts that make up PEP - Pedagogy, Education and Praxis - and position educators as change agents for the good of people and the planet. Kathleen and Sally talk about the World Worth Living In project as a listening project, where we figure out together what is worthwhile for us to focus on and do - so that we can actively make the world a better place. 

Read Chapter 2: Education for Living Well in a World Worth Living in by Stephen Kemmis for more.

Welcome to the first episode of the World Worth Living In podcast. We have a two-part introduction, introducing the key ideas of the World Worth Living In project and some of the key people. The project emerged from an international research network called Pedagogy, Education and Praxis or PEP. There were 5 members of PEP who stepped up at the start of this project to be editors of the first World Worth Living In book and to lead the beginnings of the project. They are: Kristin Reimer, Mervi Kaukko, Sally Windsor, Kathleen Mahon and Stephen Kemmis. In this episode, Kristin interviews Mervi and Stephen. 

You’ll hear how Stephen and Mervi don’t see this project as a passive documentation of what is happening, but as an active exercise in changing the world, through education, in big and small ways.

Read Chapter 1: Searching for Worlds Worth Living In by Mervi Kaukko, Sally Windsor and Kristin Reimer for more.

Please enjoy a sampling of what's to come in the series. This podcast is part of a global project where researchers are listening to different groups of people, discovering how to live better and how to create a world more worth living in, through education. The project is a collaboration between Monash University and the Pedagogy, Education and Praxis Network.