Filling The Pail
Emily Hanford

Emily Hanford

September 26, 2020

Emily Hanford is Senior Correspondent with APM Reports at American Public Media. Over the last few years, Emily has been researching, broadcasting and writing about reading instruction in the United States and it is fair to say that, as a result, she has shifted the dial on the discussion there. In this episode, Emily talks to Greg Ashman about how she became interested in reading instruction and what she has learnt from her research. Along the way, Emily and Greg discuss explicit and direct teaching, balanced literacy, the nature of the evidence on reading, models such as the simple view of reading and what teachers have told her about how they were prepared to teach reading.

E. D. Hirsch

E. D. Hirsch

September 11, 2020

E. D. Hirsch Jr. began his career as a literary theorist. As a result of this work, he became aware of the importance of background knowledge for reading comprehension. However, when he looked to the education system, he found knowledge was undervalued. Since then, he has worked to highlight the importance of knowledge though his numerous books, including the best-selling Cultural Literacy, and the Core Knowledge Foundation that he set-up to further these aims by developing the Core Knowledge Sequence, now used in many schools in the US and beyond. In this episode, Don talks to Greg Ashman about knowledge, education, the importance of a 'speech community' and commonality more generally, as well as his new book, How to Educate a Citizen.

Jasmine Lane

Jasmine Lane

September 2, 2020

Jasmine Lane is a teacher and education writer based in the United States. In this episode, Jasmine talks to Greg Ashman about how she became a teacher, why the killing of George Floyd makes it even more important for Black people to fight distraction and disengagement from education, what Shakespeare has to offer kids in the inner city and why learning standard English is important. Along the way, Greg and Jasmine discuss the literary canon, researchED and so-called 'carceral pedagogies'.  

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