Human Restoration Project

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86: Developing Anti Racist UDL w/ Tesha Fritzgerald

Ep. 86

Transcripts can be found via our website, humanrestorationproject.org.


In today's conversation we're joined by Tesha Fritzgerald,. Tesha is an urban education expert who currently serves as a district level leader in an urban school district in Ohio. She is a Martha Holding Jennings Foundation Scholar who has a passion for UDL and culturally responsive teaching, which has led her to publishing her recent book, Antiracism and Universal Design for Learning: Building Expressways to Success.


I invited Tesha on to talk about pairing UDL and antiracist teaching, with a specific focus on:

  • Demanding excellence in progressive, human-centered classrooms.
  • Clarifying what UDL actually is.
  • Clarifying how UDL and antiracism can coexist, when UDL has been critiqued for upholding a traditionalist lens.
  • And actions we can take to build anti-racist, UDL-driven classrooms.


GUESTS

Tesha Fritzgerald, an urban education expert who focuses on UDL, culturally responsive teaching, anti-racist teaching, and author of Antiracism and Universal Design for Learning: Building Expressways to Success


RESOURCES


FURTHER LISTENING


More Episodes

7/16/2021

93: Worldwise Learning w/ Carla Marschall & Elizabeth Crawford

Ep. 93
Today we are joined by Carla Marschall and Elizabeth Crawford to cover their upcoming book, Worldwise Learning: A Teacher's Guide to Shaping a Just, Sustainable Future. I was fortunate to receive an advance copy, and Worldwise Learning is all about inquiry and experiential education: shaping global citizens by tackling real world issues in projects. The book walks teachers through the "inquiry cycle", which helps students "connect, understand, and act." It's filled with activities, diagrams, and charts, to co-create with students in planning a serious, in-depth project.We talk about:What makes "Worldwise Learning" different than something more generalized, like experiential education?How do we balance, or do we balance, between student interest and introducing what could be deemed as "controversial" topics?How do we allow space for co-created projects when there's limited perceived time and structure in most/many schools?GUESTSCarla Marschall, an experienced educator who has worked in various international schools from Germany to Hong Kong to Switzerland to Singapore. She is now the Director of Teaching & Learning at UWC South East Asia, and previously co-wrote Concept-Based Inquiry in ActionElizabeth Crawford, an Associate Professor of Elementary Education at the University of North Carolina Wilmington. She specializes in global education and works with teacher educators and organizations to advance the Sustainable Development Goals, tackling interconnected global challenges in the classroomRESOURCESWorldwide Learning: A Teacher's Guide to Shaping a Just, Sustainable World (available Sept 2021)FURTHER LISTENING66: Humane Education w/ Zoe Weil60: Implementing the Sustainable Development Goals to the Classroom with Dr. Jennifer Williams, Julia Fliss, and Nick Covington45: Building a Global Equitable Community feat. Ara Aman, Tania Mansfield, Lisa Liss, Colleen Mascenik, and Evin Schwartz