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In this episode, I’m joined by Dr. Dan Sinykin and Dr. Johanna Winant, editors of the new publication Close Reading for the 21st Century. While close reading is a foundational practice in literary studies, it’s also one that remains notoriously difficult to define. Dan and Johanna explain how they set out to do the “impossible” task of defining the term, ultimately framing it as the practice of paying attention to a passage of text to account for its meaning and argue how it works. Key Concepts from the Episode: The Five-Step Method: Dan and Johanna emphasize the distinction between close reading as a verb (the messy, non-linear process of thinking) and close reading as a noun (the polished genre of writing). To help students master the “noun,” they anatomize the practice into five movements: Scene Setting: A strategic summary that invites the reader in, choosing only the parts of the text necessary to follow the argument.Noticing: Stopping on a concrete, “finger-sized” detail that feels strange, unusual, or evocative.Local Claiming: Sitting with that detail to make a specific interpretation of how it works within its immediate surroundings.Regional Argumentation: Identifying patterns across the entire poem, story, or play to build a cohesive argument.Global Theorizing: The final, “wild” moment where the critic connects their argument to broader historical periods, genres, or universal themes.The Pedagogical Disjuncture: One of the most striking parts of our conversation is the unfortunate gap between how close reading is practiced by professional critics and how it is taught in schools dominated by standardized tests and AP curriculum. While the discipline shifted toward historicism and theory in the 1980s, classroom pedagogy often remains stuck in a zombified version of New Criticism that is shaped by regimes of standardized testing and standardized curriculum.  Close Reading as a Democratic Practice: Rather than a solitary exercise in theme parroting or symbol hunting, close reading is reimagined as a dialogue between authors, theorists, and critics that unfolds across time and space. When presented this way, close reading functions as a set of tools that students can use to both appreciate and argue about aesthetic objects in ways that make them more attuned to the world around them and connected to those who share their passion for close reading. Practical Implications This conversation offers a vital bridge for educators looking to move beyond rote analysis. The five-step method allows students to move from simple observation to global theorizing without making specious leaps. Ultimately, Dan and Johanna remind us that when we ask students to close read, we are asking them to perform a feat of intellectual elegance. By reintroducing the beauty of the genre and treating students as active participants in a scholarly conversation, we can transform the English classroom into a place where students don’t just “do school,” but participate in intellectual and scholarly communities that not only read the word and the world, but intervene in it as well. Check out Dan and Johanna’s work: Close Reading for the Twenty-First Century Dan Sinykin's Website Johanna Winant's website The Claims of Close Reading (Boston Review) Support the show

In this episode of Conceptually Speaking, I sit down with Dr. Susan D. Blum, a cultural, linguistic, and psychological anthropologist and author of Schoolishness: Alienated Education and Authentic, Joyful Learning. Our conversation centers on a powerful concept that captures much of what constrains contemporary education: schoolishness. Drawing on thinkers from Marx to the Buddha, from school-aged children to sociolinguists, Susan's work reveals how the seemingly natural structures of institutional education are not only artificial but actively work against the joy and meaning that make learning worthwhile. Key Concepts from the Episode: Schoolishness and Alienation Understanding schoolishness as packaged learning, uniformity, arbitrary forms, predetermined time, and delayed rewardsRecognizing how alienated labor in school means students trade meaningless tasks for credentials rather than engaging in authentic learningExamining ten dimensions of schooling that contribute to alienation (including space, time, assessment, etc.)Contrasting alienated education with authentic, joyful learning that happens naturally everywhereThe Naturalization of School Structures How institutional forms become "naturalized" and seem inevitable despite being historical constructsThe survivorship bias of educators who succeeded at the "school game" and now perpetuate its structuresUnderstanding that grades, classrooms, and standardized curricula are not universal or timeless features of learningRecognizing that learning to walk, talk, and engage with the world happens without curriculum, grades, or coercionUngrading Practices & Communities The role of social media and digital networks in building communities of practice around alternative approachesHow the ungrading movement demonstrates organic, educator-led change despite institutional inertiaThe importance of generous knowledge-sharing and making work public so others can adapt itFinding colleagues and collaborators across institutions when local support isn't availableSusan's work offers both devastating critique and hopeful possibility. While she acknowledges the massive structural constraints facing educators—particularly contingent faculty with limited time and security—she also demonstrates how networked communities and committed collaboration can support meaningful change. Her approach to working with colleagues emphasizes meeting people where they are, rather than imposing solutions, and offering alternatives when existing practices aren't working, rather than demanding revolution. For educators feeling trapped by institutional constraints yet hungry for something more authentic, this episode validates both the struggle and the possibility of change. It offers permission to question what seems inevitable while providing concrete examples of how others have created learning experiences that honor both student agency and genuine intellectual engagement. Check out Susan's work: Schoolishness: Alienated Education and the Quest to Learn with Authentic PrideUngrading: Why Rating Students Undermines Learning (and What to Do Instead) (editor)Dr. Susan D. Blum's Website & SubstackSupport the show

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

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

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

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

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

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

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

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

One of the best things about attending conferences is the conversations, connections, and collaborations that emerge after the sessions are over. Last year, I was lucky to meet Dr. Andrea Gambino at NCTE 2023 in Columbus. Andrea earned her Ph.D. in Education from UCLA in 2023 and is an active co-organizer of the annual Critical Media Literacy Conference of the Americas. Her research and practice draws on her experiences implementing critical media literacy as a tool for advancing self, social, and environmental justice. The passion, sincerity, and depth of knowledge she brings to to her research and practice is incredible and made for a powerful conversation. One of the things that makes Andrea’s research particularly unique is that, in addition to having a rich understanding of how to teach critical media literacy, her scholarship also considers the rich, embodied experiences of teachers wrestling with that work in their classrooms. Andrea is an incredibly engaging conversationalist and really got me fired up about ways we can support teachers and students efforts to better navigate the dumpster fire that is our current political discourse and media ecosystem. There’s much to learn, so enjoy! UCLA's Critical Media Literacy Guide Dr. Gambino's LinkedIn Support the show

The emergence of ChatGPT has sent shockwaves through many secondary and post-secondary English departments. There’s no shortage of doomsaying and prognosticating about the future of writing instruction, even the discipline itself, in the wake of the large language model revolution. Luckily for us, my guest today is Dr. J Palmeri—Professor of English and Director of the Writing Program at Georgetown University. J’s work exploring the past, present, and future of multimodal composition is some of the richest, most comprehensive scholarship I’ve seen. Better still, J practices what they preach in the classroom. Over the course of our dialogue, J details the ways they use new media pedagogy to learn with students, embrace play, compose for real audiences, hack technology, center learning, and ultimately to rethink teaching and learning. There is no shortage of philosophical questions and practical suggestions, but my favorite part of this episode is the way J situates his work on multimodality within a broader story—one that will likely resonate with many of you. This episode is a powerful reminder of why technology is only a tool. Whether that technology is tactile, digital, or artificial intelligence, there is no replacing the deeply human parts of teaching, learning, and communicating alongside others. Faculty Page 100 Years of New Media Pedagogy (Open Source Book) Academic Research (Google Scholar) Support the show

For anyone who’s been tuned into Conceptually Speaking for a while, you know I love finding new approaches, perspectives, and frames to tackle complex issues. Despite the fact that’s a staple on the show, my guest for this episode, Dr. Sheena Mason, takes things to the next level. Dr. Mason is an author, professor, and creator of the theory of racelenss. A theory that, in her words, is a creative and forward-thinking approach that helps people stop the underlying causes and effects of racism—the existence of race itself. Unlike naturalists, who see race as biological, or constructionists, who regard race as a social construction, Dr. Mason invites readers to become race skeptics—in other words—to understand that what traits we attribute to race, can be more accurately described by terms like ethnicity, culture, social class, and economic class. For, as she argues in her upcoming book, The Raceless Antiracist, fighting racism by reifying the idea of race is like trying to stop a flood by dousing it with water. In short, Dr. Mason envisions a future that transcends race in ways that allow us to celebrate our shared humanity AND value our many differences. Building on sociologists like Karen and Barba Fields, authors like Toni Morrison and James Baldwin, as well as a bevy of literary scholars and critics, Dr. Mason’s work is paradigm-shifting work. So! Hold onto your brains, listen with an open mind, and brace yourself for a very different look at antiracism work. Note: The introduction contains some direct verbiage from the "Racelessness: The Final Frontier" graphic essay. https://www.theoryofracelessness.org/ https://twitter.com/SheenaMasonPhD The core rules of the theory of racelessness or raceless antiracism are as follows:  Our belief in “race” and practice of racialization are not meaningless, because racism and valuable aspects of humanity hide behind what we call “race.” “Race” does not exist in nature for humans or as a social construction. Although we are all racialized by ourselves and others, we are raceless. Race/ism (i.e., racism) is a system of economic and social oppression that requires the belief in “race” and the practice of racialization to subsequently reinforce various power imbalances. Racialization is the process of applying an inescapable social hierarchy—race/ism—along with its attendant power imbalances. Racism does not exist everywhere in the same way and can be overcome.Support the show

Complaining about the theory-practice divide in education feels a bit cliche, but there’s a reason why it’s a constant source of conversation and consternation in classrooms, conferences, and academic journals. As someone with their feet firmly planted in both worlds, I’m always excited to connect with other educators who can bridge that divide—and my guest today is an exceptional example of just such a person. Shawna Coppola is a literacy specialist, educator, and author of the recently released Literacy for All: A Framework for Anti-Oppressive Teaching from Routledge. Shawna’s framework is a pretty incredible distillation of a lot of literacy scholarship that informs my work, research, and conversations on this podcast. Our conversation today walks through each of its key principles, and while it’s an expansive dialogue, Shawna’s commitment to more liberatory approaches to literacy teaching is a throughline across the episode. Whether you’re a classroom teacher, administrator, or a professor working with pre-service teachers, this episode has a ton to offer. Enjoy! https://shawnacoppola.com/ Literacy for All: A Framework for Anti-Oppressive Teaching  Support the show

According to the late Octavia Butler, ”God is Change and in the end, God prevails.” Though Butler passed in 2006, her words resonate deeper than ever. And while she’s no longer able to chart out fantastical journeys across the stars, the philosophy that structures her work is one of the principle inspirations for adrienne marie brown’s book, Emergent Strategy. I won’t try to define the scope of Emergent Strategy in my introduction, but at its essence, it’s an orientation, stance, framework, and spellbook for organizing and facilitating change. My guest this week, Jeffrey Austin, is a literacy consultant with Wayne, RESA in South East Michigan, has been using adrienne marie brown’s work to facilitate team meetings, structure professional learning, and support educators across his district. It takes us the whole of the episode to unearth what emergent strategy is and how it might look in an educational context, but Jeffrey’s brilliant explanations and examples were incredibly powerful and tangible. In fact I think this might be one of my most useful episodes yet for educational leaders and organizers. There are a number of reasons for this, but principle among those is the fact that Jeffrey doesn’t just offer platitudes about changing educational systems. He embodies it. If my intro has you curious, consider this episode your primer for diving into the world of Emergent Strategy. Enjoy! Jeffrey's Blog Emergent Strategy (Book) Literacy Essentials: Disciplinary Literacy (6-12) Support the show