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What Happens When We Start Making the Work Visible – Teaching in Higher Ed

This post is one of many, related to my participation in Harold Jarche’s Personal Knowledge Mastery workshop.

Jarche informs us that when we narrate our work, we don’t experience knowledge transfer, but what we do get is greater understanding. Our individual, self-directed learning is difficult to codify, he explains, and is more focused on relationships and expertise. When we narrate our work, focusing on decisions and processes, we make that work more visible to others. This means we can experiment and share knowledge, learning together in real time. The results of this thinking together results in enterprise curation, where we can more easily codify knowledge and experience the results of our earlier efforts.

The value of social bookmarks are hard to see, at first. However, over time, especially when combined with the use of feed aggregators and readers, we eventually get to witness the power of PKM as a discipline. I’ve been using Raindrop.io bookmarks for years, now, and enjoy having shareable bookmarks (which I can surface, when a situation encourages that practice), yet most of my collections are private. One that is now public is my growing collection of AI articles, in both an RSS feed and just a browsable page.

I do find myself cringing a bit as I save items there, knowing that I certainly don’t endorse each link I save and the topic of AI is so controversial and polarizing. I’ve got everything up there from the world as we know it is crumbling to its core to fun hacks to use AI to build you a rocket ship to the moon (or load your dishwasher) or some such thing.

Jarche states that our emphasis when we narrate our work should be on making our thinking accessible, but to avoid disrupting people with what we choose to share. He writes:

The key is to narrate your work so it is shareable, but to use discernment in sharing with others. Also, to be good at narrating your work, you have to practice.

One practice Jarche mentions under his tips and links section is to keep a journal. While I’ve not been good at this practice since my teenage years long ago, I did find many of these 6 Ways Keeping a Journal Can Help Your Career compelling. In Episode 425 of Teaching in Higher Ed, I share Viji Sathy’s and Kelly Hogan’s suggestion to keep a “Starfish” folder. There are variations of the beloved story of the starfish, including this Tale of the Starfish page from the Starfish Foundation with a powerful video describing the power in making a difference for a single starfish, even if we can’t rescue them all.

I have kept up with digital encouragement folders for years now, both on my email accounts, as well as in my file directories (across my personal and professional domains). While not a journal, exactly, these stories and words can bring me encouragement during difficult times.

I’ve been paying for the Day One Journal App for years now, though entirely languish in my practice of journaling. I would switch over to Obsidian, which has the benefit of future proofing any notes I take using Obsidian, since they are just text files sitting wherever I want them to be (as in if the app went away, the text files are still there and readable).

However, Day One brings together all the TV and movies that I’ve watched, all my social media posts and images, and all the videos I’ve favorited on YouTube. I use Sequel to track what I want to watch, which then optionally integrates with the free Trakt service, which allows for an IFTTT rule to add an entry to Day One each time I mark something as watched in Sequel. In case you’re wondering about how I accomplish this, I found these two automations on IFTTT and never had to change a thing.

Perhaps someday I’ll go down a rabbit trail of trying to figure out a longer-term, non-subscription based model for collecting all those memories across all those different services and not locking myself into DayOne. For now, I’m enjoying revisiting this glimpse of these two upside down kind of people from 2017….

…and then having this song from Jack Johnson start playing on the soundtrack of my mind for what I’m sure will last at least a few hours.

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November 9, 2025
I Can See Clearly Now The Frogs Are Here – Teaching in Higher Ed

This post is one of many, related to my participation in Harold Jarche’s Personal Knowledge Mastery workshop.

Sometimes we think we need experts, sure. But we shouldn’t dismiss the power of finding fellow seekers. There are times when an expert might help us, but also times they leave us behind or otherwise are unable to contribute to our growth. They may not have sufficient beginner’s mind or childlike curiosity. We may need the empathy and lack of judgement that can be possible with someone who is still wrestling through these same ideas, themselves.

I’ve often tried to coach students in showing them the ways that they can help their professors, when they often think their only possible role is as one being the receiver of help. Similarly, when we are in a seeking role, we aren’t able to see the ways we can add value to the learning process for ourselves and others. We can wrestle with trying to give the appearance of competence versus staying in the seeker’s mindset and focusing on curiosity and wonder. This hesitance at potentially looking foolish to others in our incompetence can not only hold us back from learning, but also cause us to feel alone. It is vital to connect with other seekers and experience the benefits of those roles within our networks.

Jarche writes:

Your fellow seekers can help you on a journey to become a Knowledge Catalyst, which takes parts of the Expert and the Connector and combines them to be a highly contributing node in a knowledge network. We can become knowledge catalysts — filtering, curating, thinking, and doing — in conjunction with others. Only in collaboration with others will we understand complex issues and create new ways of addressing them. As expertise is getting eroded in many fields, innovation across disciplines is increasing. We need to reach across these disciplines.

I sure hope Harold is right about cross-disciplinary innovation expanding, as we need that more than ever. In Range: Why Generalists Triumph in a Specialized World, David Epstein instructs:

Compare yourself to yourself yesterday, not to younger people who aren’t you. Everyone progresses at a different rate, so don’t let anyone else make you feel behind. You probably don’t even know where exactly you’re going, so feeling behind doesn’t help. Instead… start planning experiments.

The Value of Experiments

What are experiments? Epstein describes them by introducing physicist Andre Geim and his “Friday night experiments” (FNEs). It was through these endeavors that Geim won not a fancy Nobel Prize, but an Ig Nobel (which Geim shares with collaborator M V Berry via their Of Flying Frogs and Levitrons piece, available through the Internet Wayback Machine). The Ig Nobel is bestowed on those who at first seem like they’re doing something ridiculous. From Wikipedia:

The Ig Nobel Prize (/ˌɪɡ noʊˈbɛl/) is a satirical prize awarded annually since 1991 to promote public engagement with scientific research. Its aim is to “honor achievements that first make people laugh, and then make them think.” The name of the award is a pun on the Nobel Prize, which it parodies, and on the word “ignoble”.

A serious researcher, Geim is (as of 2025) the only person to both win a Nobel and an Ig Nobel prize. Those who are in line to potentially win an Ig Nobel are first informed, such that they can determine if the satirical nature of the designation might be detrimental to their research careers. For his FNEs, Geim was experimenting with levitating frogs with magnets and was awarded the satirical prize for that less “serious” work. Through another FNE, Geim wound up developing “gecko tape,” which was based on the properties of geckos’ feet. These less serious experiments contributed to his more “serious” research, which ultimately led to his prestigious receipt of a Nobel Prize.

This 2010 image of a lump of graphite, a graphene transistor, and a tape dispenser, items that were given to the Nobel Museum by researchers Andrew Geim and Konstantin Novoselov to reflect their Nobel research. Before their discoveries, it was believed to be impossible to create material that could conduct electricity in such thin layers as graphene is now able to, which has opened up even more possibilities in both material science and electronics.

In his first-person narrative from his 2010 Nobel Prize, he describes how his Russian literature tutor critiqued his writing for trying too hard to parrot experts vs trusting his own intuition. Geim writes:

My tutor said that what I was writing was good but it was clear from my essays that I tried to recall and repeat the thoughts of famous writers and literature critics, not trusting my own judgement, afraid that my own thoughts were not interesting, important or correct enough. Her advice was to try and explain my own opinions and ideas and to use those authoritative phrases only occasionally, to support and strengthen my writing. This simple advice was crucial for me – it changed the way I wrote. Years later I noticed that I was better at explaining my thoughts in writing than my fellow students.

I once was able to interview a recipient of the Ig Nobel for Teaching in Higher Ed: Episode 591 – Rethinking Student Attendance Policies for Deeper Engagement and Learning with Simon Cullen and Danny Oppenheimer. Danny is the one of these two collaborators with this great honor. Take a look at the incredible title of the piece that won him the Ig Nobel: Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly, by Daniel M. Oppenheimer Imagine how bummed I was that despite me being so excited to ask him more about it, my nerves got the best of me and I entirely forgot to ever mention it during our conversation for the podcast.

Researching Versus Searching

Epstein describes in Range the ways in which the novice mindset gets weaved together with the expert mindset in such transformative ways. He reveals how us being willing to be vulnerable in our not knowing and early experimentation through an art historian’s description of how Geim is emblematic of this willingness to stay in the not knowing longer. Epstein tells how:

Art historian Sarah Lewis studies creative achievement, and described Geim’s mindset as representative of the “deliberate amateur.” The word “amateur,” she pointed out, did not originate as an insult, but comes from the Latin word for a person who adores a particular endeavor. “A paradox of innovation and mastery is that breakthroughs often occur when you start down a road, but wander off for a ways and pretend as if you have just begun,” Lewis wrote.

My friend, Naomi, and I always joke with each other about our “rabbit trail” emails back and forth to each other. I often wish there were a better expression that more precisely evokes the delight that can come from a diversion. Two years before he won the Nobel, Geim was asked to explain his research process. He described how instead of always going deep, he likes to stay in the shallow and move around. He described:

I don’t want to carry on studying the same thing from cradle to grave. Sometimes I joke that I am not interested in doing re-search, only search.

Seeking as Doing

Jarche illustrates how when trust is low that doers, connectors, and catalysts can address the limitations of credibility that exist in the roles of professors, stewards, and experts. He asserts: We Need Less Professing and More Doing. He describes how someone like Zeynep Tukekci can be not a medical professional herself, but so gifted at weaving “knowledge from many disciplines into a coherent narrative.”

Jarche stressing the doing part made me think of Mike Caulfield, who says that novice fact checkers need not to solely focus on critical thinking, but he would rather we all get far better at teaching critical doing skills. I’ve been having a blast following Mike’s own critical doing skills as he documents his experiments with in what ways AI may be able to help with critical thinking/doing. He is in the process of learning out loud, as he identifies the less helpful approaches for trying to use AI for fact checking and where he sees promise for achieving better results than most people would be able to come up with, themselves.

In a lot of ways, I’m seeing Harold Jarche’s Personal Knowledge Mastery Workshop as my own set of small experiments. In Dave’s recent Coaching for Leaders Episode 747, he interviews Laure Le Cunff, author of Tiny Experiments: How to Live Freely in a Goal-Obsessed World. Le Cunff explains how:

The secret to designing growth loops is not better knowledge or skills, but your ability to think about your own thinking, question your automatic responses, and know your mind.

Sounds a lot like PKM to me… Until next time. For now, it is dinnertime around here and we ordered Cheesecake Factory. It’s good to be back home. In the meantime, here’s for our individual and collective ability to see clearly now, as we practice PKM together.

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November 9, 2025
conflict, peace and international education
It’s that time of year again. On streets and in shops across the UK this, someone will have been be selling poppies. And today, on Remembrance Sunday, at War Memorials from tiny villages to Whitehall, people will gather for a period of silence. A moment to reflect, to remember.

For me personally, there is a family connection. My paternal great-grandfather was killed in WWI, leaving four young children. His name is on the vast Tyne Cot memorial in Belgium, one of 35,000 of the missing who died in the Ypres Salient after August 16, 1917, and have no known grave.

But I also think of another memorial, the one I gathered around for the years I worked at Sheffield University. This is the moving tribute to the students and staff who lost their lives in two World Wars.

This carved stone monument at the University’s core was once located in the original library, and it contains arguably the most sacred and painful book in its collection – a Book of Remembrance.

Sheffield University had its own battalion in WWI and it was almost completely destroyed on the first day of the Battle of the Somme in 1916. Some 512 young men lost their lives in a single day. I was once given permission to lift off the glass cover and open the book. It was shocking, each page crammed full of so many hundreds of names.

For many of those students, hopefully joining up and travelling to France was the first time they had been overseas, just as it was for my great-grandfather. He left his mining village on the unluckiest of journeys – first to Gallipoli where he was gassed, and then to France where he died in the mud.

Today, students have a very different opportunity for travel, for connection. A century after my great-grandfather died, I have travelled the world in peacetime thanks to international education. I’ve been to Delhi and seen the vast war memorial at India Gate with its eternal flame and walls of other names – Hindu, Sikh, Muslim. I have friends from China whose relatives long ago would have dug the trenches as part of as part of the 140,000 strong Chinese Labour Corps for the British and French armies.

Remembrance Day isn’t a British only tradition – a whole world was drawn into those terrible events.

What international students teach us now

And I have international students friends who don’t need a poppy to remind them to remember because they come from countries with current experience of conflict.

Who are they? A refugee scholar from Syria working on environmental sustainability. A Gaza scholar who rejects the language of resilience and uses her research to build deep understanding. A friend in Singapore who has family in Russia and Ukraine. And the Afghan scholars who have become not only friends but family, those who teach us all that the peace to sit with your loved ones and share a meal is never to be taken for granted. That for young girls and women to access education, university, careers and have choices is a right hard won that must be cherished. Each of them is also my teacher.

As the world changes, nationalism grows and spheres of influence are fortified by economic and literal weapons, those who understand one another are more important than ever

And this is also why I believe in international education. Peace takes understanding. It takes work. As the world changes, nationalism grows and spheres of influence are fortified by economic and literal weapons, those who understand one another are more important than ever.

It is a tragedy that language courses close because, as John le Carré said, learning a language is an act of friendship. But international education in all its forms is also what my NISAU friends call a ‘living bridge’.

Whether it happens through traditional programmes of overseas study, short courses, institutional partnerships, TNE or internationalisation at home, global education offers a precious opportunity to meet in peace. To gain a perspective not only on what others think and how they see the world, but about yourself.

Why it matters that #WeAreInternational

When years ago we founded a campaign called #WeAreInternational , it was a statement not about a structure of higher education but about who we are and want to be. It doesn’t mean abandoning your identity, it means opening it up to possibility. That is in itself an education.

John Donne famously wrote that no man is an island but that we are deeply connected to one another, all of us connected to the continent. And when others are harmed, we are all diminished. That the bell that tolls for any life is ringing for humanity too.

On Remembrance Sunday this year, as we are urged never to forget, there is also an implicit call to action – not to wage war but to build peace. How do we do that? Nobody is pretending it’s easy, but I think the education we are privileged to support has a very human part to play.

I think of the words of my Afghan scholar friend Naimat speaking at City St George’s University of London to students earlier this week. As the minute’s silence begins on today, I will think of my great-grandfather Robert, the lost students of Sheffield University, and the words of this international student who knows of what he speaks.

To achieve peace at all times, we must do three things:
1. Acknowledge the past: we must study and accept the hard lessons, the disconnected dots, and the mistakes of history.
2. Act in the present: we must stand up against injustice wherever it occurs, recognising that a violation of human rights in one corner of the world eventually casts a shadow over all of us.
3. Prioritise the future: we must commit to sustained dialogue – not just talk, but a genuine exchange of ideas where all voices, especially the most marginalised, are heard and valued.
Dialogue, he says, is the non-violent tool we possess to sustain peace. It is how we convert fear into understanding, and resentment into cooperation. And international education offers a precious and powerful opportunity for both.
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November 9, 2025
WEEKEND READING: The future of languages in a multilingual Britain
This blog was kindly authored by John Claughton, Co-Founder of The World of Languages and Languages of the World and former Chief Master of King Edward’s School, Birmingham.

The other day, there was a big crowd packed into the Attlee Room in Portcullis House to celebrate the European Day of Languages – it was a comfort that no one had deemed it necessary to wear a sombrero or lederhosen. It was a co-production by the All Party Parliamentary Group for Languages and the All Party Parliamentary Group for Europe. The French and EU Ambassadors to London were the guests of honour, and the meeting was chaired by that rara avis, Darren Paffey, an MP who had been a languages academic. And he even has a wife who teaches languages. Is there, after all, a candle of hope for us all?

The event was, like Gaul, divided into three parts. The first part was the noble land of diplomacy, with emphasis on the need for mutual understanding, co-operation and mobility in pursuit of global prosperity and harmony. At least everyone agreed that it was time for Erasmus to return – the programme, not the author of In Praise of Folly.

Part Two was less to do with the noble sentiments of the Republic of Plato than the sewers of Romulus. It was about the grim facts of language learning presented by Megan Bowler, the harbinger of darkness, who wrote the HEPI report on the ‘language crisis’:
- only 3% of A-level entries are in languages, and a mighty slug of those would come from independent schools;
- undergraduate enrolments in languages are down by 20% in five years;
- language teacher recruitment is less than half of what it needs to be;
- there would still be language teacher shortages if every languages graduate went into teaching.
- 28 out of 38 post-1992 universities have closed their language departments:
- it is now quite common for Oxbridge colleges to get fewer than 10 applicants each for languages. That’s less than Classics, by Jove.
Nor did the recent announcement about the end of IB funding bring any cheer: after all, every IB pupil has to study a language between the ages of 16 to 18.

After the cold wind of reality had blown through the room, Vicky Gough, the Schools Adviser at the British Council, and Bernardette Holmes, the Director of the National College for Language Education (NCLE), talked of the tracks across this bleak terrain which might lead to better days. The HEPI report itself makes ten recommendations, and there are clearly things that universities can do to make languages more appealing – ‘Bring back Erasmus,’ they cry. However, the future of languages in university cannot lie in the hands of universities. The landscape can only be changed by a fundamental rethink about the teaching of languages at the very beginning of this journey. And that rethink has to reflect the fundamental change that has taken place in the pupils who now sit in our classes. Here are some ‘facts’ which show that fundamental change:
- 20% of primary school pupils are categorised as EAL, i.e. English is not their first language;
- this figure materially understates the percentage of pupils who are multilingual in our schools: for example, I know that over 50% of the pupils in the school where I was head were bilingual, even though none of them were categorised as EAL.
- in many areas of many of our cities, there are primary schools where 90% of pupils are classed as EAL pupils.
- there are many, many schools in London, or Birmingham, or Leicester, or Bradford where 30, or 40, or even 50 languages are spoken.
- the schools with the greatest linguistic diversity are very often the schools in the most disadvantaged areas, areas where language uptake is at its lowest.
And yet, little or no attention, or regard or honour is given to these languages, or to the pupils that speak them. Instead, in 96% of primary schools, it is French or Spanish which is taught, often by primary school teachers who don’t even have a GCSE in the subject. It may be no surprise that too few pupils arrive keen to study a language at GCSE when their language experience has been limited and, to their already multilingual minds, irrelevant.

So, if there is to be progress, if there is to be a halt in the decline in languages and in the regard for languages, the answer may not lie in doing a bit better what we have always done, but in doing something different. If primary school pupils were taught not French and Spanish, but about languages, their own languages, as well as English and ‘modern foreign languages’ – and even Latin – the following things might happen:
- pupils might see that languages are relevant, interesting, valuable, even fun;
- pupils might learn more about themselves and each other, engendering mutual understanding and respect;
- pupils might feel that they belong in school, and feel that there is not so great a gap between their life at home and their life at school;
- parents might feel that what was going on at school had some regard for their history and their culture;
- pupils might be more inclined to study languages, whether their own family/heritage language, and this could be a massive asset for their futures, in human and economic terms;
- and, as these young people grow up, they might become the kind of adults who can build an integrated, cohesive, respectful and diverse society, and thus silence the voices of division in our political debate.
- and this approach would demolish the hierarchy of languages which has so beset us for so long.
Thus, it would place languages at the heart of our society. That would be nice, wouldn’t it? By strange chance, I have been working with some colleagues for several years to create a programme that does just that, but I’ve reached my word limit.

But wait, dear reader. As a special dispensation, I have been granted more words in a HEPI blog. O frabjous day. So, I’d better be quick. It’s called WoLLoW, World of Languages, Languages of the World, a brilliant palindromic acronym with an Egyptian faience hippopotamus as a logo – just look at all those Greek words – in honour of the Hippopotamus Song by Flanders and Swan. So, if that’s its wondrous name, what does it do? Well, here are some examples:
- a WoLLoW lesson can encourage boys and girls to talk about their own language, their own family, their own history.
- it can explore why and how English is the most mongrel of all languages, a dog’s breakfast of Celtic, Anglo-Saxon, Viking, Norman French, and polysyllabic Graeco-Latin inventions.
- it can prove that the pupils can learn the Greek alphabet more quickly than their teachers, and thereby discover why physics isn’t spelt fisiks and dinosaurs have such preposterous names.
- it can ask why Tuesday is Tuesday here and lots of different things everywhere else – and a WoLLoW lesson might even ask why there are seven days in a week.
- in a WoLLoW lesson pupils can learn braille and/or sign-language, or even create their own language.
This looks quite good fun, and it turns out that it is. Another word limit looms, but I can say that it not only cheers up pupils but it also has an impact on those who teach it. The last of my words must go to a pupil at my old school, a Malaysian Muslim, who, whilst in Year 11, taught WoLLoW in a local, Birmingham primary school:

Working on these lessons, from the very first session, has not only given the children we have taught the opportunity to have their languages and cultures represented in class discussions, but has also allowed me to reconnect with my language and feel more confident in reclaiming it as a part of who I am. I am someone who, like, I suspect, a lot of the children we have taught, has felt disconnected from his language for a long time, and has been given the chance to once again put it front and centre and find their sense of self within it again.

The rest is silence.
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November 9, 2025
Network Weaving as an Antidote to Imposter Syndrome – Teaching in Higher Ed

I’ve been traveling this week, so got a bit behind on my reflections on Harold Jarche’s Personal Knowledge Mastery (PKM) workshop. The other thing that is a bit frustrating, is that I haven’t been disciplined about my typical sensemaking habits and practices and seem to have lost the notes I took on a video he shared about something new to me: network weaving. At some point, maybe my reflections will resurface (my digital inboxes are overflowing, at the moment, and search seems no use to me if I can’t even find the haystack that the needle may be hiding in with those notes). That’s all just to say, I’m all over the place right now.

Network Weaving

I stubbornly don’t want to rewatch the video at this exact moment. I’m sitting in an airport, next to an outlet with all my devices happily charging until it is time to get on my first of two flights for the day. To say that I am a person with battery anxiety is an understatement. Here’s what I remember about watching Networks: Weaving People, Ideas and Projects, though, mixed with the connections I found with other ideas I’ve encountered in the past.

June Holley describes network weaving as connecting people, ideas, and projects. Hearing her describe the generosity and intentionality involved in network weaving had me reflecting on Coaching for Leaders Episode 279 with Tom Henschel: How to Grow Your Professional Network. Prior to listening to that conversation between Dave and Tom, I had thought about networking more as something I was never very good at, but tolerated, since I knew it was necessary in most professions.

Tom described different types of networking and it was then that I realized I actually loved it and did it all the time; just that I hadn’t thought of what I enjoy doing falling under the category of networking. I enjoy meeting someone new and then identifying who else I know that is into the same stuff that they’re into. I think what Tom was describing is a lot like June Holley’s description of network weaving. Jarche shares this short Network Weaving 101 article from Valdis Krebs, which describes how this process is all about “closing triangles.” Krebs writes:

A triangle exists between three people in a social network. An “open triangle” exists where one person knows two other people who are not yet connected to each other — X knows Y and X knows Z, but Y and Z do not know each other. A network weaver (X) may see an opportunity or possibility from making a connection between two currently unconnected people (Y and Z). A “closed triangle” exists when all three people know each other: X-Y, X-Z, Y-Z.

This makes so much sense to me, instantly. Some of the other content that Jarche has shared has been challenging for me to take in (which I appreciate, as he’s stretching me and helping me grow). But this one, I feel like I get on a more instinctive level. Like I’ve been doing something for much of my life, without having a word for it, yet experiencing such joy each time it happens.

Imposter Syndrome

I’m also realizing that one of the ways I try to calm my nerves when preparing to do a keynote or workshop may very well be embodied by the idea of network weaving. The lizard part of my brain starts to tell myself that I have nothing to offer (this gets exasperated by being in a hotel room in an unfamiliar city, after sitting too long on airplanes all day). One of the best listener emails I ever received came from Itamar Kastner in Scotland. He said that he knows I’m a fan of music and thought I might enjoy Grace Petrie, and English Folk singer-song writer “in the protest singer tradition of Billy Bragg and Woody Guthrie,” he explained over email. Yes, indeed, Itamar was spot on in recommending Grace Petrie’s Nobody Knows That I’m a Fraud:

To thwart the less sophisticated parts of my brain that make me wonder what I’m doing in a hotel room, preparing for the next day’s adventures, I work to shift my focus away from how I am feeling and what I might like people to experience in the session with me. I even try to shrink it down more than a bunch of nameless faces and think about a single person and where they may be struggling and potentially feeling alone or like a failure in some way. What sorts of imposter syndrome symptoms might otherwise be relieved through my vulnerability in not having everything figured out, yet learning out loud, anyway? How might that posture provide fertile ground for others to do the same?

The second half of how I can calm my nerves is to remember that my job isn’t to talk about what I do in my own teaching, necessarily. Rather, I get to share these incredible stories and point people back to the source of inspiration that I’ve found through the podcast across all these years. This feels very much like what I now understand to be a form of collective network weaving (as in connecting many people to new ideas, people, and projects. The last eleven and a half years, I’ve been fortunate to get to talk to people from all over the world who love teaching and learning (just like me). The stories within those conversations are limitless sources of hope, practice, and feelings of solidarity.

Jackie Shay offers the final piece of the puzzle for unraveling those feelings of insecurity that can be present for so many of us, by the way. I realize that last sentence mixed at least two metaphors at once, but give me a break. I’m sitting in an airport, remember? 😂 On Episode 571: Overcoming Imposter Syndrome Through Joyful Curiosity, Jackie asks:

Why can’t we recognize that these different types of intelligences have just as much value as intellectual intelligence?

I’m not supposed to ever be even close to the smartest person in the room. Not even close. But curiosity and connection? Those are two pursuits I’ve enjoyed my whole life and are forms of intelligence to be valued and cultivated in ourselves and others. As we prepare to share our sensemaking process with others, how about we stop trying to out-perform the imaginary room of intelligent people we’ll be talking at and start working on creating conversations that spark imagination?

Jackie Shay is tremendously good at getting people curious and engaged. I remember so vividly talking to Jackie about my memories of camping with my family in Joshua Tree as a little girl and getting swept away in all the specifics that flooded into my mind. Then, I felt like I should pull back and joked about revealing a bigger focus on capitalism than I had hoped for a conversation about nature/science. My brother and I used to have a whole economy we had built out of the various elements in the desert back then, like the quartz crystals and different types of plants.

Jackie laughed with me, but also let me know that sorting and categorizing things (as we had done with the different elements there in the desert) was actually a big part of science. We were doing science, even though I didn’t have a word for that at the time (and clearly didn’t in my embarrassment feeling like no one wanted to hear about my childhood memories until she pointed out to me that we had been doing science, without realizing it). I recalled Alexis Pierce Caudell recommending Categories We Live By: How We Classify Everyone and Everything, by Gregory L. Murphy on Episode 527. While I wish I had finished reading it by now, but it sits in the virtual pile of books I’ve started but have yet to complete. It’s not a science book, though, well… except maybe the varieties related to library science and information technology. I obviously need to read the book before I should be commenting on what it is and isn’t. Sigh.

I don’t think at all that this picture of my brother and I was actually taken in Joshua Tree. I’m going to have to see if I can find one in the photo albums I haven’t quite gotten to scanning yet. But it reminds me of our imaginative life that we had when our family would take trips together.

Closing Triangles

As Valdis Krebs described, network weaving is all about closing triangles. At the keynote I gave for the ETOM conference today, I didn’t exactly close a triangle. However, I got to spend some time with a couple of past Teaching in Higher Ed podcast guests. Christina Moore discussed Inclusive Practices Through Digital Accessibility on Episode 293 and Mobile-Mindful Teaching and Learning on Episode 456. VaNessa Thompson helped us discover How to Engage on Social Media on Episode 416.

VaNessa and Christina already know each other and I know them. Still, this memory we now share tightens the bond between us and now creates a triangular relationship between the three of us. Again, not necessarily closing triangles here. But certainly doing something new with going from one-on-one relationships and now having this shared triangle to remember and potentially strengthen in the future.

PS. My talk was aligned with the conference theme (innovation). I had some fun with alliteration and divided the talk into: 1) innovation 2) imagination and 3) imitation (which was kinda like curation, but I just couldn’t break the alliteration streak I was on there). In my reading for the topic of connectors, I just saw a quick reference in Beth Kanter’s piece that Jarche shared about how helpful network weaving can be when we’re “stumbling through the fog of innovation.” I like that phrase “fog of innovation” and only wish I had come across it before today’s keynote. 🤦‍♀️🫠

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November 8, 2025
Tenn. Law Aimed at Students Who Make School Shooting Threats Ensnares a Retiree – The 74
School (in)Security is our biweekly briefing on the latest school safety news, vetted by Mark Keierleber. Subscribe here.

Larry Bushart Jr. was just freed from a Tennessee jail cell after spending more than a month behind bars — for a Facebook post.

The high-profile arrest of the 61-year-old retiree and former cop — which made waves in free speech circles — has all the hallmarks of a bingeworthy culture war clash in 2025:
- A chronically online progressive turns to Facebook to troll his MAGA neighbors about President Donald Trump’s seemingly lopsided response to school shootings compared to the murder of right-wing pundit Charlie Kirk
- An elected, overzealous county sheriff intent on shutting him up
- A debate over the limits of the First Amendment — and the president’s broader efforts to silence his critics
Eamonn Fitzmaurice / T74

The controversy, I report this morning, also calls attention to a series of recent Tennessee laws that carry harsh punishments for making school shooting threats and place police officers on campus threat assessment teams working to ferret out students with violent plans before anyone gets hurt.

In Bushart’s case, the sheriff maintained that his post referring to the president’s reaction to a 2024 school shooting in Perry, Iowa, constituted a threat “of mass violence at a school,” apparently the local Perry County High School. The rules that ensnared Bushart have also led to a wave of student arrests and several free speech lawsuits. His is likely to be next, Bushart’s lawyer told The Washington Post.

In the news

Updates in Trump’s immigration crackdown: Federal immigration officers chased a Chicago teacher into the lobby of a private preschool Wednesday and dragged her out as parents watched her cry “tengo papeles!” or “I have papers.” The incident is perhaps the most significant immigration enforcement act in a school to date. | The 74
- Proposed federal rules would allow Immigration and Customs Enforcement to collect iris scans, fingerprints and other biometric data on all immigrants — including, for the first time, children under 14 years old — and store it for the duration of each individual person’s “lifecycle.” | Ars Technica
- On the same day Cornell University notified an international student that his immigration status had been revoked, Google alerted him that federal authorities had subpoenaed his personal emails. Now, the institution won’t say whether federal authorities had tapped into university “emails to track [students] as well.” | The Cornell Daily Sun
- In California, federal immigration officers shot a U.S. citizen from behind as he warned the agents that students would soon gather in the area to catch a school bus. The government says the shots were “defensive.” | Los Angeles Times
- ‘Deportation isn’t a costume’: A Maine middle school principal is facing pushback for a federal immigration officer Halloween costume, complete with a bulletproof vest that read “ICE.” | Boston.com
- In Chicago communities that have seen the most significant increase in immigration enforcement, school enrollment has plunged. | Chalkbeat
- Also in Chicago, a federal judge ordered the Trump administration to hand over use-of-force records and body camera footage after trick-or-treaters were “tear-gassed on their way to celebrate Halloween.” | USA Today
A bipartisan bill seeks to bar minors from using AI chatbots as petrified parents testified their children used the tools with dire consequences — including suicide. Some warn the change could stifle the potential of chatbots for career or mental health counseling services. | Education Week
- A Kentucky mom filed a federal lawsuit against online gaming communities Discord and Roblox alleging the companies jeopardized children’s safety in the name of profit. After her 13-year-old daughter died by suicide last year, the mom said, she found the girl had a second life online that idolized school shooters. | 404 Media
- Character.AI announced it will bar minors from its chatbots, acknowledging safety concerns about how “teens do, and should, interact with this new technology.” | BBC
Getty Images

A jury awarded $10 million to former Virginia teacher Abby Zwerner on Thursday, two years after she was shot by her 6-year-old student. Zwerner accused her former assistant principal of ignoring repeated warnings that the first grader had a gun. The student’s mother was sentenced to nearly four years in prison for felony child neglect and federal weapons charges. | The New York Times

‘Creepy, unsettling’: This family spent a week with Grem, a stuffed animal with artificial intelligence designed to “learn” children’ s personalities and hold educational conversations. | The Guardian

A judge ordered the Trump administration to release federal funds to California school districts after it sought to revoke nearly $165 million in mental health grants as part of a broader crackdown on diversity, equity and inclusion. The grants funded hundreds of school social workers and counselors. | EdSource

In 95% of schools, active-shooter drills are now a routine part of campus life. Here’s how states are trying to make them less traumatic. | The Trace

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A lawsuit against a Pennsylvania school district alleges educators failed to keep students safe after a 12-year-old girl was attacked by a classmate with a metal Stanley drinking cup. | NBC10

‘Inviting government overreach and abuse’: The Education Department was slapped with two lawsuits over new Public Service Loan Forgiveness rules that could bar student borrowers from the program who end up working for the president’s political opponents, including organizations that serve immigrant students and LGBTQ+ youth. | The Washington Post

ICYMI @The74

1939 redlined maps of Los Angeles showing neighborhoods deemed eligible and ineligible for economic aid

How LAUSD School Zones Perpetuate Educational Inequality, Ignoring ‘Redlining’ Past

Students Want Schools to Incorporate AI in Learning But Express Some Fears

LifeWise’s Big Red Bus Is Driving Thorny Questions about Church and State

Emotional Support

Matilda plots her escape.

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November 8, 2025
Missouri Voters Approve Four-Day School Week in Two Districts, Showing Rising Support – The 74

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When the Independence School District announced it was switching to a four-day week during the 2023-24 school year, it drew questions from local families and statewide officials.

Parents wondered what kind of child care they would have on days without classroom instruction. And lawmakers debated whether the state needed to intervene.

Ultimately, Missouri’s General Assembly passed a law requiring a vote for non–rural school districts to authorize a four-day week.

On Tuesday, the Independence and Hallsville school districts became the first large districts to receive the approval of voters to continue with four-day weeks.

“I knew that the majority of our community supported it,” Hallsville Superintendent Tyler Walker told The Independent. “I was a little bit surprised to see how much support it was.”

In Hallsville, residents had two questions on the ballot related to the school district. One asked about the four-day week and the other was a bond measure previously passed in April but not confirmed by the State Auditor.

The election drew 25% of registered voters, according to the Boone County Clerk, and 75% of those voted in favor of the four-day school week. The vote authorizes the schedule for the next 10 years, when then the district will have to hold another special election.

Walker didn’t think the margin would be that wide. Earlier surveys from the district’s 2022 adoption of the schedule put approval at around 60%.

He believes that the district’s growing success on standardized tests and other publicly available metrics have given families confidence that the four-day week isn’t such a bad thing.

“Our community has grown to appreciate the four day week more after experiencing it for a few years,” he said.

Todd Fuller, director of communications for the Missouri State Teachers Association, told The Independent that voters in districts who have already been operating in a four-day week like Independence and Hallsville have an idea of how it works for their students. The state law, passed in 2024, will require a vote prior to the schedule’s adoption for those who do not already adopt the abbreviated week.

“Anyone who’s a constituent of the district has had time to digest this process, and they’ve been able to decide over a two-year period whether it’s been beneficial or not beneficial for their kids,” Fuller said. “So if they are expressing that feeling with their vote, then we’re going to have a pretty good understanding of what they really want.”

The association doesn’t have an official stance on the four-day week. But Fuller said the teachers it represents have been pleased with the schedule.

Jorjana Pohlman, president of Independence’s branch of the Missouri National Education Association, told The Independent that the overall sentiment is positive from the district’s educators.

Mondays out of the classroom have become a good time for teachers to have doctor’s appointments, spend time with their families and plan for the week ahead, she said.

“In the beginning, it was fear of the unknown for families as well as teachers,” she said. “A lot of teachers had the attitude of, ‘Let’s try it.’ They, I think overall, felt it was a positive thing.”

A study by Missouri State University researchers looked at recent applicants to teaching positions in Independence, finding that the four-day week was a key part of the district’s recruitment.

In particular, 63% of applicants rated the four-day schedule as a top-three reason for applying, and 27% said it was their top priority.

The study also looked at the value of the four-day week for applicants, asking how much they would sacrifice in salary to work at a district with the schedule. On average, applicants were willing to sacrifice $2267 annually for the four-day week.

Walker said the schedule has also improved recruitment in Hallsville, with a dramatic uptick in veteran teachers applying to positions.

With teachers coming to Independence schools particularly for their schedule, some worried that returning to a five-day week would have large consequences for staffing. But Pohlman said a survey showed that the loss of educators is less than many would think.

“The educators, they care deeply about their students, and they want what’s best for students and for the community, whether it’s four day week or five day week,” she said. “They are still going to be committed.”

Almost a third of Missouri districts have adopted a four-day week, with around 91% of those districts in rural settings. Only districts in cities with at least 30,000 residents, or those located in Jackson, Clay, St. Louis, Jefferson and St. Charles counties, must call for a vote before moving to a four-day week.

Missouri Independent is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Missouri Independent maintains editorial independence. Contact Editor Jason Hancock for questions: [email protected].

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November 8, 2025
WEEKEND READING: A thousand days of silence: reclaiming education through localisation for Afghan women

This blog was kindly authored by Naimat Zafary, PhD student at The University of Sussex and a former Afghan Chevening Scholar.

As I mark my fifth year in UK higher education, a journey that began with a Chevening Scholarship and an MA at the Institute of Development Studies before leading to my PhD in the School of Global Studies at the University of Sussex, a single, recurring image encapsulates a profound contrast.

From my study window on campus, I watch the vibrant flow of students: a tide of ambition pouring into and out of lecture halls. In a silent, personal ritual, I often count them. Invariably, I find more young women than men, a sight that swells me with pride to be part of an institution that offers equal and abundant opportunities to female students.

Yet, this everyday scene instantly transports me to my home of Afghanistan, where this picture is hauntingly absent. For nearly three years – around 1,050 days – the Taliban has barred Afghan girls and women from their fundamental right to higher education. Their university campuses, once symbols of hope, are now forbidden ground.

Beyond internationalisation

The start of the academic year is a time of new beginnings for UK universities. There is a mood of anticipation, proudly announcing numbers of new starters and, on my own diverse campus, a commitment to internationalisation. Students arrive from across the world, a myriad of stories behind each of them. For some, a struggle, for others, lifelong dreams of individuals and families.

If we are lucky, we will share some of these experiences and perspectives with the people around us. We will define our possibilities differently as a result. This focus on global reach is commendable and a deep privilege. We are – we become – international.

But I ask myself a sharper question too. What of those who do not, cannot travel? How do we consider the community which includes the missing, the trapped?

So, as I look across campus, I see these faces too. Will institutions that are committed and measured in part in relation to the sustainable development goals – every one of which is behind – take a step to localise, to go to those who cannot come to them?

British higher education has a long history of outreach. Many of its now great universities began as an effort to take learning and opportunity to provinces where it was absent, or to include within its potential those who, at one time, were told education was not for them.

That widening participation agenda is now under strain at home and abroad. If you measure the outcomes only of those blessed with an environment and the support to succeed, you implant a bias away from risk. If you effectively close off the means of access, the hopeful will turn away. Participation can narrow as well as widen. In some cases, participation can stall completely – those desperate to continue their dreams, whose voices are screaming to be heard, and who are simply waiting for a chance?

Who will answer the call?

In the worst of times, those who step forward, demonstrate they care and – despite their own challenges – stand against this injustice are living the most profound values of education.

Here again, I look out at my campus at The University of Sussex with pride, and I believe there are lessons for others too.

It begins with leadership and with kind-hearted teams, but also a desire to turn feeling into action. In this case, despite headwinds of practical barriers, the university has undertaken a pilot and has awarded online distance learning master’s degree scholarships for a small group of talented Afghan women and girls.

The inspiration for this initiative was born out of a stark contrast. As female Afghan Chevening scholars walked across the Sussex graduation stage with pride, in Afghanistan, not a single woman could enter a university, let alone a graduation ceremony. I longed for those with the potential of taking action to hear the voices of Afghan women and somehow open a door, even for just a few.

Developing an outreach programme in such a sensitive context isn’t easy. Universities have their own urgent challenges close to home, and the many demands they face don’t pause while they innovate in global education. But principled leaders took the challenge of the absence of women in higher education a world away to their own core, and recognised that this too was their business.

Finding a possible solution took time: more than two years of proposals; assessing the situation; back-and-forth communication; and ensuring we were always working in line with advice on ensuring the safety of participating students. It was modest, but it matters beyond words.

The logic was beautifully simple and necessary: if Afghan women are banned from stepping into the higher education arena, then higher education must step into their own room. This is a practice the Western world embraced during the pandemic; we simply need to apply it now to find a light in the darkness.

An undefeated hope

The proof of this need was instantaneous. In early July 2025, the University of Sussex’s announcement went live. Within the first 48 hours, more than eight hundred women and women sent an inquiry and applied for the scholarships.

That response sent a clear, undeniable message of a thirst and love for education, of persistent talent, eligibility, and an undefeated hope for the future. And now it begins. The five talented women awarded these scholarships have started on the first of these courses with an unwavering commitment.

One of the awardees described her gratitude this way:

As an Afghan woman achieving this milestone under such challenging circumstances has been both difficult and deeply meaningful. I am committed to making the most of this opportunity and to using the knowledge and skills I gain to contribute toward strengthening and supporting our fragile communities.

These students are proof that Afghan women are not defeated even in this brutal hour. They may have to learn behind legal bars for now, but they believe in a better future, they are determined to serve their community and contribute to wider society — given the chance, they will change their lives and the lives of those around them.

Deeds not words

To my colleagues and friends in UK higher education, I humbly say this. Our institutions are built on the foundational motto of “leaving no one behind” – no one, not even the women whose doors are bolted but whose spirits still crave learning.

I profoundly hope the UKhigher education community will look closely at the successful case of the University of Sussex, draw on the experience of this pilot and follow its lead. One programme could become many. A single voice could become a chorus.

Afghan girls and women are navigating one of the most catastrophic times in their history. The education of women is core to the UN Sustainable Development Goals for good reason. Those who step up now, who provide a lifeline through education in this moment of darkness, will not only be remembered – they will be helping to shape the very future of Afghanistan. As the suffragists once chanted in this country, this is a time for Deeds Not Words.

I ask each of you not to write off hope. A dear friend shared a poem with me, which is much loved across this country. It was written by the great War poet Siegfried Sassoon at a time of despair, but it continues to move people because it defiantly imagines a time of release and redemption.

Everyone suddenly burst out singing;

And I was filled with such delight As prisoned birds must find in freedom…

My heart was shaken with tears; and horror Drifted away … O, but Everyone

Was a bird; and the song was wordless; the singing will never be done.

There are times a university keeps hope alive, where a pilot programme is a flame visible across the world. It is the promise of a better future through the empowerment of those who wish desperately to build it.

A good deed can be multiplied. If Afghan women students cannot come to us, let us join together as a band of scholars and go to them.

If any university colleagues would be interested in understanding more about the Sussex pilot to offer online postgraduate access to Afghan women, please contact [email protected].

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November 8, 2025
USDA will fully cover SNAP benefits for November
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Dive Brief:
- The U.S. Department of Agriculture said Friday in a memo that it has started issuing funds to states to fully cover SNAP benefits for November.
- The department said it is complying with a Rhode Island court order from Thursday directing it to fully fund SNAP benefits after it initially said it would only fund the program at around 50% for the month. The Trump administration filed an appeal on that same day stating it does not want to tap the full amount of emergency funds.
- The memo marks a significant move in a touch-and-go fight to restore funding to EBT cards amid the government shutdown.
Dive Insight:

The USDA’s move is happening even as the Trump administration continues to resist directives on how to fund SNAP during the government shutdown. The 1st U.S. Circuit Court of Appeals is weighing the Trump administration’s request to pause the Rhode Island judge’s order, ABC News reported.

“Later today, FNS will complete the processes necessary to make funds available to support your subsequent transmittal of full issuance files to your EBT processor,” the USDA memo said, referring to the Food and Nutrition Service, its agency that oversees SNAP.

Following the Thursday ruling, a handful of states said they told their SNAP vendors to issue full benefit amounts to program participants’ EBT cards.

The California governor’s office on Thursday said that “benefits are now beginning to be available on recipients’ cards.” The Oregon Department of Human Services said SNAP recipients in the state will see “100% of their November benefit amount” starting today. Similarly, Wisconsin’s website notes that full November SNAP benefits are now available.

The USDA had previously told states on Wednesday that, based on new calculations, it could fund 65% instead of half of SNAP benefits for November.

At the start of this week, a senior USDA official said in court filings that procedural challenges with recoding systems in order to partially dole out benefits would likely result in weeks or even months of delays. The Rhode Island judge, who had initially urged the federal government to fund SNAP even if it could only partially do so, noted that key reasons for the Thursday ruling were those expected delays as well as the availability of other emergency funds, which the USDA had said it didn’t want to use.
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November 7, 2025
Indiana AG sues Indianapolis Public Schools for hindering ICE efforts
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Dive Brief:
- Indiana Attorney General Todd Rokita alleges Indianapolis Public Schools has multiple policies that violate state laws by prohibiting local government entities from limiting or restricting federal immigration enforcement.
- In a lawsuit filed Thursday, Rokita claims the 30,000-student district has policies barring federal immigration officers from accessing nonpublic areas on school property without a judicial warrant, and that these policies are illegal under Indiana law and pose “grave risks to public safety.”
- Rokita’s lawsuit also cited an incident on Jan. 8, 2025, in which IPS’ policies “directly contributed to the failure” of federal immigration officers attempting to deport an undocumented Honduran man.
Dive Insight:

The IPS Board of School Commissioners said in a Thursday statement that Rokita’s lawsuit is a “heavy burden” and “silly litigation and political posturing” that impacts students, families and taxpayers.

“Every dollar spent on defensive legal posture is a dollar not spent on instructional support, teacher development, student services, or enrichment,” the board said. “In this case, Mr. Rokita prefers those dollars go to fight gratuitous political battles, as has too often been the case.”

The board emphasized that it has always upheld the law and will continue to do so while ensuring “safe, supportive, and welcoming learning environments for all students.”

Beyond denying access to immigration enforcement officers to school property without a judicial warrant, IPS also requires its employees to not assist immigration efforts unless legally required and authorized by the superintendent, according to Rokita’s lawsuit. The other IPS policy challenged in the complaint is that district staff are prohibited from collecting, maintaining or sharing information about the immigration status of a student, their parents or a school employee.

The IPS Board of School Commissioners said it has been “actively collaborating” with Rokita’s office to go over relevant policies of concern. The board said, however, that Rokita only gave the district five business days to review and respond to his opinion on the policies.

“Yet, these important issues deserve thoughtful, deliberative weighing of important legal rights — not impulsive, superficial efforts for political gain,” the board said.

The IPS policies being challenged, however, are a common practice in other school districts looking to protect students affected by the Trump administration’s crackdown on immigration enforcement in communities nationwide this year.

In fact, immigration lawyers have advised districts across the country to train their principals and teachers to know that Immigration and Customs Enforcement officers cannot enter school property without a warrant signed by a judge.

Immigration advocates have also pointed to the U.S. Supreme Court’s 1982 decision in Plyler v. Doe, which ruled that states cannot constitutionally deny students a free public education based on their immigration status. Additionally, other state and local guidance has reminded school administrators this year that districts must maintain the confidentiality of all personally identifiable information in education records related to students under the Family Educational Rights and Privacy Act.

As ICE efforts go on near school communities, some district leaders — most recently at Chicago Public Schools — are calling for virtual schooling for students and families living in fear of federal immigration enforcement presence. Educators, advocates and child psychology experts are continuing to sound the alarm on the traumatic impacts immigration enforcement has on students, including school avoidance and stress.

But in Indiana, Attorney General Rokita said in a Thursday statement that sanctuary policies like those in place at IPS “are bad in any context, but they are especially troubling in our schools.” He added that, “schools across the country are vulnerable to infiltration by criminal illegal aliens — it’s happened in many other states — and it is essential that ICE be able to take action when that occurs to help keep our kids safe.”

Rokita’s lawsuit also alleged that in January, ICE’s efforts to deport an undocumented Honduran man living in Indiana were thwarted because IPS did not let the man’s son, who is an IPS student, reunite and leave the U.S. on a flight with his father, who volunteered to board.

“IPS took the position that it would not release the child to an ICE officer unless the officer had a judicial warrant or other court order,” the lawsuit said. “ICE responded that it simply was asking that the son be released to the father so that they could depart the country as the father had agreed to do and that such action did not require a court order.”

Because the father was unable to get custody of his son to board the flight with him, the father missed his flight, and the voluntary departure order expired, according to the complaint. As a result, the lawsuit said that “an illegal alien who should have departed the United States — who had voluntarily agreed to depart the United States — therefore remained in the United States because of IPS’s actions.”
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November 7, 2025