Living In Dialogue; Hosted by Anthony Cody


The new LLiving in Dialogue launched in August of 2014. It is a completely independent publication, edited by retired educator Anthony Cody. Its purpose is to foster discussion around critical issues related to public education in the United States and the world. The original [...]

Nancy Carlsson-Paige, Education Advocate


Nancy Carlsson Paige Nancy Carlsson Paige is Professor Emerita at Lesley University where she taught teachers for more than 30 years and was a founder of the University's Center for Peaceable Schools. Nancy has written and spoken extensively about the impact of media [...]

Transforming Education Systems Alliance (TESA)


Transforming Education Systems Alliance (TESA) is a national movement-building alliance designed to spur and catalyze work across each of the U.S. education field’s ten subsectors toward a vision of healthy, nurturing, rigorous educational systems. Such systems support youth and adults to contribute to the well-being of all [...]

Participatory Action Research Center for Education Organizing (PARCEO)


Participatory Action Research Center for Education Organizing (PARCEO) was created in 2011 as a PAR-based education, research, and training center. PARCEO’s work grows out of a commitment to being a resource and support for groups and individuals interested in integrating or strengthening PAR into their organizing and [...]

The North Dakota Study Group (NDSG)


The North Dakota Study Group (NDSG) is a diverse network of progressive educators dedicated to advocacy for useful, fair, and democratic ways to document and assess children's learning and offering a criticism of educational reform and practice in the light of an enduring concern with democracy and [...]

Defending the Early Years (DEY)


Defending the Early Years (DEY) seeks to rally educators to take action on policies that affect the education of young children. The principal goals of the project are: To mobilize the early childhood community to speak out with well-reasoned arguments against inappropriate standards, assessments, and classroom [...]