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Unlocking the Value of Circles

NonProfit Quarterly

Unlike traditional top-down models, peer-to-peer circles are often informal, collaborative, and based on the idea that everyone has valuable knowledge to share. Experts often overcomplicate lectures with jargon and references that may not be culturally relevant to the people they are trying to teach.

Values 86
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Teaching Cooperative Intelligence, for a Solidarity Economy

NonProfit Quarterly

Such, at least, is the thesis of work I’ve been involved in to create a cooperative education curriculum at the high school level in the Bronx. Not only are workforce development and university education required to sustain regional cooperative economies at scale, but this education should begin at an early age.

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Thank Heaven For 11: Take The Lead Celebrates 11 Years Working Toward Mission of Equity

Fundraising Leadership

Dr. Lily McNair, Take The Lead Board Chair and former President, Tuskegee University, says, I know from my own experience that organizations are stronger and more successful when women have an equal voice in leadership, says McNair. You already have more power than you might realize.

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Tackling Eco-Anxiety Through Experiential Education

Stanford Social Innovation Review

A university program I led over the past academic year offers some promising insights into supporting students through a combination of career preparation, community connection, and personal empowerment. The inaugural cohort included 15 students, representing 11 different majors and five different schools and colleges within the university.

Education 131
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Doing More About Less: A Targeted Approach to Workforce Readiness

Stanford Social Innovation Review

Large class sizes, inadequate teaching and learning materials, and insufficient teacher training all present roadblocks to innovation. In addition, university enrollment doubled among all students and increased by 167 percent among young women. Educational reforms often end with curriculum change, but we kept going.

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Bringing Climate into the Classroom: New Hampshire Students Push for Increased Climate Literacy

NonProfit Quarterly

Throughout high school, Sarah Weintraub, now 18 and a freshman at the University of Vermont, described her experience with climate change education as shallow. “We 13 It also urges a curriculum that “empowers” students, in an effort to reduce any hopelessness students might feel in the face of climate change and its impacts.

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The Need for More Inclusive Leadership Narratives

Stanford Social Innovation Review

We also realized that having a set curriculum assumes that individuals come to leadership programs as empty vessels—that they don’t already carry the expertise and experience they need to drive change. They also taught us how we could be more responsive to their needs and strengths, and the change they sought to create.