May Day has always been International Workers Day, and this year it is something more. On May 1, workers, students, and families across the country are going to march, rally, and in many cities, refuse business as usual entirely, no work, no school, no shopping, to show this country what it looks like when working people decide not to show up for the people who profit from our labor.
Digital rights emerged as a term around the Arab Spring, when the internet was still a fairly unregulated space, we were still trying to figure out the tech companies' policies, and force governments to look at the internet as a fundamental right like water and electricity.
McMahon is familiar with organizations built around an increasingly unstable man who is a genius at spinning story lines that inflame the crowd and damage enemies and institutions but, if you think too hard about them, don't necessarily add up to a coherent narrative.
"The role of the supervisor is to help put the boards get back on track ... to ensure that the school boards are focused on student achievement," he said. "Supervisors are not media personalities, they are there are to roll up their sleeves and get the job done."
Real change rarely happens through debate or persuasion. Instead, transformation grows out of relationships, shared struggle, cognitive dissonance, and practice. Together, Kelly and Lewis explore what organizers can learn from the science of neuroplasticity, the role of rupture and confrontation, and why movements need to focus less on 'changing minds' and more on creating conditions where people can unlearn harmful beliefs and step into collective action.
Collective learning is how a group or system creates, improves, and keeps knowledge. This knowledge lasts beyond any one person or cohort. That is the most practical collective learning definition, because it shifts the focus away from individuals and toward the learning system itself.
Learning today doesn't usually look broken. It looks like a well-run treadmill, always on, always moving, quietly exhausting everyone. New initiatives, new tools, new priorities. New "must-have" skills. Even when learning is thoughtfully designed, there's a nagging sense that nothing sticks because nothing gets a chance to. People finish the course, grab the badge, and move on to the next thing before the last thing has had time to show up in how they work.
These disparate strands came together in early 2013 at the London School of Economics with the inaugural meeting of Rethinking Economics a student-led organisation that has gone on to challenge the way economics is taught at universities around the world. That first meeting was a bit chaotic, recalls Yuan Yang, one of the group's founders and a Labour MP since 2024.
Cuts that hurt are obvious: layoffs, program closures, college closures, furloughs, deferred maintenance, pay freezes, travel freezes, etc. It's a well-worn playbook at this point. Most of the moves in this category involve either attacking employee compensation, which causes obvious pain, or putting off necessary investments and living with gradual declines in quality.
This is a striking decision at a moment when public confidence in higher education is eroding. It is also puzzling because rigorous research and evaluation have demonstrated, over and over, the value of the work of centers for teaching and learning, including positive impacts on student learning outcomes, institutional effectiveness and faculty development.
Many colleges and universities have made cuts in these programs, often bolstering STEM programs at their expense. It's a situation that has sparked no small amount of impassioned editorials. The headline of a recent article at The Guardian by Alice Speri referenced an 'existential crisis at U.S. universities,' and Speri's reporting features numerous examples of undergraduate and graduate programs facing cuts or outright elimination.
Louisiana comic Pharis was a failed NFL lineman who went on to teaching, realizing that nobody hits harder than a 3rd grader. This Breakfast Club of teachers, born out of students who know what detention is, but can't spell it, relates to everyone who has ever suffered being a teacher, or student.
