Nature educator Kenny Peavy has been doing a lot of thought and design work around regenerative education and what it might look like if we created a foundation for self, others, and nature in our school systems and approaches. In this post, he shares his vision, as well as practical ideas for how to reframe our relationship with nature (for our students and us).

High school students at the American School in Taichung used deep listening and empathy interviews as a basis to take action in their Business Computing class. This experience led to community building, digital storytelling, and advocacy for shifts in mindsets and behaviours.

A Grade 8 English team recently completed their first iteration of a redesigned dystopian fiction unit, one that moved beyond traditional literary analysis to help students recognize the dystopian elements already present in their own digital lives. What has emerged is a powerful example of a curriculum that asks students not just to read about power, control, and ethical choice, but to investigate these forces in their own communities and take action.

At the American International School of Guangzhou, two 8th-grade Language and Literature teachers redesigned a unit rooted in a core text using community engagement and storytelling strategies to connect students, staff members, and the entire school community.