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In this episode, we talk with Dr. Eric Soto-Shed and Kara Pranikoff, who have both been guests on the podcast before (see episodes 138, 175, and 216 to hear more from them). Together, we discuss the art of engaging families in meaningful discussions that foster education and growth.
The episode highlights the role of families as co-creators in education, integrating structured home conversations to enrich children's learning with diverse perspectives. As educators, researchers, and parents themselves, Dr. Soto-Shed and Kara also share practical insights for families to establish rituals and routines that boost communication, empathy, and understanding. Sparking Family Conversations It is so important to engage with children and teenagers around high-emotion issues, but many parents don’t know where to start. Leading with curiosity and vulnerability is a great way to open those conversations. Adults can ask: “I’m curious, what do you think about this? How are you feeling about it?” This opens the conversation with curiosity—there’s no right or wrong answer. Parents and caregivers can lead a conversation by sharing their thoughts and emotions. For example, “I was reading this article today and I’m feeling this way—here’s how I’m wrestling with it. I’m curious where you are, too.” As you begin The goal is to transform challenging conversations into opportunities for growth and to create a safe space for dialogue. Mindset Shifts Required To spark and embrace meaningful conversations, families must view themselves as integral partners in education, not just passive observers. This means embracing the role of co-creators in the learning process—parents and caregivers actively participate in discussions, model open communication, and foster curiosity. Further, educators and parents or caregivers need to communicate openly about what is happening in the classroom. This means educators can share openly about curricular areas and what conversations are coming up, and parents/caregivers take an active interest in that, responding with strategies at home that continue the conversation. Action Steps Meaningful conversations don’t usually just happen out of nowhere—they’re intentionally created. Parents and caregivers can create safe spaces for open conversations, playing the role of co-creators, supporters, encouragers, and others as outlined by Dr. Soto-Shed in this episode. Here are some action steps to get started with: Step 1: Begin by incorporating curiosity-driven conversations at home. Encourage your child to take the lead on discussions about high-emotion topics, such as politics or current events, while remaining open about your own emotions and thoughts. Step 2: Name the value of this work. It’s important for parents and caregivers to recognize and communicate the value of having these conversations, both for how they support their child’s education and their development as an individual. Step 3: Establish family rituals and routines that promote communication and reflection. A simple method like "onions and orchids" has everyone, adults and children, discuss daily highs and lows. This helps incorporate feedback and gratitude into your conversations. Another approach is to talk about articles or news stories from around the world. It brings up current events and allows natural conversation points to arise. Step 4: Actively engage as educational partners with your child's school. Know what they are learning in school and, instead of generic questions like “how was your day,” ask tailored, specific questions about what they are learning: “tell me more about XYZ. I know you’re reading a book about ABC—what is it like?” Stay Connected You can stay connected with our guests online. Find Eric on his Harvard faculty page or by email at [email protected], and contact Kara by email, [email protected], or on her website karapranikoff.com. To help you implement today’s takeaways, our guests are sharing Dual Capacity-Building Framework for Family-School Partnerships and Staying Engaged in Difficult Conversations handout with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 237 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript below. Quotes:
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TRANSCRIPT
00:02 - Lindsay Lyons (Host) erica, welcome to the time for teachership podcast. 00:05 - Kara Pranikoff (Guest) I'm so excited, you guys are here. 00:08 - Lindsay Lyons (Host) So first let's just talk about. I mean, we're all educators, we've I think common listeners have heard your voices or read about your ideas on on the podcast before. But what should people know about you beyond kind of the professional educator bio? What are you bringing into the space today that you want people to know? 00:28 - Kara Pranikoff (Guest) So, first of all, I'm so happy to be here and be in conversation with you, Lindsay, and you, eric, so thanks for opening up this conversation. I think that it would help listeners to know that I have two college age kiddos One is 23, one is 20. And so I have lived through lots of really difficult conversations and I would say that I continually learn how to be in conversation around the topics that are happening in our world with my kids, even at age 23 and 20. So I just want to name it's a long life journey, eric. What about you? 01:16 - Dr. Eric Soto-Shed (Guest) I would say that I've been in education and teaching and teacher education for 25 years and I've been a parent for two. So I come to this with a great degree of humility and respect for parents. We have one child, that is, I think about a second child. I just have an awe of what parents do and so recognize, I mean, the true wonder of it, love it, but also the true challenge and just what kind of every stage, the wonders and challenges that it brings, and so that's just been really on my mind a lot, and so that's one thing. And then the other thing is that you know, I've been at universities and working in academia for the past 15 to 20 years. I think there's a lot of wisdom in the world, a lot of wisdom and experience, a lot of wisdom in the ground and a lot of wisdom in our day-to-day interactions, and so I hope to both learn from that and draw on that as well as sort of the traditional academic frameworks as well. 02:13 - Lindsay Lyons (Host) Super appreciate broadening that horizon beyond, like the White Towers, like academia and all of that stuff. 02:19 That feels very untouchable sometimes for, like, what do I do now as I'm in the car, going to get my kid, and talking about this thing. So yeah, I really appreciate both of your perspectives and I think this is going to be a really cool conversation. So I think the first question I kind of have is like what are the possibilities for opening up conversation with your kids around? I mean, anything could be politics, current events, could be an interpersonal conflict that kid is having in their life, could be around kind of a quote unquote, controversial issue, or I like to call them like high emotion issues, as like a broad umbrella, but what's kind of possible? And or, if you want to take it from the perspective of like, not necessarily fear, but like a wondering of like, oh, if I'm in this moment or maybe I've had this moment with my kid where I'm like, oh, I don't know what to do here Like what comes to mind as you think about parenting and caretaking children at any age and having these tough conversations that bring up high emotions? 03:22 - Kara Pranikoff (Guest) So, first of all, I love that language, high emotion issues and I love that it kind of encapsulates the emotions that we bring to things that are happening in our community, but also that interpersonal space, or even, I think, kids as they grow up, kind of figuring out their own identity. There's a lot of high emotion around there. So I think, first and foremost, I think it's really important to get curious right, To really ask your kid you know, I'm thinking about this thing. Or you brought up this thing yesterday. I want to go back to it and I'm just I'm kind of curious what are you thinking about that issue? How are you feeling about that issue? 04:03 I think it's important to let them have the space to lead the conversation where they want to take it. And then I would also say the corollary is to be honest about your own emotions. So I also think it's okay to say I read this article this morning and I'm feeling this way and here's why. And I'm trying to figure out how to wrestle with that. I'm wondering if you are too. So I think both things is where I might start. 04:32 - Dr. Eric Soto-Shed (Guest) And one thing you said there, cara, that I thought was really interesting and I just want to kind of amplify it is also maybe leading with what you're thinking about, right. 04:41 So when you invite curiosity, you kind of say like this is what I'm thinking, so it's not just sort of like me probing you for what's on your mind, but really a conversation and sort of starting with the sharing I think can be a really way to invite kids into the conversation. So I think that was just a really like subtle but important point. And then it also relates to sort of a broader way I was thinking about it, where I was thinking about just listen, the importance of listening, and so I think curiosity is a really active way to listen and I really appreciate that. And other times your kids might be talking, your kids might be writing, your kids might be communicating in ways where you can become aware of. Okay, let me get a sense of what's on their radar and then use that as a springboard into the conversation. So I just think it's really kind of listening, either with some active curiosity or just some attuneness to what students or kids are sharing I think is really important and useful. 05:35 - Kara Pranikoff (Guest) And I love the way you just named all the different ways that kids might share right. It's not just verbal, so that's a really good thing to keep in mind also. 05:43 - Lindsay Lyons (Host) I was really thinking the same thing that attunement is. So it like sometimes I just notice in my parenting world, like that my kid will get very quiet. Like just there's just like. This quiet stillness is like a like unsettled look, and it's like normally really talkative not talkative right now, like ooh, something's, something's there. So like that, and can we I think hard to your point like, can we also like, maybe we let it linger, maybe there's nothing to be said today, but I'm gonna ask the question anyways, I'm gonna let you think on it, and then I can return tomorrow and I can check in tomorrow, or that kid's gonna bring it back up on their own in the interim, which is so common, right, and and that there's space for that, and there there's not necessarily like, oh, I'm going to ask this question and then there's going to be this wonderful conversation Like that's not always how it goes. 06:29 - Kara Pranikoff (Guest) Does it ever go that way? I mean, I just would like to say that. 06:34 - Dr. Eric Soto-Shed (Guest) Yeah, and you know what that makes me think of too is this other point around this. You know, when you begin that conversation, just be ready for a range of responses. If we're talking about emotions, a range of emotions if we're talking about an engagement, a range of engagement, right, and part of that, you know, lindsay, again I think was kind of you stated I want to amplify is around. Let's revisit this right and see if what I heard yesterday would seem to be disengagement or brush me off was just an initial sort of reaction and there's more there. Maybe there's just not much of a response there. Right, that is possible. 07:07 There's so many issues in the world I think of myself, right where sometimes something just hits me unbelievably hard and I'm shocked by that, and there's sometimes there's really intense stuff happening in the world where I'm like, wow, I'm not really having a response to that and that kind of shocks me too. And so I think that as humans, we just have different responses and so, like, let's not just pretend that we're going to say, hey, what's going on, and there's going to be this unbelievable flood of things, we can be prepared for the rains, but like, what are the different ways? We can kind of continue to follow through, ask about different issues or follow up with the same issue and, just you know, expect a wide variety of possibilities. 07:44 - Lindsay Lyons (Host) You know, also thinking about we're all like former social studies teachers in the social studies realm things that come up curricularly, that I mean we all were in that third and fourth grade space last year in the Massachusetts pilot for investigating history and thinking about. You know things that might even be things that you can plan to almost talk about, right. So current events are one thing, or interpersonal relationship issues with your kid. It's like, oh, that pops up Now. I got to respond immediately in the moment and that can be a challenge. 08:14 But then there's also these like units that teachers are teaching and prepping for and can notify you in advance. Or you know, you see, like this is going to come next week in our class, like this is a text we're going to read. I mean, ideally there's that kind of communication between school and home. But if you see that you know, like what are, what are kind of those actions that you can think about, either from the teacher lens of what would have been helpful for families or what has been helpful for families to engage with you and support, kind of from the home perspective, to support the work in the classroom, or from the family perspective, like how might you support or have you supported any work that's going on in the classroom or in the school more largely? More broadly, um does that question make sense? 09:00 - Kara Pranikoff (Guest) Yeah, we're thinking from both hats, right? Yeah, so I'm going to take the teacher hat and then I'm going to do the parent hat, is that okay? So I think, from the teacher perspective, I think, especially right now, teachers can be very afraid of communicating with their families, and I actually think that what we want more than anything is communication and is awareness, and so I would always encourage a teacher to write about something that's coming up in a unit, or even share. Here's a little bit of a transcript from this conversation that happened in the classroom. Here's what it sounds like when third and fourth graders are talking about this current event or this historical injustice that we're learning about. 09:46 I think if you give families a sense of what's actually happening in the classroom, it's helpful. They can't imagine it. How could they? Right? They're not in that space. And then, from the family point of view, if you do get information about a unit or about a conversation that's happened in the classroom, I think it's important A to kind of study your own self before you have a conversation with kids, right? So if we're talking about some historical injustice or you're not sure about how to talk about race with your child, I think you want to kind of study your own self and do kind of some of your own work before you enter into the conversation, and then again I think you can lead with. I heard this is happening in your classroom. Tell me about it, right, like what's going on? How's that feeling for you? Like what are you talking about? I'm curious. So I think those are my two spaces that I went. 10:46 - Dr. Eric Soto-Shed (Guest) Eric. What about you? You know I really appreciate that response, cara, and I'm going to do something I rarely do, which I'm going to cite some scholarships. So really I think it's practitioner-facing scholarship that I really like, and this is Karen Mapp's dual capacity framework for parent and community engagement, and really what it talks about is both teachers and educators building up their capacity to build and partner with parents, and also us thinking about parents and their capacity and what they can do. 11:15 And in the revised framework, map lays out these sort of six roles that we can think about families as schools are engaging them, and I think they provide some really nice buckets for us to think about all sorts of possibilities, and so I'll just name those six roles. The first would be think about parents as co-creators, next, as supporters, third, as encouragers, fourth, as monitors, fifth, as advocates and sixth, as models. And I think, when you think about those potential roles that families can play, caregivers can play, I think there's a lot we can do, and so I'm thinking specifically around some work that the three of us did when we were working with some elementary curriculum that had some pretty charged topics. One of the things we were saying is not only sort of send that letter home. This is what we're doing, but like checking on your students right, checking on your children right, like monitor, see what's going on with them, how are they responding, ask them what happened today in school, with a real specific lens of, like whoa we were dealing with some pretty hard history in a particular lesson, and so I think those various roles can be helpful. 12:30 So the monitor piece, but then I also get really excited about the co-creator, like what is the um, the wisdom that families have around engaging young people that we can bring into school, given the stuff that we're talking about, um, what are, what are, what does that look like? Right? Or what's the experience at home that we can kind of build off of and share? And so that idea of co-creator, I think is really exciting for some possibilities, and so know that both schools and parents need to be thinking about, or schools and families need to be thinking about these multiple roles that families can play. 12:53 - Lindsay Lyons (Host) Oh my gosh, I love all of your ideas, love the research. Thank you for citing that, and I actually was just thinking like very initial idea of BrainsRound. But how could it be if there was actually a circle where we are sharing the conversations that we maybe had at home about said topic, like the homework is literally just go home and have a conversation? Now I also want to like ask this, because I know a lot of my high schoolers like maybe don't have family, like they are the only ones at home at a particular given time and it's hard to like time-wise communicate. 13:23 But if you gave them enough lead time, like in the next week, have this conversation, right, and then you can either audio record, bring a transcript, just like give a summary, and then we get to just like dive into and kind of analyze and unpack, like I mean, there's so many things you could do there, right, but like unpack and talk through, like here are all these varied perspectives and where might they come from and what's the most generous interpretation of each and what are the values that underlie this. Like there's so much richness that could happen. And in a sense, that's like a little bit different from maybe co-creating curriculum, but it is co-creating the experience of like talking about a thing that could be so cool and as a family member, I would be really excited to I don't know have our family's voice, like somewhere in an educational space as well. I don't know, this is just like an idea, but other ideas, thoughts. 14:12 - Dr. Eric Soto-Shed (Guest) I love that idea If I could just build. I just have two like maybe sort of additions to that I want to kind of build off of. It's really exciting. The first is one just to name the value of it, because by far the most valuable experience I did in my education was like the immigration history of my family, right, and my father told me all this stuff which was so cool. My mother had passed, I was able to learn about you know her story as well and it's just been profound. It sticks with me. 14:34 Talk about a valuable um project that I called it, I think, from Lithuania, from Lithuania to Louisiana, dot, dot, dot, dot, dot something, the story and I got all this like cool little background. And so what you're doing here, lindsay, is you're saying there's other possibilities around current events, other issues. So it's not the sort of big sort of research like what's your thought on X, what's your thought on Y, whether it's an issue, a values question, and so I love just having sort of these smaller, sort of focused conversations around timely issues or underlying things such as values. So that's really exciting. Then the second thing, just in terms of you mentioned some of the challenges in terms of how to do that right. I think we can think about discussions also being, like you know, text messages or notes. 15:18 I know that much of my youth was mediated by, like me leaving something on the counter for my dad and him getting home at 11 and filling out the form, and me waking up in the morning and the form filled out, and so you know what could that look like. So I think there's, you know, with technology or the old school note, there's many ways you can have this sort of exchange of ideas between you know, families, caregivers, parents and children, and then bring those into schools in very intentional ways. So I think that's just a really exciting thing. I'm proud not to hear your thoughts too. 15:49 - Kara Pranikoff (Guest) No, I mean, I love everything that you named and I also really love the capacity for kind of role modeling, what a kind of intergenerational conversation could look like. I think there are so many of us who would benefit. I mean, actually all of us would benefit from intergenerational conversation, and I think folks sometimes don't know where to look or what that could look like. And so I also think like the capacity for learning from each other, be it from a note or an actual space or from a transcript. I think the recognition of the importance of that and here's how to do it would make people hungry for more and also would help people see what that's like, feel what that's like, and the capacity for learning from each other across generations. 16:40 - Lindsay Lyons (Host) As I've been thinking about the Massachusetts civ civics showcases too, I've also been thinking about this idea of like civics it both in school and at home, and thinking about, like how do we as families, like either in conjunction with the school or separate from the school, like feel agentic enough or like informed enough to to know, like what does civic action look like and how can that look in different communities, at the family level or like the city or town level? 17:10 And also thinking about the Mindset what is it Mindshift podcast, which I just like was sharing, I think, with maybe both of you listen to it. 17:19 It was just so powerful to hear, like the co-located preschool and like elderly community living like in the same space and sharing space together and having like four-year-olds reading with people in an elderly community, like that's so beautiful and just makes me think of what is possible and also what is happening in many homes, like many multi-generational homes. What is possible and also what is happening in many homes, like many multi-generational homes. And to really leverage that and to say like hey, this is an actual act of civic action and engagement to like go, like, hear stories and like bear witness to the testimonies of older folks and for older folks to do that with younger folks and just be like let's be in community with one another, but like a beautiful space both for like current events and controversial issues, but also just the power of story. I think there's so much there that can be learned and applied to novel situations, including just ways of interacting and ways of thinking. 18:17 - Kara Pranikoff (Guest) I mean, I think that idea about narrative is really possible, right? So, eric, you mentioned from Lithuania to Louisiana and that narrative and how powerful it was for you, but also I think about how powerful it would be for other classmates right To hear that story, right, and then get curious about the stories that are in their families. We know the power of personal narrative for just kind of understanding each other and drawing connections, and so I think you're right. Anytime we're in space and able to hear about experiences that are similar and, more importantly, different from each other, I think we just build our capacity for understanding and just like appreciation for the way people move in the world and just like appreciation for the way people move in the world, All right, any final thoughts before we go to our last little bit of like lightning round questions. 19:19 - Dr. Eric Soto-Shed (Guest) I do have. It's a half a thought and then it's half a question. Some are geared to you, cara, but, lindsay, you could also weigh in with the infinite wisdom and that's around like rituals and routines for engaging kids at home. And so I'm thinking about this in two ways. One is I have an amazing teacher educator friend, katie Reiser, who runs the teacher education at Brown. We used to work together and she's just an amazing parent and would have these rituals and daily routines with her son where she would ask him questions about things that they did. But it was like very specific and you know she was a former ELA teacher and I was like wow, this is. And her kid was super engaged and I was like this is super dope, it's like really intentional and it's awesome. 20:10 So I'm wondering about like, any like, if there's any thoughts around rituals. You know I'm just trying to figure out the ritual of changing a diaper right now. And then the other aspirational thing I have is last week I was listening to a great podcast interview with the historian David Blight talking about history and the current sort of challenges we have around history. But he was talking about the declaration of independence and really what a beautiful document, as fraught as it might be in some respects, what a beautiful document is and how that he has, on every 4th of July, he will listen to it, a reading of it, and it brings tears to his eyes and it's, like you know, I'm all about the barbecues, I'm all about the chills. I don't want to get like super duper, like you know, but I'm wondering about like kind of ritualizing, like some sort of family ritual where we do something together, not daily, but, you know, sometime on a special holiday. So, carmen, I'm just wondering, like, as a veteran parent, what are your thoughts around like rituals and routines? 21:15 - Kara Pranikoff (Guest) So, first of all, I do love thinking about rituals and I think it we don't often share them right outside. 21:23 So so I can think of a few that that we did. So the first was just the understanding that when we sat down at the dinner table together we would do onions and orchids so what's something that was good in your day and what was something that was not good in your day. And having that ritual every day A you got some information. B we all shared, so adults shared also, and you could model how, you know, it might be a big thing, it might be a little thing, right. So both positive and negative, right? You know, my orchid could be a really good cup of coffee or it could be something really big, right? So I think there's that. And then the other ritual that I can think of two more. The other one that we did was we would often talk about happy and thankfuls, so like what are you happy or thankful for? And I think that that kind of cultivated again, like just an awareness of the world. 22:22 And I would say the third thing that we did always as a family was we talked about articles and the news and the things that were around, right. So the newspaper we had hard copy, it was on the table. We would share things that we read in magazines. Hey, I just read about this. What do you think? Um, and so from a young age, I think just talking about world events was, um, was typical in the house, and I, my kids still talk to me about world events. So, um, I think that was just I don't know, there's three different things that we did that helpful, so helpful. That is amazing, totally thank, eric, brilliant question oh, my goodness. 23:05 And now you two need to come up with your rituals and tell me what to be doing now, because whatever age will work. 23:11 - Lindsay Lyons (Host) I have been thinking about this question and I never thought to just ask anyone. So this is so good, eric, that you actually asked the question and Cara, you're brilliant, so that's awesome. I have been thinking a lot about like feedback, like the, the act of like learning through feedback, and like learning from mistakes, and like not seeking perfection, and so I was. I we have not instituted this. 23:32 This is not a ritual I do, but it's an one I aspire to is like what's one thing you learned today, like what, what is one thing you like made a mistake around and can learn from, kind of thing. I don't know how I'll phrase that for a three-year-old, but you know something like that. And then also I think like this might not be a ritual for the dinner table, although dinner table I just want to share. I was recently with my dad and he was like you know what the best moments of my life were like sitting around the dinner table when you guys were all in high school and able to like share stories of your day, and I was like that is beautiful. 24:03 And I'm sure there are many like more positive things to come, but like I just was like that's great, and also I just want to like go back in time and be like what did we share? And like how did you start that conversation? Because as a parent, I'm like, hmm, like that seems like a really cool environment you cultivated, like how did that happen so awesome? Um, dinner table conversations. But I also think about these moments of frustration, or like, um, like I think about driving the most. 24:29 Like someone cuts you off in traffic, right, and you're, you're in the moment, you're frustrated and we have tried to ritualize, um, my kid and I, like you know what in the moment can we do to empathize with that person, as opposed to to being like they are terrible human being. 24:43 They have like wronged us and now we will rage, like I'll just be like okay, that person must have like uh, maybe they have a person who's like giving birth right now in the back and they really needed to get to the hospital, right, or like that person was just like thinking about something that like maybe they just got fired from their job and their mind is somewhere else, so they just missed that red light and they just went right through it, like and it's really cool to see that at three years old, my kid is starting to actually be like well, maybe they have that, and I mean right now it's just repeating things that I've said in the past, but it's really cool that the response is like huh, that person did something to me, but maybe it's because of this other reason, so that's's a cool ritual. 25:23 So thank you again for asking the question. Thank you, guys, for your brilliance. I realize we're almost at end of time, lightning round. What is one thing you would encourage someone engaging with this episode to do, like today or tomorrow, like a very small start. I know we talked about a lot of things, so like what's like one easy thing they could do to get started here? 25:47 - Dr. Eric Soto-Shed (Guest) Can I jump in? Cause I got a thought, cause I'm about to do this. In two hours and 10 minutes, when I go pick up my child, my two-year-old, I'm gonna ask his teachers at daycare, like what did y'all learn today? Like what did y'all do today? And then, instead of asking my son, like how was today? Like tell me a little bit more about groceries, or tell me a little bit more about dinosaurs or whatever it is. And so it's this idea of going back to like getting a sense of like what's going on in the school setting, so you can kind of at home, talk about it more specifically. That's one thing that I'm going to do as a parent, I think as an educator, I would also then think about how can I share what we're doing with parents a bit more? 26:27 - Kara Pranikoff (Guest) Okay. So, eric, I'm going to piggyback on that. When I was in the elementary school classroom and wrote a note home to families every week, at the bottom I would give three things Ask your kid about da-da-da-da-da-da, ask your child to know exactly that. Like, I fed some information, so educators can do that really easily and I think from my parent hat, the thing that I would do is pick up my kid and share something that I had read or heard or was on my mind or heart, and just open a conversation and see how it feels to share that. 27:02 - Lindsay Lyons (Host) Love it. Amazing answers. One thing you're learning about lately. It could be parenting related or it could be just totally for fun. 27:14 - Kara Pranikoff (Guest) Oh my gosh, there are so many things. What am I learning about lately? Um yeah, parenting related. Lately, Parenting related, I am thinking a lot about how to support my kids in executive function and what does it look like to try and set them up for independence and give them a sense of moving forward and being able to thrive executive functionally on their own. That's what I'm learning about. 27:51 - Dr. Eric Soto-Shed (Guest) I am learning a lot about the value of turmeric extract for joint health and that is because I am a father of a two-year-old that I'm picking up and tossing around in pools and oceans and my shoulders are not liking life a lot recently and I tried this extract from Whole Foods three days ago. I've had it for the past three days and it's been really impressive and I did know a little bit about the science and the anti-inflammatory backed by science effects of turmeric, but I've experienced it for the past few days and so it's been really cool. 28:18 - Kara Pranikoff (Guest) Love that. Yeah, that's awesome. 28:20 - Lindsay Lyons (Host) And finally, where can people connect with you or learn more about you? 28:26 - Kara Pranikoff (Guest) So you can connect with me through my website, karapranikoffcom. My email is there. I would love to like talk shop with any teacher or parent, basically any time in the day Love to talk shop. 28:44 - Dr. Eric Soto-Shed (Guest) Yeah, in my day job I am on the faculty at the Harvard Graduate School of Education. So if you just look out for Eric Soto-Shed, harvard Graduate School of Education, hgse for shorter, you can get all my contact information, a little bit more about my work and also really open to engage folks. 29:03 - Lindsay Lyons (Host) Thank you guys so much. This is absolutely wonderful. I appreciate you both. 29:06 - Dr. Eric Soto-Shed (Guest) Thank you. 29:07 - Kara Pranikoff (Guest) Thanks for having us Lindsay Love talking with both of you.
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AuthorLindsay Lyons is an educational justice coach who helps schools and districts co-create feminist, antiracist civics-based curricula, discussion opportunities, and equitable policies that challenge, affirm, and inspire all students. A former NYC public school teacher, she holds a PhD in Leadership and Change, and is the founder of the blog and podcast, Time for Teachership. Lindsay believes all students deserve literacy, criticality, and leadership skills. Archives
November 2025
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