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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Narrative agency is KQED’s approach to storytelling and learning that helps young people recognize, trust, and retain ownership of their own ideas, experiences, values, and perspectives when working with AI tools. This post is about where the concept came from and the curriculum we have created to help students discover and grow their own narrative agency. And it starts with storytelling.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>We are all storytellers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the most important skills we develop in our lives is our ability to communicate and tell stories. When I refer to telling stories, I mean it in the broadest possible sense, including all of the ways we organize our experiences, ideas and information and convey meaning to other people. Ultimately, we rely on our ability to tell stories to form connections with others and accomplish the business of living. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In schools, we invest a lot in developing the ability of young people to tell stories:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to take and defend positions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to present data and visually express ideas.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to reflect on history and literature.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to role play and act things out.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to make podcasts and videos that share information.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to tell us what things mean to them and why.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We do all this because we recognize how intertwined our ability to communicate and tell stories is with our ability to think and learn. We learn by listening to stories AND we learn through the act of storytelling itself. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Process Crisis\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since storytelling is central to how we think and learn, then the ubiquitous presence of AI technology designed to simulate human voices and viewpoints should raise questions about what might be displaced, especially during the creative process. Without intentional strategies for navigating our AI world, young people risk something more fundamental than simply having AI do their schoolwork. They risk losing trust in their own experiences, values and perspectives as sources of meaning. They risk losing important opportunities to develop a voice of their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For anyone who went through school before 2022, the dominant “equation for learning” in schools could be expressed simply as something like:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ci>Proof of Learning = The Final Product + The Process\u003c/i>\u003c/strong>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 1186px;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538972\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1.png\" alt=\"Classroom chalkboard graphic titled “Proof of learning,” showing an equation: a final product with an A+ grade plus the learning process equals a glowing lightbulb, representing demonstrated learning.\" width=\"1186\" height=\"667\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1.png 1186w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1-768x432.png 768w\" sizes=\"auto, (max-width: 1186px) 100vw, 1186px\" />\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This equation works because it accounts for the demonstration of both the ability to take on and use new information (the process) and apply it (the product). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">AI has changed this equation. In addition to simulating our voices and viewpoints, AI chatbots have the process of getting from prompt to product handled, too. Now, students can produce a final product with a single click that has not been considered or reflected upon. And teachers cannot reliably know. This leaves us with a broken equation for learning for any work not completed in front of the teacher:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ci>Proof of Learning ≠ The Final Product + An Offloaded Process\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538959\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2.png\" alt=\"Classroom chalkboard graphic with “Proof of learning” crossed out. An equation shows a final product plus an “offloaded” learning process does not equal a glowing lightbulb, illustrating that outsourcing the process does not demonstrate learning.\" width=\"1189\" height=\"667\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2.png 1189w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2-768x431.png 768w\" sizes=\"auto, (max-width: 1189px) 100vw, 1189px\" />\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By their very design, and in whatever role they might be playing from “eager assistant” to “topic expert”, it is the chatbot’s job to take on the process between prompt and result. You want those meeting notes turned into a project proposal? Bingo! Give me that proposal! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At work, that’s efficiency. However, in a classroom, it is this exact work in between “prompt and result” where a giant bulk of learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We at KQED’s education department call this collapse of our traditional equation for learning “The Process Crisis.” The process crisis underpins much of the concern about the use of AI in schools, including fears around cheating, de-skilling and the lack of cognitive struggle. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Narrative Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Naming the problem in this way was important to informing and evolving our team’s thinking and move toward a framing that centers both product AND process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At KQED, we are storytellers and our education team’s core work is to support the sharing, elevation and celebration of youth voices with public media audiences. But, for students, turning inspiration into media they are proud to share is process-heavy work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thus, as we turned the lens of the process crisis at our own work, it was clear there were questions needing to be addressed. Namely, \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>What happens to the stories young people will tell about their lives and the things that matter to them when they work with tools designed to simulate human voices and viewpoints?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>What happens when those tools begin making some of the creative choices that then, in turn, do their own shaping of a young person’s voice?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Finally, what happens when some or many or most of the ideas between “tell your story” and the story itself are told by AI?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As we grappled with these questions, we came to a realization that many educators may have come to as well. Namely, we need to dedicate time in classrooms to thinking about where our own voices come from, what makes them unique, and why they matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And now, sitting here faced with a tool designed to replace thinking and simulate their voices, it might be a good idea to support students in thinking about why their ideas and their values and their voices are important to their learning, their self-development and their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Because, of course, it is easy to give away what you do not value.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, classrooms need to be laser focused on providing young people with skills to consciously recognize, trust and intentionally own the things that make their perspective and story their own, especially when working with AI tools designed to simulate human voices and viewpoints and take over parts of the creative process. This is narrative agency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We don’t see narrative agency as either pro-AI or anti-AI. Agency is by its definition about choice, after all. Instead, w\u003c/span>\u003cspan style=\"font-weight: 400;\">e see narrative agency and the pedagogy it inspires as a potential response to many of the issues expressed through the process crisis: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Find your voice before inviting AI in.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Narrative agency emerges through opportunities for students to explore their own perspectives, identities, experiences, and understandings of the world. Reflection on these things must be a core part of pre-production, in the same way brainstorming and drafting are.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Make process visible.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Documenting process, explaining decisions and reflecting on how their thinking and work evolves over time is critical for developing narrative agency. Thus, it is also important to create spaces where choices related to AI can be discussed with openness and curiosity to help remove AI use from its hiding places and make it visible to the creative process. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Center audience and purpose.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Creating and publishing work for real audiences with real needs demonstrates that what students think and have to say about the world matters and has value to others. Narrative agency develops from the desire to be seen, heard, and understood. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Choice and accountability around AI use.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Students possess (growing) agency over when, how, and if AI enters the process. Reflection on decision making around the use of AI and the role it played in the outcome that was created is an essential part of both personal accountability and developing narrative agency. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Finding First Person\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To bring the concept of narrative agency into the real world, we have developed a unit of study titled \u003c/span>\u003ca href=\"http://bit.ly/kqedffp\">\u003ci>\u003cspan style=\"font-weight: 400;\">Finding First Person\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to support the growth of narrative agency while engaging in media storytelling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The activities in the curriculum were co-created with a group of 10 teenagers we worked with this summer. In that program we had students with a wide range of AI perspectives. Some were using AI in advanced ways every day and some were uncomfortable with, or questioning, most uses. However, the concept of narrative agency was seen as empowering, regardless of where they were on that spectrum. Narrative agency gave them a framework for responsible decision making around AI that didn’t seem so all or nothing and could evolve as they and their experiences grew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In this unit, students first go through a series of activities designed to build narrative agency and then they write and record a personal narrative. It is designed to be a way for teachers to begin to talk about AI use, including experimenting with it in intentional ways. It is designed to inspire important conversations and allow students a space to express their emerging opinions about all of it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Narrative agency certainly does not solve every problem facing students and classrooms related to AI. But helping students know themselves, understand, reflect on, and value their own unique voices and where they came from is a critical part of teaching. In a world where AI surrounds every move young people make, they will be faced with constant opportunities to use AI tools. Those with greater narrative agency will recognize the choices are theirs to make and why making them matters. \u003c/span>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Narrative agency is KQED’s approach to storytelling and learning that helps young people recognize, trust, and retain ownership of their own ideas, experiences, values, and perspectives when working with AI tools. This post is about where the concept came from and the curriculum we have created to help students discover and grow their own narrative agency. And it starts with storytelling.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>We are all storytellers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the most important skills we develop in our lives is our ability to communicate and tell stories. When I refer to telling stories, I mean it in the broadest possible sense, including all of the ways we organize our experiences, ideas and information and convey meaning to other people. Ultimately, we rely on our ability to tell stories to form connections with others and accomplish the business of living. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In schools, we invest a lot in developing the ability of young people to tell stories:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to take and defend positions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to present data and visually express ideas.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to reflect on history and literature.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to role play and act things out.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to make podcasts and videos that share information.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\" aria-level=\"1\">\u003cspan style=\"font-weight: 400;\">We ask them to tell us what things mean to them and why.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We do all this because we recognize how intertwined our ability to communicate and tell stories is with our ability to think and learn. We learn by listening to stories AND we learn through the act of storytelling itself. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Process Crisis\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since storytelling is central to how we think and learn, then the ubiquitous presence of AI technology designed to simulate human voices and viewpoints should raise questions about what might be displaced, especially during the creative process. Without intentional strategies for navigating our AI world, young people risk something more fundamental than simply having AI do their schoolwork. They risk losing trust in their own experiences, values and perspectives as sources of meaning. They risk losing important opportunities to develop a voice of their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For anyone who went through school before 2022, the dominant “equation for learning” in schools could be expressed simply as something like:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ci>Proof of Learning = The Final Product + The Process\u003c/i>\u003c/strong>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 1186px;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538972\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1.png\" alt=\"Classroom chalkboard graphic titled “Proof of learning,” showing an equation: a final product with an A+ grade plus the learning process equals a glowing lightbulb, representing demonstrated learning.\" width=\"1186\" height=\"667\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1.png 1186w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation1-768x432.png 768w\" sizes=\"auto, (max-width: 1186px) 100vw, 1186px\" />\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This equation works because it accounts for the demonstration of both the ability to take on and use new information (the process) and apply it (the product). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">AI has changed this equation. In addition to simulating our voices and viewpoints, AI chatbots have the process of getting from prompt to product handled, too. Now, students can produce a final product with a single click that has not been considered or reflected upon. And teachers cannot reliably know. This leaves us with a broken equation for learning for any work not completed in front of the teacher:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ci>Proof of Learning ≠ The Final Product + An Offloaded Process\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538959\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2.png\" alt=\"Classroom chalkboard graphic with “Proof of learning” crossed out. An equation shows a final product plus an “offloaded” learning process does not equal a glowing lightbulb, illustrating that outsourcing the process does not demonstrate learning.\" width=\"1189\" height=\"667\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2.png 1189w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/10/LearningEquation2-768x431.png 768w\" sizes=\"auto, (max-width: 1189px) 100vw, 1189px\" />\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By their very design, and in whatever role they might be playing from “eager assistant” to “topic expert”, it is the chatbot’s job to take on the process between prompt and result. You want those meeting notes turned into a project proposal? Bingo! Give me that proposal! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At work, that’s efficiency. However, in a classroom, it is this exact work in between “prompt and result” where a giant bulk of learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We at KQED’s education department call this collapse of our traditional equation for learning “The Process Crisis.” The process crisis underpins much of the concern about the use of AI in schools, including fears around cheating, de-skilling and the lack of cognitive struggle. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Narrative Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Naming the problem in this way was important to informing and evolving our team’s thinking and move toward a framing that centers both product AND process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At KQED, we are storytellers and our education team’s core work is to support the sharing, elevation and celebration of youth voices with public media audiences. But, for students, turning inspiration into media they are proud to share is process-heavy work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thus, as we turned the lens of the process crisis at our own work, it was clear there were questions needing to be addressed. Namely, \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>What happens to the stories young people will tell about their lives and the things that matter to them when they work with tools designed to simulate human voices and viewpoints?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>What happens when those tools begin making some of the creative choices that then, in turn, do their own shaping of a young person’s voice?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Finally, what happens when some or many or most of the ideas between “tell your story” and the story itself are told by AI?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As we grappled with these questions, we came to a realization that many educators may have come to as well. Namely, we need to dedicate time in classrooms to thinking about where our own voices come from, what makes them unique, and why they matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And now, sitting here faced with a tool designed to replace thinking and simulate their voices, it might be a good idea to support students in thinking about why their ideas and their values and their voices are important to their learning, their self-development and their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Because, of course, it is easy to give away what you do not value.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, classrooms need to be laser focused on providing young people with skills to consciously recognize, trust and intentionally own the things that make their perspective and story their own, especially when working with AI tools designed to simulate human voices and viewpoints and take over parts of the creative process. This is narrative agency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We don’t see narrative agency as either pro-AI or anti-AI. Agency is by its definition about choice, after all. Instead, w\u003c/span>\u003cspan style=\"font-weight: 400;\">e see narrative agency and the pedagogy it inspires as a potential response to many of the issues expressed through the process crisis: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Find your voice before inviting AI in.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Narrative agency emerges through opportunities for students to explore their own perspectives, identities, experiences, and understandings of the world. Reflection on these things must be a core part of pre-production, in the same way brainstorming and drafting are.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Make process visible.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Documenting process, explaining decisions and reflecting on how their thinking and work evolves over time is critical for developing narrative agency. Thus, it is also important to create spaces where choices related to AI can be discussed with openness and curiosity to help remove AI use from its hiding places and make it visible to the creative process. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Center audience and purpose.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Creating and publishing work for real audiences with real needs demonstrates that what students think and have to say about the world matters and has value to others. Narrative agency develops from the desire to be seen, heard, and understood. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>Choice and accountability around AI use.\u003c/b>\u003cb>\u003cbr />\n\u003c/b>\u003cspan style=\"font-weight: 400;\">Students possess (growing) agency over when, how, and if AI enters the process. Reflection on decision making around the use of AI and the role it played in the outcome that was created is an essential part of both personal accountability and developing narrative agency. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Finding First Person\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To bring the concept of narrative agency into the real world, we have developed a unit of study titled \u003c/span>\u003ca href=\"http://bit.ly/kqedffp\">\u003ci>\u003cspan style=\"font-weight: 400;\">Finding First Person\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to support the growth of narrative agency while engaging in media storytelling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The activities in the curriculum were co-created with a group of 10 teenagers we worked with this summer. In that program we had students with a wide range of AI perspectives. Some were using AI in advanced ways every day and some were uncomfortable with, or questioning, most uses. However, the concept of narrative agency was seen as empowering, regardless of where they were on that spectrum. Narrative agency gave them a framework for responsible decision making around AI that didn’t seem so all or nothing and could evolve as they and their experiences grew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In this unit, students first go through a series of activities designed to build narrative agency and then they write and record a personal narrative. It is designed to be a way for teachers to begin to talk about AI use, including experimenting with it in intentional ways. It is designed to inspire important conversations and allow students a space to express their emerging opinions about all of it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Narrative agency certainly does not solve every problem facing students and classrooms related to AI. But helping students know themselves, understand, reflect on, and value their own unique voices and where they came from is a critical part of teaching. In a world where AI surrounds every move young people make, they will be faced with constant opportunities to use AI tools. Those with greater narrative agency will recognize the choices are theirs to make and why making them matters. \u003c/span>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">For Alisia Engelhard, civics is about more than memorizing facts. Of course, students in her 12th grade government class leave with understanding the fundamentals of American democracy. But they also go into the world as soon-to-be-voters who have already carefully researched an issue and published their views beyond the classroom as a form of civic action.\u003c/span>\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538947\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538947 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq.png 1080w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\" />\u003cfigcaption class=\"wp-caption-text\">Alisia Engelhard\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project: \u003c/strong>\u003ca href=\"https://youthmedia.kqed.org/commentary\" target=\"_blank\" rel=\"noopener\">Call for Change\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Podcasting Democracy\u003c/span>\u003c/a>\u003cbr />\n\u003cstrong>Grade/Class:\u003c/strong> 12\u003cspan style=\"font-weight: 400;\">th grade civics\u003c/span>\u003cbr />\n\u003cstrong>School:\u003c/strong> \u003cspan style=\"font-weight: 400;\">South Pasadena High School\u003c/span>\u003cbr />\n\u003cstrong>Location:\u003c/strong> \u003cspan style=\"font-weight: 400;\">South Pasadena, California\u003c/span>\u003cbr />\n\u003cstrong>Student media from Alisha’s class: \u003c/strong>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNGUxOTEzM2FhNDM1NzM1NzkwNmU0\" target=\"_blank\" rel=\"noopener\">Protect Stories, Protect Democracy\u003c/a>,\u003c/span> \u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNDBhMzIzM2FhNDM1NzM1NzkwNmNl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Criminal (In)Justice\u003c/span>\u003c/a>\u003cb>, \u003c/b>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNGRlMGMzM2FhNDM1NzM1NzkwNmQ4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">More Than a Tourist Attraction\u003c/span>\u003c/a>\u003cb> \u003c/b>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Alisia’s Classroom\u003c/h2>\n\u003cp>\u003cb>You did Call for Change within your government class, then switched to Podcasting Democracy, which you helped pilot. Both projects culminate with an civic audio commentary on a student-chosen issue. What’s the impact of doing civic audio projects with your seniors? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">Having implemented the Call for Change and now Podcasting Democracy Youth Media Challenges with hundreds of students over the past four years, it never ceases to amaze me how powerful the pieces are; even from my quieter or non-traditionally achieving students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One moment that always sticks with me is listening to a commentary from a student who rarely spoke in class and really struggled with traditional assessments. When I played her final audio piece, the depth of her research and hearing her clear, confident voice advocating for something she was so passionate about blew me away. It was a valuable reminder that traditional grades and classroom participation don’t always reflect a student’s comprehension and that when given the right platform, some students thrive in sharing their ideas and opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How did you make the move to audio in addition to more traditional writing assignments? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">My initial inspiration came from attending a KQED podcasting workshop during distance learning back in 2021. Prior to that, my government students had been writing opinion editorials on current political issues of their choice to submit to me and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> Student OpEd Contest. When I discovered KQED’s Call for Change Youth Media Challenge, I realized I could keep the core elements of research, writing, and student voice while elevating the project to include media literacy skills and media creation. And students were more engaged doing a YMC project.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Do all of your students publish to the Youth Media Showcase? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">I view the project as a real form of civic action, so I require publication to the Showcase unless students talk to me to opt out. Occasionally, a student prefers not to publish due to their digital footprint, or we run into a last minute technical glitch, and I forget to follow up with those few students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What would you say to teachers thinking of doing this project ahead of the election–or anytime! \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">I highly recommend creating your own sample commentary on a politically neutral topic to use as a model. When introducing the project, I start by having my students analyze past student exemplars in both whole-class and small-group discussions. After reviewing a few, I tell them we have one final piece to listen to and play the commentary I created on the need to increase funding for civic education. I keep it light and fun by playing along as it starts by asking, “Wait, who is that? She sounds familiar…” before we analyze my piece together. Modeling my own work allows me to walk students through the process during the brainstorming and topic-selection phases, and when we reach the script-writing step, I can break down my own script to show how it was constructed. Sharing my own work lets students see that I understand the vulnerability that comes with creating an audio commentary, and that, yes, even as a teacher, I still cringe a little (okay, a lot) hearing my own voice over the speakers! It fosters trust, builds community, and makes students feel more comfortable seeking support as they navigate their own challenges throughout the project. \u003c/span>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">For Alisia Engelhard, civics is about more than memorizing facts. Of course, students in her 12th grade government class leave with understanding the fundamentals of American democracy. But they also go into the world as soon-to-be-voters who have already carefully researched an issue and published their views beyond the classroom as a form of civic action.\u003c/span>\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538947\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538947 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlisiaEngelhard_sq.png 1080w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\" />\u003cfigcaption class=\"wp-caption-text\">Alisia Engelhard\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project: \u003c/strong>\u003ca href=\"https://youthmedia.kqed.org/commentary\" target=\"_blank\" rel=\"noopener\">Call for Change\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Podcasting Democracy\u003c/span>\u003c/a>\u003cbr />\n\u003cstrong>Grade/Class:\u003c/strong> 12\u003cspan style=\"font-weight: 400;\">th grade civics\u003c/span>\u003cbr />\n\u003cstrong>School:\u003c/strong> \u003cspan style=\"font-weight: 400;\">South Pasadena High School\u003c/span>\u003cbr />\n\u003cstrong>Location:\u003c/strong> \u003cspan style=\"font-weight: 400;\">South Pasadena, California\u003c/span>\u003cbr />\n\u003cstrong>Student media from Alisha’s class: \u003c/strong>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNGUxOTEzM2FhNDM1NzM1NzkwNmU0\" target=\"_blank\" rel=\"noopener\">Protect Stories, Protect Democracy\u003c/a>,\u003c/span> \u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNDBhMzIzM2FhNDM1NzM1NzkwNmNl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Criminal (In)Justice\u003c/span>\u003c/a>\u003cb>, \u003c/b>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkxNGRlMGMzM2FhNDM1NzM1NzkwNmQ4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">More Than a Tourist Attraction\u003c/span>\u003c/a>\u003cb> \u003c/b>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Alisia’s Classroom\u003c/h2>\n\u003cp>\u003cb>You did Call for Change within your government class, then switched to Podcasting Democracy, which you helped pilot. Both projects culminate with an civic audio commentary on a student-chosen issue. What’s the impact of doing civic audio projects with your seniors? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">Having implemented the Call for Change and now Podcasting Democracy Youth Media Challenges with hundreds of students over the past four years, it never ceases to amaze me how powerful the pieces are; even from my quieter or non-traditionally achieving students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One moment that always sticks with me is listening to a commentary from a student who rarely spoke in class and really struggled with traditional assessments. When I played her final audio piece, the depth of her research and hearing her clear, confident voice advocating for something she was so passionate about blew me away. It was a valuable reminder that traditional grades and classroom participation don’t always reflect a student’s comprehension and that when given the right platform, some students thrive in sharing their ideas and opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How did you make the move to audio in addition to more traditional writing assignments? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">My initial inspiration came from attending a KQED podcasting workshop during distance learning back in 2021. Prior to that, my government students had been writing opinion editorials on current political issues of their choice to submit to me and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> Student OpEd Contest. When I discovered KQED’s Call for Change Youth Media Challenge, I realized I could keep the core elements of research, writing, and student voice while elevating the project to include media literacy skills and media creation. And students were more engaged doing a YMC project.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Do all of your students publish to the Youth Media Showcase? \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">I view the project as a real form of civic action, so I require publication to the Showcase unless students talk to me to opt out. Occasionally, a student prefers not to publish due to their digital footprint, or we run into a last minute technical glitch, and I forget to follow up with those few students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What would you say to teachers thinking of doing this project ahead of the election–or anytime! \u003c/b>\u003cbr />\n\u003cspan style=\"font-weight: 400;\">I highly recommend creating your own sample commentary on a politically neutral topic to use as a model. When introducing the project, I start by having my students analyze past student exemplars in both whole-class and small-group discussions. After reviewing a few, I tell them we have one final piece to listen to and play the commentary I created on the need to increase funding for civic education. I keep it light and fun by playing along as it starts by asking, “Wait, who is that? She sounds familiar…” before we analyze my piece together. Modeling my own work allows me to walk students through the process during the brainstorming and topic-selection phases, and when we reach the script-writing step, I can break down my own script to show how it was constructed. Sharing my own work lets students see that I understand the vulnerability that comes with creating an audio commentary, and that, yes, even as a teacher, I still cringe a little (okay, a lot) hearing my own voice over the speakers! It fosters trust, builds community, and makes students feel more comfortable seeking support as they navigate their own challenges throughout the project. \u003c/span>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">What does democracy look like through young people’s eyes? \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> is a three-part KQED radio special featuring stories students created and published to the KQED Youth Media Challenge. Each segment explores ways young people are engaging with issues that matter to them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the segment, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Small Acts, Lasting Change\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, three students share stories they created through the New Voters summer fellowship and published to the Youth Media Challenge about needs they noticed in their communities and what they did in response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Mildred Solomon of Newark, New Jersey, describes how the cost of professional clothing nearly kept her from feeling that she belonged at a Model United Nations conference. The experience inspired her to create a clothing closet for other students. Anvi Chaturvedi of Frederick, Maryland, reflects on what she learned at a special education resource fair and how she now works to make support and community events more accessible. Aanya Contractor of Ellicott City, Maryland, shares how her documentary about women undergoing cancer treatment prompted one viewer to pay for another woman’s house cleaning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Together, their stories show how helping one person can lead to wider change. Click the listen button at the top of this article to hear the segment. \u003c/span>\u003c/p>\n\u003cp>\u003cb>More Information\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://new-voters.org/\">\u003cspan style=\"font-weight: 400;\">New Voters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> helps high school students register their peers to vote and take action on issues that matter to their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The KQED Youth Media Challenge invites middle and high school students to explore how they see themselves, their world, and their\u003c/span>\u003c/p>\n\u003cp>[audio mp3=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/604-part.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">future by creating original audio, video and images and publishing them on the Challenge Showcase. Explore more youth voices on the Youth Media Challenge \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400;\">Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Listen to all three segments of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/538904/how-young-people-are-driving-civic-engagement-and-community-care\">\u003cspan style=\"font-weight: 400;\"> here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n",
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"content": "\u003cp>[audio mp3=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/Youth-Led-Voter-Drives.mp3\"][/audio]\u003c/p>\n\u003cp>What does democracy look like through young people’s eyes? The Next 250: Youth Voices on Democracy is a three-part KQED radio special featuring stories high school students created for the KQED Youth Media Challenge. Each segment explores how young people are engaging with issues that matter to them.\u003c/p>\n\u003cp>The second segment, \u003cem>First-Time Voters, Youth-Led Drives,\u003c/em> features three young organizers. Nidhi Maddi of Frisco, Texas, explains how limited access to civic education in her immigrant family inspired her to register voters. Vyan Kumar of Pleasanton, California, explores how young people can contribute to their communities before they are old enough to vote. Anna Fedoruk of Colorado Springs, Colorado, recalls the disappointment of her first voter registration drive and the small moments that kept her going.\u003c/p>\n\u003cp>In conversation with KQED’s Almetria Vaba, New Voters founder Jahnavi Rao reflects on how these students who are New Voter Fellows found a sense of their own power by taking action. Click the listen button at the top of this article to hear the segment, tune in to 88.5 KQED on Monday, September 28, at 5:20 p.m., or listen in the KQED app.\u003c/p>\n\u003cp>\u003cb>More Information\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://new-voters.org/\">\u003cspan style=\"font-weight: 400;\">New Voters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> helps high school students register their peers to vote and take action on issues that matter to their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The KQED Youth Media Challenge invites middle and high school students to explore how they see themselves, their world, and their future by creating original audio, video and images and publishing them on the Challenge Showcase. Explore more youth voices on the Youth Media Challenge \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400;\">Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Listen to all three segments of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/538904/how-young-people-are-driving-civic-engagement-and-community-care\">\u003cspan style=\"font-weight: 400;\"> here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>[audio mp3=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/824-part.mp3\"][/audio]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What does democracy look like through young people’s eyes? The Next 250: Youth Voices on Democracy is a three-part KQED radio special featuring stories high school students created for the KQED Youth Media Challenge. Each segment explores how young people are engaging with issues that matter to them.\u003c/p>\n\u003cp>The second segment, \u003cem>First-Time Voters, Youth-Led Drives,\u003c/em> features three young organizers. Nidhi Maddi of Frisco, Texas, explains how limited access to civic education in her immigrant family inspired her to register voters. Vyan Kumar of Pleasanton, California, explores how young people can contribute to their communities before they are old enough to vote. Anna Fedoruk of Colorado Springs, Colorado, recalls the disappointment of her first voter registration drive and the small moments that kept her going.\u003c/p>\n\u003cp>In conversation with KQED’s Almetria Vaba, New Voters founder Jahnavi Rao reflects on how these students who are New Voter Fellows found a sense of their own power by taking action. Click the listen button at the top of this article to hear the segment, tune in to 88.5 KQED on Monday, September 28, at 5:20 p.m., or listen in the KQED app.\u003c/p>\n\u003cp>\u003cb>More Information\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://new-voters.org/\">\u003cspan style=\"font-weight: 400;\">New Voters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> helps high school students register their peers to vote and take action on issues that matter to their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The KQED Youth Media Challenge invites middle and high school students to explore how they see themselves, their world, and their future by creating original audio, video and images and publishing them on the Challenge Showcase. Explore more youth voices on the Youth Media Challenge \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400;\">Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Listen to all three segments of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/538904/how-young-people-are-driving-civic-engagement-and-community-care\">\u003cspan style=\"font-weight: 400;\"> here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[audio src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/New-Voters-on-Democracy.mp3\"]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">What does democracy look like through young people’s eyes? In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, a three-part KQED radio special, students share stories about the issues that matter to them and the ways they are taking action. Their work was published to the KQED Youth Media Challenge, which helps young people create media for audiences beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The first segment introduces the series through young people’s perspectives on democracy and what it means to have a voice in their communities. Middle and high school students connect America’s founding ideals to issues in their own communities, from food insecurity and mountaintop removal to voting rights and Daylight Saving Time. Created through KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Podcasting Democracy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> project, their audio commentaries offer personal, research-based perspectives on the country’s future. [\u003ca href=\"https://www.kqed.org/education/538821/the-next-250-or-youth-voices-on-democracy\">Listen here\u003c/a>]\u003c/span>\u003c/p>\n\u003cp>\u003cb>First-Time Voters, Youth-Led Drives\u003cbr />\n\u003c/b>\u003cbr />\nIn the second segment of \u003cem>The Next 250: Youth Voices on Democracy\u003c/em>, three young organizers share audio stories they created for the KQED Youth Media Challenge. Nidhi Maddi of Frisco, Texas, describes how a lack of accessible civic education in her immigrant family inspired her to register voters. Vyan Kumar of Pleasanton, California, explores the many ways people can contribute to their communities before they are old enough to vote. Anna Fedoruk of Colorado Springs, Colorado, recounts the disappointment of her first voter registration drive and the small moments that gave her reason to keep going. [Click the listen button at the top of this article to hear the segment.]\u003c/p>\n\u003cp>In conversation with KQED’s Almetria Vaba, New Voters founder Jahnavi Rao shares how these stories show young people developing a sense of their power by putting it to work.\u003c/p>\n\u003cp>\u003cb>Small Acts, Lasting Change \u003c/b>\u003c/p>\n\u003cp>What does participating in democracy look like beyond the ballot box? The third segment turns to young people who noticed a need in their communities and decided to help. Three students share stories they created through the New Voters summer fellowship and published through the KQED Youth Media Challenge. Mildred Solomon of Newark, New Jersey, describes how the cost of professional clothing nearly kept her from feeling that she belonged at a Model United Nations conference, inspiring her to create a closet where other students can find what they need. Anvi Chaturvedi of Frederick, Maryland, reflects on what she learned at a special education resource fair and how she now works to make support and community events more accessible. Aanya Contractor of Ellicott City, Maryland, shares how a documentary about women undergoing cancer treatment prompted one woman to pay for another’s house cleaning. [\u003ca href=\"https://www.kqed.org/education/538935/small-acts-lasting-change-new-voters-making-a-difference-in-their-communities\" target=\"_blank\" rel=\"noopener\">Listen here\u003c/a>]\u003c/p>\n\u003cp>Together, the stories in the third segment show how caring for one person can lead to wider change.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Across all three \u003cem>The Next 250: Youth Voices on Democracy\u003c/em> segments, students show that participation can begin with a story, a conversation, or a small act. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr />\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>More Information\u003cbr />\n\u003c/strong>\u003cbr />\n\u003ca href=\"https://new-voters.org/\">New Voters\u003c/a> helps high school students register their peers to vote and take action on issues that matter in their communities.\u003c/p>\n\u003cp>The KQED \u003ca href=\"https://youthmedia.kqed.org/\">Youth Media Challenge \u003c/a>gives middle and high school students a way to share stories about the issues they care about and bring their voices into conversations beyond the classroom.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">What does democracy look like through young people’s eyes? In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The Next 250: Youth Voices on Democracy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, a three-part KQED radio special, students share stories about the issues that matter to them and the ways they are taking action. Their work was published to the KQED Youth Media Challenge, which helps young people create media for audiences beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The first segment introduces the series through young people’s perspectives on democracy and what it means to have a voice in their communities. Middle and high school students connect America’s founding ideals to issues in their own communities, from food insecurity and mountaintop removal to voting rights and Daylight Saving Time. Created through KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Podcasting Democracy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> project, their audio commentaries offer personal, research-based perspectives on the country’s future. [\u003ca href=\"https://www.kqed.org/education/538821/the-next-250-or-youth-voices-on-democracy\">Listen here\u003c/a>]\u003c/span>\u003c/p>\n\u003cp>\u003cb>First-Time Voters, Youth-Led Drives\u003cbr />\n\u003c/b>\u003cbr />\nIn the second segment of \u003cem>The Next 250: Youth Voices on Democracy\u003c/em>, three young organizers share audio stories they created for the KQED Youth Media Challenge. Nidhi Maddi of Frisco, Texas, describes how a lack of accessible civic education in her immigrant family inspired her to register voters. Vyan Kumar of Pleasanton, California, explores the many ways people can contribute to their communities before they are old enough to vote. Anna Fedoruk of Colorado Springs, Colorado, recounts the disappointment of her first voter registration drive and the small moments that gave her reason to keep going. [Click the listen button at the top of this article to hear the segment.]\u003c/p>\n\u003cp>In conversation with KQED’s Almetria Vaba, New Voters founder Jahnavi Rao shares how these stories show young people developing a sense of their power by putting it to work.\u003c/p>\n\u003cp>\u003cb>Small Acts, Lasting Change \u003c/b>\u003c/p>\n\u003cp>What does participating in democracy look like beyond the ballot box? The third segment turns to young people who noticed a need in their communities and decided to help. Three students share stories they created through the New Voters summer fellowship and published through the KQED Youth Media Challenge. Mildred Solomon of Newark, New Jersey, describes how the cost of professional clothing nearly kept her from feeling that she belonged at a Model United Nations conference, inspiring her to create a closet where other students can find what they need. Anvi Chaturvedi of Frederick, Maryland, reflects on what she learned at a special education resource fair and how she now works to make support and community events more accessible. Aanya Contractor of Ellicott City, Maryland, shares how a documentary about women undergoing cancer treatment prompted one woman to pay for another’s house cleaning. [\u003ca href=\"https://www.kqed.org/education/538935/small-acts-lasting-change-new-voters-making-a-difference-in-their-communities\" target=\"_blank\" rel=\"noopener\">Listen here\u003c/a>]\u003c/p>\n\u003cp>Together, the stories in the third segment show how caring for one person can lead to wider change.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Across all three \u003cem>The Next 250: Youth Voices on Democracy\u003c/em> segments, students show that participation can begin with a story, a conversation, or a small act. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr />\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>More Information\u003cbr />\n\u003c/strong>\u003cbr />\n\u003ca href=\"https://new-voters.org/\">New Voters\u003c/a> helps high school students register their peers to vote and take action on issues that matter in their communities.\u003c/p>\n\u003cp>The KQED \u003ca href=\"https://youthmedia.kqed.org/\">Youth Media Challenge \u003c/a>gives middle and high school students a way to share stories about the issues they care about and bring their voices into conversations beyond the classroom.\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Alisha Lindsey is in her 25th year teaching, and she’s always looking to innovate. Last year, she jumped at the chance to pilot KQED’s new Constitution unit, \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Podcasting Democracy: Understanding the Constitution to Inspire Civic Change\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. This year, she’s about to start the unit with a new group of students. Why? Because making our Constitution real and relevant for her 8th graders was key to helping them discover and strengthen their civic voice. \u003c/span>\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538884\" class=\"wp-caption alignleft\" style=\"max-width: 140px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538884 \" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq.png\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq.png 1080w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq-768x768.png 768w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\" />\u003cfigcaption class=\"wp-caption-text\">Alisha Lindsey\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Podcasting Democracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, audio commentary connecting a current issue to a Constitutional principle \u003c/span>\u003cbr />\n\u003cstrong>Grade/Class:\u003c/strong> \u003cspan style=\"font-weight: 400\">8th grade U.S. history\u003c/span>\u003cbr />\n\u003cstrong>School:\u003c/strong> \u003cspan style=\"font-weight: 400\">Bradford K8 North\u003c/span>\u003cbr />\n\u003cstrong>Location:\u003c/strong> \u003cspan style=\"font-weight: 400\">Littleton, Colorado\u003c/span>\u003cbr />\n\u003cstrong>Student media from Alisha’s class:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMDcxNDI5OTZmN2EzZjg2YjcwZDQx\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Disability Rights in the USA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMjBkOTA5OTZmN2EzZjg2YjcwZGE0\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Training for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMjA5M2E5OTZmN2EzZjg2YjcwZDlk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Decreasing Work Hours for Stressed Teens\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Alisha’s Classroom\u003c/h2>\n\u003cp>\u003cstrong>What inspired you to update your Constitution unit and jump into KQED’s Podcasting Democracy project?\u003c/strong>\u003cbr />\nI have been using Project-Based Learning (PBL) for 10 years, but I needed a new way to elevate the value and purpose of our Constitution. This project helped students see the value of their voice in our democracy. When I had the opportunity to pilot the new Podcasting Democracy curriculum in 2025, I immediately said yes because I wanted to elevate the student voice in our Constitution Unit. Now, I’m doing it again with a new group of students.\u003c/p>\n\u003cp>\u003cstrong>What makes Podcasting Democracy a good fit for your 8th graders?\u003c/strong>\u003cbr />\n8th grade is a unique year in middle school. Students are beginning to come into their own and find a strong sense of self. The podcasting project built into the Podcast Democracy unit allowed students to take a big step in using their civic voice. Students were able to accomplish this in several ways. First, they were able to express their ideas about an issue they had passion for. Second, they were able to use the Constitution to support their opinion on the issue. Last, they saw the value of their voice and were able to take a step to be civically engaged in their democracy. I hope as students progress through their lives they recognize how their ideas and voices are necessary and important for the continuation of our democracy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How did the podcasting part of the project go?\u003c/strong>\u003cbr />\nDuring the process of creating their podcasts, students were consistently engaged, more so than other units we do. The combination of the curricular resources coupled with opportunities to choose their topic and build their final project allowed them to see the relevancy of the end product. Students were also invested in the work, as many of them knew they would share their podcast to KQED’s Youth Media Showcase through the Podcasting Democracy page.\u003c/p>\n\u003cp>\u003cstrong>Speaking of sharing, 90% of your students submitted their podcasts to KQED’s Youth Media Showcase! How did that work?\u003c/strong>\u003cbr />\nA huge majority of students were excited to share their work in this public space. I believe it gave them more agency in their final product as well as a determination to really articulate their ideas. As my students are on the border of being 13, I do have all parents determine if their child will post their work for any of our projects using the COPPA waiver provided in the unit. I feel this is a good way to cover my bases and ensure students/parents have a voice in that decision.\u003c/p>\n\u003cp>\u003cstrong>What are you changing as you teach the Podcasting Democracy unit again this year?\u003c/strong>\u003cbr />\nThere are several areas I want to revise. First, I aim to do a deeper dive into the Bill of Rights. This is necessary so that students have a strong understanding of these early amendments, but it will also help students as they write their podcasts as they need to link their issue to an element of the Constitution. Second, we’ll spend more time on the peer and teacher revision process once students write the scripts for their podcasts. I allotted one day for each, and I needed two to improve the final written products. Finally, like many teachers, I did not leave sufficient time for our celebration to share our podcasts with each other.\u003c/p>\n\u003cp>\u003cstrong>Any final tips for teachers considering Podcasting Democracy or any Youth Media Challenge project?\u003c/strong>\u003cbr />\nBe gracious with the process. It may go according to plan, but there is a possibility that it could not. The key is to ensure students see they have a valuable voice and that they can contribute their ideas to a greater audience. The YMC is such an incredible venue for students to learn from each other as well as to share their voices!\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Alisha Lindsey is in her 25th year teaching, and she’s always looking to innovate. Last year, she jumped at the chance to pilot KQED’s new Constitution unit, \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Podcasting Democracy: Understanding the Constitution to Inspire Civic Change\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. This year, she’s about to start the unit with a new group of students. Why? Because making our Constitution real and relevant for her 8th graders was key to helping them discover and strengthen their civic voice. \u003c/span>\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538884\" class=\"wp-caption alignleft\" style=\"max-width: 140px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538884 \" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq.png\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq.png 1080w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/09/YMC-Spotlight_AlishaLindsey_sq-768x768.png 768w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\" />\u003cfigcaption class=\"wp-caption-text\">Alisha Lindsey\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/podcastingdemocracy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Podcasting Democracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, audio commentary connecting a current issue to a Constitutional principle \u003c/span>\u003cbr />\n\u003cstrong>Grade/Class:\u003c/strong> \u003cspan style=\"font-weight: 400\">8th grade U.S. history\u003c/span>\u003cbr />\n\u003cstrong>School:\u003c/strong> \u003cspan style=\"font-weight: 400\">Bradford K8 North\u003c/span>\u003cbr />\n\u003cstrong>Location:\u003c/strong> \u003cspan style=\"font-weight: 400\">Littleton, Colorado\u003c/span>\u003cbr />\n\u003cstrong>Student media from Alisha’s class:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMDcxNDI5OTZmN2EzZjg2YjcwZDQx\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Disability Rights in the USA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMjBkOTA5OTZmN2EzZjg2YjcwZGE0\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Training for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/submission/NjkzMjA5M2E5OTZmN2EzZjg2YjcwZDlk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Decreasing Work Hours for Stressed Teens\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Alisha’s Classroom\u003c/h2>\n\u003cp>\u003cstrong>What inspired you to update your Constitution unit and jump into KQED’s Podcasting Democracy project?\u003c/strong>\u003cbr />\nI have been using Project-Based Learning (PBL) for 10 years, but I needed a new way to elevate the value and purpose of our Constitution. This project helped students see the value of their voice in our democracy. When I had the opportunity to pilot the new Podcasting Democracy curriculum in 2025, I immediately said yes because I wanted to elevate the student voice in our Constitution Unit. Now, I’m doing it again with a new group of students.\u003c/p>\n\u003cp>\u003cstrong>What makes Podcasting Democracy a good fit for your 8th graders?\u003c/strong>\u003cbr />\n8th grade is a unique year in middle school. Students are beginning to come into their own and find a strong sense of self. The podcasting project built into the Podcast Democracy unit allowed students to take a big step in using their civic voice. Students were able to accomplish this in several ways. First, they were able to express their ideas about an issue they had passion for. Second, they were able to use the Constitution to support their opinion on the issue. Last, they saw the value of their voice and were able to take a step to be civically engaged in their democracy. I hope as students progress through their lives they recognize how their ideas and voices are necessary and important for the continuation of our democracy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How did the podcasting part of the project go?\u003c/strong>\u003cbr />\nDuring the process of creating their podcasts, students were consistently engaged, more so than other units we do. The combination of the curricular resources coupled with opportunities to choose their topic and build their final project allowed them to see the relevancy of the end product. Students were also invested in the work, as many of them knew they would share their podcast to KQED’s Youth Media Showcase through the Podcasting Democracy page.\u003c/p>\n\u003cp>\u003cstrong>Speaking of sharing, 90% of your students submitted their podcasts to KQED’s Youth Media Showcase! How did that work?\u003c/strong>\u003cbr />\nA huge majority of students were excited to share their work in this public space. I believe it gave them more agency in their final product as well as a determination to really articulate their ideas. As my students are on the border of being 13, I do have all parents determine if their child will post their work for any of our projects using the COPPA waiver provided in the unit. I feel this is a good way to cover my bases and ensure students/parents have a voice in that decision.\u003c/p>\n\u003cp>\u003cstrong>What are you changing as you teach the Podcasting Democracy unit again this year?\u003c/strong>\u003cbr />\nThere are several areas I want to revise. First, I aim to do a deeper dive into the Bill of Rights. This is necessary so that students have a strong understanding of these early amendments, but it will also help students as they write their podcasts as they need to link their issue to an element of the Constitution. Second, we’ll spend more time on the peer and teacher revision process once students write the scripts for their podcasts. I allotted one day for each, and I needed two to improve the final written products. Finally, like many teachers, I did not leave sufficient time for our celebration to share our podcasts with each other.\u003c/p>\n\u003cp>\u003cstrong>Any final tips for teachers considering Podcasting Democracy or any Youth Media Challenge project?\u003c/strong>\u003cbr />\nBe gracious with the process. It may go according to plan, but there is a possibility that it could not. The key is to ensure students see they have a valuable voice and that they can contribute their ideas to a greater audience. The YMC is such an incredible venue for students to learn from each other as well as to share their voices!\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>Download the \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">KQED Education Annual Report: 2025-2026 School Year\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Despite a tough year for public media, it is clear that the service we provide is as valued and impactful as it ever has been. We’ve seen this through the increased number of classrooms submitting student-created media to our Youth Media Challenge Showcase (26% growth!), where we received nearly 4,000 submissions. We saw this through the more than 7,600 educators who attended a professional development workshop or received a KQED Teach course certificate. And we saw this through student impact data, such as the significant growth in student civic learning through our Podcasting Democracy pilot program.\u003c/p>\n\u003cp>I am so proud of the work the KQED education team has done this year alongside our internal and external partners to elevate student voice and to be a trusted resource for educators. I can’t wait for you to \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">read this report\u003c/a>!\u003c/p>\n\u003cp>You’ll find:\u003c/p>\n\u003cul>\n\u003cli>The number of students and educators we’re reaching (pg 3)\u003c/li>\n\u003cli>How we’re helping students develop narrative agency to prepare them to engage with technology critically, creatively and with a strong sense of who they are (pg 4-5)\u003c/li>\n\u003cli>How we’re helping educators explore the role AI will play in their classrooms (pg 6)\u003c/li>\n\u003cli>A summary of our new civic media curriculum, Podcasting Democracy, that helps students learn about our country’s foundational documents and explore how our rights and responsibilities as Americans have changed over time, then create a podcast that connects those principles to current issues they care about (pg 7-8)\u003c/li>\n\u003cli>Information about our exciting work with colleagues at KQED to bring students’ Podcasting Democracy projects and other media projects to KQED’s audiences (pg 7, 10)\u003c/li>\n\u003cli>The significant impact of the Podcasting Democracy curriculum on student outcomes (pg 8)\u003c/li>\n\u003cli>Plus, you’ll learn about collaborations with our partners at other public media stations and education nonprofits, and the list of organizations and funders we are grateful to partner with (pg 8, 9, 11)\u003c/li>\n\u003c/ul>\n\u003cp>What are you waiting for? \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Happy reading\u003c/a>!\u003c/p>\n\u003cp>Michelle Parker\u003cbr />\nExecutive Director, Education\u003c/p>\n\u003cp>P.S. Want to share your thoughts? Email me at \u003ca href=\"mailto:mparker@kqed.org\" target=\"_blank\" rel=\"noopener\">mparker@kqed.org\u003c/a>. Want to partner with us? Reach out to our Partnership Director \u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener\">Almetria Vaba\u003c/a> or our Director of Philanthropic Partnerships \u003ca href=\"mailto:dhorcabas@kqed.org\" target=\"_blank\" rel=\"noopener\">Danielle Horcabas\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Explore all of KQED Education\u003c/strong>\u003cbr />\nDownload our \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">annual report\u003c/a> to learn more about all the different ways we are successfully serving our community, check out our \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">free media literacy resources and training for educators\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/\" target=\"_blank\" rel=\"noopener\">youth media projects\u003c/a> for middle and high school students, and \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener\">sign up\u003c/a> for our educator newsletter.\u003c/p>\n\u003cp>\u003cstrong>About KQED\u003c/strong>\u003cbr />\nKQED is a not-for-profit public media station and NPR and PBS member station in the San Francisco Bay Area. KQED makes award-winning digital, radio, and TV programming and has a track record in education spanning more than 70 years.\u003c/p>\n\u003cp>The KQED Education Department’s north star is to elevate diverse youth voices. We are uniquely positioned to combine award-winning media literacy and media making resources with the power of public media. Our staff includes teachers, media makers, and journalists who create free, ready-to-use, media literacy curriculum that deeply engages students and hands-on professional development for teachers. Through our suite of programs, we train teachers to meaningfully incorporate media literacy into K-12 classrooms and develop students’ critical thinking skills about real-world issues, which are core to a healthy democracy, and promote civic engagement across generations.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Download the \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">KQED Education Annual Report: 2025-2026 School Year\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Despite a tough year for public media, it is clear that the service we provide is as valued and impactful as it ever has been. We’ve seen this through the increased number of classrooms submitting student-created media to our Youth Media Challenge Showcase (26% growth!), where we received nearly 4,000 submissions. We saw this through the more than 7,600 educators who attended a professional development workshop or received a KQED Teach course certificate. And we saw this through student impact data, such as the significant growth in student civic learning through our Podcasting Democracy pilot program.\u003c/p>\n\u003cp>I am so proud of the work the KQED education team has done this year alongside our internal and external partners to elevate student voice and to be a trusted resource for educators. I can’t wait for you to \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">read this report\u003c/a>!\u003c/p>\n\u003cp>You’ll find:\u003c/p>\n\u003cul>\n\u003cli>The number of students and educators we’re reaching (pg 3)\u003c/li>\n\u003cli>How we’re helping students develop narrative agency to prepare them to engage with technology critically, creatively and with a strong sense of who they are (pg 4-5)\u003c/li>\n\u003cli>How we’re helping educators explore the role AI will play in their classrooms (pg 6)\u003c/li>\n\u003cli>A summary of our new civic media curriculum, Podcasting Democracy, that helps students learn about our country’s foundational documents and explore how our rights and responsibilities as Americans have changed over time, then create a podcast that connects those principles to current issues they care about (pg 7-8)\u003c/li>\n\u003cli>Information about our exciting work with colleagues at KQED to bring students’ Podcasting Democracy projects and other media projects to KQED’s audiences (pg 7, 10)\u003c/li>\n\u003cli>The significant impact of the Podcasting Democracy curriculum on student outcomes (pg 8)\u003c/li>\n\u003cli>Plus, you’ll learn about collaborations with our partners at other public media stations and education nonprofits, and the list of organizations and funders we are grateful to partner with (pg 8, 9, 11)\u003c/li>\n\u003c/ul>\n\u003cp>What are you waiting for? \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">Happy reading\u003c/a>!\u003c/p>\n\u003cp>Michelle Parker\u003cbr />\nExecutive Director, Education\u003c/p>\n\u003cp>P.S. Want to share your thoughts? Email me at \u003ca href=\"mailto:mparker@kqed.org\" target=\"_blank\" rel=\"noopener\">mparker@kqed.org\u003c/a>. Want to partner with us? Reach out to our Partnership Director \u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener\">Almetria Vaba\u003c/a> or our Director of Philanthropic Partnerships \u003ca href=\"mailto:dhorcabas@kqed.org\" target=\"_blank\" rel=\"noopener\">Danielle Horcabas\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Explore all of KQED Education\u003c/strong>\u003cbr />\nDownload our \u003ca href=\"https://drive.google.com/file/d/14cZvZ8bwNyzQ4J7CDO2jdkJaZ5DfeNQd/view?usp=drive_link\" target=\"_blank\" rel=\"noopener\">annual report\u003c/a> to learn more about all the different ways we are successfully serving our community, check out our \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">free media literacy resources and training for educators\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/\" target=\"_blank\" rel=\"noopener\">youth media projects\u003c/a> for middle and high school students, and \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener\">sign up\u003c/a> for our educator newsletter.\u003c/p>\n\u003cp>\u003cstrong>About KQED\u003c/strong>\u003cbr />\nKQED is a not-for-profit public media station and NPR and PBS member station in the San Francisco Bay Area. KQED makes award-winning digital, radio, and TV programming and has a track record in education spanning more than 70 years.\u003c/p>\n\u003cp>The KQED Education Department’s north star is to elevate diverse youth voices. We are uniquely positioned to combine award-winning media literacy and media making resources with the power of public media. Our staff includes teachers, media makers, and journalists who create free, ready-to-use, media literacy curriculum that deeply engages students and hands-on professional development for teachers. Through our suite of programs, we train teachers to meaningfully incorporate media literacy into K-12 classrooms and develop students’ critical thinking skills about real-world issues, which are core to a healthy democracy, and promote civic engagement across generations.\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "youth-media-challenge-spotlight-on-stephen-hoffman",
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"content": "\u003cp>Stephen Hoffman has been teaching English, ethnic studies and U.S. history for 23 years and discovered KQED’s Youth Media Challenge after attending an online workshop three years ago. Since then, his juniors have done the \u003ca href=\"https://youthmedia.kqed.org/narrative\" target=\"_blank\" rel=\"noopener\">First Person Youth Media Challenge\u003c/a> project, crafting multimedia personal narratives to build community, strengthen writing skills and help them tackle college applications.\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538837\" class=\"wp-caption alignleft\" style=\"max-width: 140px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-538837\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq.png\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq.png 1080w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq-768x768.png 768w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\">\u003cfigcaption class=\"wp-caption-text\">Stephen Hoffman\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project:\u003c/strong> First Person, personal narrative audio essay and short film\u003cbr>\n\u003cstrong>Grade/Class:\u003c/strong> 11th grade English\u003cbr>\n\u003cstrong>School:\u003c/strong> Middle College High School at Contra Costa College, West Contra Costa Unified\u003cbr>\n\u003cstrong>Location:\u003c/strong> San Pablo, California\u003cbr>\n\u003cstrong>Student media from Stephen’s class:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/submission/NjllYmVjMmJkNjM0NzIxNmFjNWE0NDA2\" target=\"_blank\" rel=\"noopener\">What Freedom Feels Like to Me\u003c/a> (short film), \u003ca href=\"https://youthmedia.kqed.org/submission/NjllYzYyNWI3YmUwNWUzZDEzNzk0ZjAy\" target=\"_blank\" rel=\"noopener\">Surface Tension\u003c/a> (audio essay)\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Stephen’s Classroom\u003c/h2>\n\u003cp>\u003cstrong>Junior year is a high-stakes time. What do you see as the value of doing the First Person Youth Media Challenge with your 11th graders?\u003c/strong>\u003cbr>\nI really love the work that students come up with for this challenge, and students love finding out more about each other, as well as students across the country participating in the YMC that they see on the Showcase. I give my students so many sample topics to choose from that they are able to play around with a lot of different approaches to writing a personal essay, something I think is really important for them to do as they start thinking about college essays.\u003c/p>\n\u003cp>\u003cstrong>How else do you connect the First Person project with your learning goals and standards?\u003c/strong>\u003cbr>\nWriting a script takes the mystery out of what many writers struggle with, such as a hook and effective conclusion. When analyzing example audio pieces, I have groups listen to the first 30 seconds of about eight pieces and then choose their favorite to focus on. This helps them see the value of a good topic and intro. When I ask what the conclusion of a piece is, they have to actually summarize it and can’t just point to the last paragraph. They are so inspired by the work that other students from our school have recorded. Some pieces from our school have even been aired on KQED. The YMC is a great opportunity for my students to find and develop their own authentic voice and share it with a very authentic audience.\u003c/p>\n\u003cp>\u003cstrong>All but one of your students shared their audio essay or short film on the Youth Media Showcase. That’s so great! How do you reinforce the value of publishing?\u003c/strong>\u003cbr>\nI require students to share on the Youth Media Showcase unless they talk to me personally to opt out. One student took me up on it because they are trying to avoid any type of digital footprint, but all the others felt supported by their peers and comfortable sharing their final pieces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How do you introduce media making into your English classroom?\u003c/strong>\u003cbr>\nI’ve been able to use some of our school’s CA Prop. 28 VAPA money to get Soundtrap access for all of my students. During the first few weeks of school, \u003cspan style=\"font-weight: 400\">I have students work in groups of three to collaborate with people they may not know well and create a recording to introduce each other that includes all of their voices and has more than one audio track such as music, sound effects, or laugh tracks. \u003c/span>This is a great icebreaker. They then post these on a Padlet and share with the rest of the class. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stephen Hoffman has been teaching English, ethnic studies and U.S. history for 23 years and discovered KQED’s Youth Media Challenge after attending an online workshop three years ago. Since then, his juniors have done the \u003ca href=\"https://youthmedia.kqed.org/narrative\" target=\"_blank\" rel=\"noopener\">First Person Youth Media Challenge\u003c/a> project, crafting multimedia personal narratives to build community, strengthen writing skills and help them tackle college applications.\u003c/p>\n\u003ch2>At a Glance\u003c/h2>\n\u003cfigure id=\"attachment_538837\" class=\"wp-caption alignleft\" style=\"max-width: 140px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-538837\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq.png\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq.png 1080w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2026/08/YMC-Spotlight_StephenHoffman_sq-768x768.png 768w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\">\u003cfigcaption class=\"wp-caption-text\">Stephen Hoffman\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>YMC Project:\u003c/strong> First Person, personal narrative audio essay and short film\u003cbr>\n\u003cstrong>Grade/Class:\u003c/strong> 11th grade English\u003cbr>\n\u003cstrong>School:\u003c/strong> Middle College High School at Contra Costa College, West Contra Costa Unified\u003cbr>\n\u003cstrong>Location:\u003c/strong> San Pablo, California\u003cbr>\n\u003cstrong>Student media from Stephen’s class:\u003c/strong> \u003ca href=\"https://youthmedia.kqed.org/submission/NjllYmVjMmJkNjM0NzIxNmFjNWE0NDA2\" target=\"_blank\" rel=\"noopener\">What Freedom Feels Like to Me\u003c/a> (short film), \u003ca href=\"https://youthmedia.kqed.org/submission/NjllYzYyNWI3YmUwNWUzZDEzNzk0ZjAy\" target=\"_blank\" rel=\"noopener\">Surface Tension\u003c/a> (audio essay)\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Inside Stephen’s Classroom\u003c/h2>\n\u003cp>\u003cstrong>Junior year is a high-stakes time. What do you see as the value of doing the First Person Youth Media Challenge with your 11th graders?\u003c/strong>\u003cbr>\nI really love the work that students come up with for this challenge, and students love finding out more about each other, as well as students across the country participating in the YMC that they see on the Showcase. I give my students so many sample topics to choose from that they are able to play around with a lot of different approaches to writing a personal essay, something I think is really important for them to do as they start thinking about college essays.\u003c/p>\n\u003cp>\u003cstrong>How else do you connect the First Person project with your learning goals and standards?\u003c/strong>\u003cbr>\nWriting a script takes the mystery out of what many writers struggle with, such as a hook and effective conclusion. When analyzing example audio pieces, I have groups listen to the first 30 seconds of about eight pieces and then choose their favorite to focus on. This helps them see the value of a good topic and intro. When I ask what the conclusion of a piece is, they have to actually summarize it and can’t just point to the last paragraph. They are so inspired by the work that other students from our school have recorded. Some pieces from our school have even been aired on KQED. The YMC is a great opportunity for my students to find and develop their own authentic voice and share it with a very authentic audience.\u003c/p>\n\u003cp>\u003cstrong>All but one of your students shared their audio essay or short film on the Youth Media Showcase. That’s so great! How do you reinforce the value of publishing?\u003c/strong>\u003cbr>\nI require students to share on the Youth Media Showcase unless they talk to me personally to opt out. One student took me up on it because they are trying to avoid any type of digital footprint, but all the others felt supported by their peers and comfortable sharing their final pieces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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