ABOUT THE MILLENNIUM FELLOWSHIP - CLASS OF 2021

United Nations Academic Impact and MCN are proud to partner on the Millennium Fellowship. In 2021, over 25,000 young leaders on 2,000+ campuses across 153 nations applied to join the Class of 2021. 136 campuses worldwide (just 6%) were selected to host the 2,000+ Millennium Fellows. The Class of 2021 is bold, innovative, and inclusive.

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UNITED NATIONS ACADEMIC IMPACT AND MCN PROUDLY PRESENT JONATHAN KING, A MILLENNIUM FELLOW FOR THE CLASS OF 2021.

Griffith University | Brisbane, Australia | Advancing SDG 4 & UNAI 3

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" Being a Millennium Fellow is a remarkable opportunity to bring awareness to the importance of trauma-informed pedagogies globally and collaborate with other inspiring global citizens working on a diverse range of issues surrounding sustainable development goals. "

Millennium Fellowship Project: Homework Heroes

1 in 4 children are exposed to domestic violence situations; so, they are present in every classroom. Schools and schoolteachers need to be effectively trained in trauma awareness pedagogies to best support these children and eliminate disparities.

As future educators, we are passionate about authentic educational experiences for preservice teachers (PSTs) and fundamentally believe that trauma awareness training should be the norm in teacher education.

Homework Heroes was born from our shared desire in developing our teacher identities to align with sustainable development goal four and Australia's Alice Springs declaration – both of which with the aim for inclusive and equitable education and lifelong learning opportunities for every child, no matter where they live or what kind of learning challenges they face.

About the Millennium Fellow

Jonathan King (Jonny) is a preservice teacher at Griffith University, Australia, where he is currently completing a Bachelor in Primary Education. For as long as he can remember, he has always been passionate about his advocacies for radical social transformation in education. Regardless of gender, ethnicity, culture, disability, location, or past experiences, every child can enjoy the benefits that come from education. Having unlocked his passion for trauma-informed pedagogies, Jonathan has actively participated as a mentor and tutor for domestic and family violence victims at a local community centre. These experiences have led Jonathan to advocate for trauma-informed pedagogies to be embedded into preservice teacher education. Jonathan is currently co-authoring a paper related to his experiences as a mentor with the community centre and its contribution to emerging teacher identities in preservice teachers. Trauma-informed pedagogies are an emerging necessity in the modern classroom. However, preservice teachers often have limited opportunities and abilities to manage such complex cases on practical experiences and in initial teacher education.