Pedagogies of With-ness
Students, Teachers, Voice and Agency
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Published: October 2020
9781975503109
$40.95
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Published: October 2020
9781975503093
$160.00
Publisher: Myers Education Press
6" x 9"Language: English
2021 CHOICE Outstanding Academic Title
Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement.
Click HERE to watch the Pedagogies of With-ness book discussion.
Perfect for courses such as:Social Foundations | Student-Teacher Partnerships | Secondary Methods | Service Learning Leadership Ethnic Studies | Democracy and Civics | Social Justice and Education | Student Voice in Classrooms/Education | Ethical Issues in Education | Leadership for Social Justice
Acknowledgements
Foreword
Kevin Kumashiro
Preface
Student Voice and Agency: Introducing Three Galleries of Work
Linda Hogg (with) Kevin Stockbridge (with) Charlotte Achieng-Evensen (with) Suzanne SooHoo
Who Is Listening to Students?
Christopher Lewis
PART I: The Identity and Voice Gallery
The Identity and Voice Gallery
Charlotte Achieng-Evensen
“The Unnecessary Gendering of Everything”: Gender Diverse Adults Speak Back to Their
K-12 Schools
Katherine Lewis
Truancy: Young People Walk Away from Negative School Factors
Delia Baskerville
Rooted and Rising: The Self-Liberation of African-American
Female
Students
Michelle Flowers-Taylor
Voices of Scholars: Academically
Successful Black Males and Their Stories of Culturally Relevant Pedagogies
Quaylan Allen
Empowering Students with Emotional and Behavioral Disorders
Gabrielle Popp
Into the Future by, With and for Indigenous Youth: Rangatahi Māori Leading Youth Conversations
Huia Tomlins-Jahnke, Joanna Kidman, and Adreanne Ormond
PART II: The Pedagogy Gallery
The Pedagogy Gallery
Linda Hogg
Making Music Grow: Student Perspectives on Culturally Responsive Music Education
Tracy Rohan
“People Don’t Understand”: Children Learning Through Drama as a
Way to Develop Student Voice
Delia Baskerville and
Dayle Anderson
Student Voices in the Digital Hubbub
Chris Proctor and Antero Garcia
“Multiple Perspectives and Many Connections”: Systems Thinking and
Student Voice
Amy Lassiter Ardell and Margaret
Sauceda Curwen
Finding Hope Through Dystopian Novels
Christopher Lewis
PART III: The Youth-Adult Partnerships
Gallery
The Youth-Adult Partnerships Gallery
Kevin Stockbridge
We’re the Bosses: Youth Action Council Designs an Equitable Makerspace
Day Greenberg, Micaela Balzar,
Angela Calabrese Barton, Edna Tan, and YAC Youth
Repurposing the Master’s Tools: Leveraging Business Education to Build
a Better World
Linda Hogg and Anne Yates
Applying Gentleness Against the Force: The Dojo as a Site of Liberation for Autistic People
Erin McCloskey
“It Was Time for Us to Take a Stand”: An Ethnic Studies Classroom and the Power of Student Voice
Jorge F. Rodriguez, Carah Reed, and
Karen Garcia
Collaborative Leadership: A Story of Student-Principal School Transformation
Susanne Jungersen
Angeles Workshop School: An Experiment in Student Voice
Ndindi Kitonga
Part IV: Pedagogies of With-ness
Pedagogies of With-ness: Reflecting on and Beyond the Exhibition
Linda Hogg (with) Charlotte Achieng-Evensen (with) Kevin Stockbridge (with) Suzanne SooHoo
Contributors
Index
Reviews & Endorsements:
“Taken collectively, this volume provides a solid, passionate argument for reimagining American educational systems. As such, it will be a strong addition to programs in teacher education or, especially, in school leadership.” (See full review in November 2021 issue of CHOICE magazine, Vol. 59, No. 3.)
Excerpt of review by H. M. Miller, Mercy College for CHOICE magazine (Nov. 2021)
“Brilliant stories of oppression, marginalization, and power. Stories of schooling, sometimes angry and pain-filled -- always honest and powerful. This collection brings us voices of passion, voices we have silenced and ignored at our own peril. We need the wisdom in this book, especially its powerful and empowering strategies for deep listening and collaboration. Impossible to read without gaining insight and compassion.”
Mara Sapon-Shevin, Professor of Education, Syracuse University
“This book offers rich description of how we can help young people to learn how to make a difference in their lives and their community. It provides important examples of the conditions and contexts in which young people learn how to develop agency.”
Dana Mitra, Professor of Education, Penn State University, Founding editor of the International Journal of Student Voice
“The chapters in this book collectively invite the reader to re-examine personal conceptualizations of child and adolescent growth and development, the purpose of schooling, and the individual and societal impact of specific pedagogies. Emphasis is placed on centering student voice as an imperative for reciprocal development in teaching and learning.”
Etta R. Hollins, Professor Emerita and Kauffman Endowed Chair, University of Missouri, Kansas City