About the Book
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
About the Author :
Linda Hogg is a Senior Lecturer, in the School of Education, Victoria University of Wellington, New Zealand. Her research explores how schools use students' strengths and skills to improve their educational experience, and teacher education for social justice aims. Kevin Stockbridge is an Assistant Professor and Student Affairs Liaison in the Master of Arts in Teaching program at Chapman University. He is a critical educator and researcher dedicated to a radically inclusive world through engagement of democracy in the classroom and beyond. Kevin has co-edited and co-authored with scholars on several works that seek to advance and reframes transformative educational conversations for the sake of social justice. Charlotte Achieng-Evensen is a K-12 practitioner and academic. Currently, she serves her school district as a Teacher Specialist focusing on research, policy, program coordination, and instructional coaching. At the university level, Dr. Evensen teaches a variety of courses in teacher education. Her scholarly work is centered in the intersections of Indigenous Philosophies and colonization, culturally responsive methodologies, and K-12 teaching praxis. Suzanne SooHoo is the former Endowed Hassinger Chair in Education and the co-director, emerita of the Paulo Freire Democratic Project at Chapman University, Orange, California. She is one of ten Asian American endowed chairs in the U.S. Her current research interests focuses on critical pedagogy, Freirean philosophy and culturally responsive methodologies. As a former school principal and full professor, she has committed a lifetime to understanding and nurturing relationships and engaging dialogically towards the development of a more humane and socially just world. Dr. Kevin Kumashiro (https: //www.kevinkumashiro.com) is an internationally recognized expert on educational policy, school reform, teacher preparation, and educational equity and justice, with a wide-ranging list of accomplishments and awards as a scholar, educator, leader, and advocate. He is the former Dean of the School of Education at the University of San Francisco; the founding Chair of the national network, Education Deans for Justice and Equity; and the award-winning author or editor of ten books, including Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture; Against Common Sense: Teaching and Learning toward Social Justice; and most recently, Surrendered: Why Progressives are Losing the Biggest Battles in Education. His recent awards include the 2016 Social Justice in Education Award from the American Educational Research Association, and an honorary Doctor of Humane Letters from the Lewis and Clark Graduate School of Education and Counseling.
Review :
"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
"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
"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
"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)
