Pedagogies of With-ness

“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

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

Linda Hogg

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

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

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

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.