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The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness-the premise that each person inherently possesses the
intellectual acumen and creative resources to pursue development on
their own terms. This timely book brings dignity into sharper
focus, moving the field toward a language that captures what is
required for oppressed communities to recognize their potential. It
synthesizes research for educators, school leaders, and educational
activists to help them make sense of what they are working for and
against: dignity and the numerous affronts to it. Dignity-Affirming
Education is important reading for anyone who works with students
of any age, including nontraditional or adult learners, in formal
and informal educational contexts.Book Features: Provides a clear
picture of how educators can affirm students' dignity in their
everyday practice. Outlines an approach to social-emotional
learning (SEL) that takes social processes such as stigma,
exclusion, and marginalization into account. Offers vivid portraits
of what dignity-affirming education can be for a variety of
settings. Contributes to a new vocabulary for seeing educational
processes as students experience them. Presents rigorous research
in a way that is digestible for policymakers, practitioners, and
scholars alike. Provides a base for emerging study and sets the
stage for additional inquiry and research.
The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness—the premise that each person inherently possesses
the intellectual acumen and creative resources to pursue
development on their own terms. This timely book brings dignity
into sharper focus, moving the field toward a language that
captures what is required for oppressed communities to recognize
their potential. It synthesizes research for educators, school
leaders, and educational activists to help them make sense of what
they are working for and against: dignity and the numerous affronts
to it. Dignity-Affirming Education is important reading for anyone
who works with students of any age, including nontraditional or
adult learners, in formal and informal educational contexts.Book
Features: Provides a clear picture of how educators can affirm
students' dignity in their everyday practice. Outlines an approach
to social-emotional learning (SEL) that takes social processes such
as stigma, exclusion, and marginalization into account. Offers
vivid portraits of what dignity-affirming education can be for a
variety of settings. Contributes to a new vocabulary for seeing
educational processes as students experience them. Presents
rigorous research in a way that is digestible for policymakers,
practitioners, and scholars alike. Provides a base for emerging
study and sets the stage for additional inquiry and research.
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