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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.
How do Paulo Freire's ideas echo across time and contexts? What
does the dialogical nature of text mean for critical pedagogy
today? Inspired by Freire, this text utilizes a dialogical
framework, inviting the reader into a deeper conceptual and
contextual consciousness through the use of many voices. In this
book you will hear from several intellectual generations of
Freirean scholars including Nita Freire, Donaldo Macedo, Antonia
Darder, Peter McLaren, and Tom Wilson. Freirean Echoes acts as an
archive housing the writings of these and other scholars and
activists for posterity. A living collection, the book allows for
author voices to be in dialogue with each other and with the
reader. This collective "talking text" echoes, reverberates, and
amplifies critical Freirean ideas, thereby inviting the reader to
extend Freirean thought into their lived experiences.
The Critical Graduate Experience is a collection of scholarly
reflections on the possibilities of a new vision for critical
studies. It is a remarkable book that provides daring analyses from
the vantage of the graduate student experience. Drawing from
individual knowledge and research, the authors invite you to
re-imagine education for justice. Barry Kanpol opens the work with
a brilliant meditation on joy and cynicism in university classrooms
and educational theory. The book continues to unfold as an open and
honest conversation with doctoral students and recent graduates
concerning the ethics of higher education. In a true critical
approach, each chapter problematizes a new facet of academic
assumptions and practices as they touch the lives of students. The
authors explore the ethical implications of acknowledging student
spirituality and expanding the role of critical education studies.
The book concludes with a transparent self-critique on the process
and ethics of graduate students writing for publication. This is a
wonderful text, guiding students and professors as they enter into
dialogue on the ethics of an authentic critical education studies.
Classes on practical ethics, educational spirituality, student
voice, collaborative publishing, and critical pedagogy could
benefit from the insights offered here. Daring to believe that
student experience and knowledge have a place in the world of
academic publishing, this book is both a prophetic proclamation of
and humble invitation to a new future in the field.
The Critical Graduate Experience is a collection of scholarly
reflections on the possibilities of a new vision for critical
studies. It is a remarkable book that provides daring analyses from
the vantage of the graduate student experience. Drawing from
individual knowledge and research, the authors invite you to
re-imagine education for justice. Barry Kanpol opens the work with
a brilliant meditation on joy and cynicism in university classrooms
and educational theory. The book continues to unfold as an open and
honest conversation with doctoral students and recent graduates
concerning the ethics of higher education. In a true critical
approach, each chapter problematizes a new facet of academic
assumptions and practices as they touch the lives of students. The
authors explore the ethical implications of acknowledging student
spirituality and expanding the role of critical education studies.
The book concludes with a transparent self-critique on the process
and ethics of graduate students writing for publication. This is a
wonderful text, guiding students and professors as they enter into
dialogue on the ethics of an authentic critical education studies.
Classes on practical ethics, educational spirituality, student
voice, collaborative publishing, and critical pedagogy could
benefit from the insights offered here. Daring to believe that
student experience and knowledge have a place in the world of
academic publishing, this book is both a prophetic proclamation of
and humble invitation to a new future in the field.
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