Dignity-Affirming Education

Cultivating the Somebodiness of Students and Educators

Decoteau J. Irby, Charity Anderson, Charles M. Payne (Herausgeber)

Buch | Softcover

256 Seiten

2022
Teachers' College Press (Verlag)
978-0-8077-6652-1 (ISBN)

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The word ‘dignity’ isn’t typically used in education, yet it’s at the core of strong pedagogy. This book shows readers what education looks like when it is centered on students’ dignity. It brings dignity into sharper focus, moving the field toward a language that captures what is required for oppressed communities to recognise their potential.

The word “dignity” is not typically used in education, yet it is 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.

Decoteau J. Irby is an associate professor in the Department of Educational Policy Studies at the University of Illinois Chicago. Charity Anderson is senior research associate at the Joseph C. Cornwall Center for Metropolitan Studies, Rutgers University–Newark. Charles M. Payne is the Henry Rutgers Distinguished Professor of African American Studies and director of the Joseph C. Cornwall Center for Metropolitan Research at Rutgers University–Newark.

Contents

Preface: Dignity at the Forefront vii

Acknowledgments xi

1. I Am, We Are Somebodies: An Introduction to the Idea of Dignity 1

Decoteau J. Irby

Part I: IMAGINING AND ORGANIZING DIGNITY-AFFIRMING SCHOOLS AND EDUCATIONAL PROGRAMS

2. The Radical Affirmation of Dignity: Septima Clark, Ella Baker, and Educating the Disenfranchised 23

Charity Anderson and Charles M. Payne

3. Contradictions and the Dignity of Resistance: Truth and Reckoning at a Social Justice School 42

Daniel Morales-Doyle and David Stovall

4. Breathing Dignity Into a Community College Success Course 59

Jacqueline Robinson

Part II: DIGNITY-AFFIRMING EXPERIENCES

5. ÒYou’re Gonna Get Respected, Listened to, and Your Opinion Will Be RespectedÓ: Dignity Affirmation in the Clemente Course in the Humanities 81

Charity Anderson

6. Power Lifting: Being Somebody, Becoming Significant 96

Eric K. Grimes/Brother Shomari

7. "Teachers Don’t Like Me Because You Have to Earn My Respect": Deference and Dignity in the Classroom 111

Crystal V. Breedlove

8. "The Protests Made Me Feel So Proud of Us": Racial Literacies and Bearing Witness to the Movement for Black Lives 128

Samuel Finesurrey, Arnaldo Rodriguez, Alondra Contreras, Aidan Lam, and Michelle Fine, with the S2 Alumni Research Collective: Joel Almonte, Nathan Boissier, Samantha Bruno, Noah Campbell, Noel Columna, Ashley Cruz, Jesslin Hiraldo, Mya Laporte, Brandon Mendoza, Naomi Pabon, Sheylany Paulino, Ariana Pe–a Ram’rez, Lauren Santos, Siarra Savinon, and Alyssa Victoria

9. Subverting Invisibility: Connectivity as Dignity-Affirming Pedagogy 143

Manali J. Sheth and Ayako Takamori

Part III: DIGNITY-AFFIRMING SOCIAL AND EDUCATION POLICY

10. Threaten to Close?: Alternative Schools of Dignity, Recognition, and Transformation Under Constant Neoliberal Assault 163

Mica Baum-Tuccillo, Varnica Arora, Evin Orfila, Christyl Rodriguez, and Michelle Fine

11. "It’s Powerful. There’s Nothing Punitive About It; You’re Just Listening": Restorative Justice as a Dignity-Affirming Practice 182

Elisabeth H. Kim and Priscilla Wohlstetter

12. Taking Pride in Our Languages, Taking Pride in Ourselves: Dual Language Education as Dignity-Affirming Spaces for Latinx Communities 200

Ramona Alcal‡ and P. Zitlali Morales

Conclusion: Centering Dignity 219

Charity Anderson, Charles M. Payne, and Decoteau J. Irby

Notes 227

Index 229

About the Editors and the Contributors 239

Erscheinungsdatum	30.05.2022
Reihe/Serie	The Teaching for Social Justice Series
Mitarbeit	Herausgeber (Serie): William Ayers, Therese Quinn
Verlagsort	New York
Sprache	englisch
Maße	156 x 229 mm
Gewicht	363 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	0-8077-6652-6 / 0807766526
ISBN-13	978-0-8077-6652-1 / 9780807766521
Zustand	Neuware