Techniques for creating student-centered experiences within standards-based class
Table of Contents
Work Alongs and Reflections xi
Author’s Note xiii
Foreword by Sara K. Ahmed xv
Introduction xvii
Acknowledgments xxxiii
Prologue: Anthem for a Teacher xxxv
Chapter 1: Building the Foundation: A Structured Generator of Hope for More Joyful and Just Schools 1
A Structured Generator of Hope 1
The Pedagogy of Justice 5
What Is Justice? 7
Justice for Whom? (In the Realm of School Integration) 17
Where is Joy Located in the Pursuit Toward Justice? 22
Dreams, Nourishment, Rituals: Toward Future Goodness 25
Historical Underpinnings: Exploring the Roots of Schooling 31
Chapter 2: Seeing and Feeling the Pressure of Injustice: Perspective Changes Everything 35
Dominant Culture: Perspective Changes Everything 38
Catalyst for Change: Knowing How to See and Feel the Pressure of Injustice 44
Identifying Layers of Perspective 49
Tools for Perspective Analysis: More than a Decade Later 52
Timeline Pedagogy: To Move Forward, We Must Look Back 62
Chapter 3: A Framework for Social Justice Work in Schools and Gentle Notes on Learning 75
Collaborate 77
Nurture 78
Build 81
Reflect 83
Connecting the Collaborate, Nurture, Build, and Reflect Framework 84
Teaching Fiercely: Spreading Joy and Justice in Our Schools ix
Gentle Notes on Learning: Rituals and the Beginnings of Our Thought Sanctuary 96
Somatic Literacy 97
Chapter 4: Pursue Joy by Thwarting Injustice: Develop Teacher Agency Through Reflective Practice and Collaboration 105
Points of Reflection 109
The Nature of a Curriculum-Making Journey 116
Embracing Teacher Intellect: Changing the Narrative About Teachers 133
Chapter 5: Moving Toward Joy: Student-Centered Experiences in Standards-Based Classrooms 141
To Teach Fiercely Requires Teacher Agency 145
Four Methods of Instructional Delivery 156
Curriculum-Making: Frameworks and Foundational Understandings 163
Chapter 6: The Joyful Work of Building Imaginative Capacities Matters: Know that Learning Predates School 175
“Do Schools Kill Creativity?” 179
Working Toward Justice: The Continued Conversation on Student Centeredness 183
Chapter 7: Beyond the Protest March: How to Design Justice-Oriented Learning Spaces, Experiences, and Curriculum That Is Immersed in Joy for Kids 205
Designing Justice-Oriented Learning Spaces 211
The Nuts and Bolts of Justice Designs 213
What Matters to Children 223
Chapter 8: Negotiating the Curriculum for Your Current Students in Today’s World 227
Three Paths for Considering Kids, Justice, and Curriculum Design 233
Epilogue: Redefining Ferocity 245
My Edu-Credo 247
Works Cited 249
About the Author 265
Index 267
