Dignity-Affirming Education

Cultivating the Somebodiness of Students and Educators
Erscheinungsjahr 2022
ISBN: 978-0-8077-6652-1
Verlag: Teachers College Press

Buch, Englisch, 240 Seiten, Paperback, Format (B × H): 159 mm x 228 mm, Gewicht: 354 g

Reihe: The Teaching for Social Justice Series

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.

Autoren/Hrsg.

Irby, Decoteau J

Anderson, Charity

Payne, Charles M

Ayers, William

Quinn, Therese

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Über Autor(innen)

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.