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A volume in Landscapes of Education
Series Editors: William H. Schubert, University of Illinois at Chicago
& Ming Fang He, Georgia Southern University
This book embraces the idea of listening to and learning from students. Although many educational theorists have long
argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students'
interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice.
Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and
inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through
thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and
promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls
for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy
makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and
curriculum in the contested educational landscape.
