Read more
"This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms. This collaborative work occurred within various spaces-inside school buildings, libraries, churches, community gardens, nonprofit organizations, etc.-and afforded opportunities to grapple with engaged pedagogies in times of political crisis. Featuring descriptions from a district-wide initiative, this book offers practical and theoretical resources for educators wanting to center justice in their work with students. Through question-posing, color images, empirical observations, and use of scholarly and practitioner-driven literature, readers will learn how to use these resources to reconfigure schools and classrooms as sites of engagement for equity, justice, and love. Book Features: ]
About the author
Valerie Kinloch is the Renée and Richard Goldman Dean of the University of Pittsburgh School of Education and president of the National Council of Teachers of English (2021-2022). Her books include
Race, Justice, and Activism in Literacy Instruction. She received the 2025 AERA Scholars of Color Distinguished Career Contribution Award.
Emily A. Nemeth is an associate professor in the Department of Education at Denison University.
Tamara T. Butler is executive director of Avery Research Center, College of Charleston.
Grace D. Player is an assistant professor in the Department of Curriculum and Instruction at the University of Connecticut.
Summary
An inspirational book about engaged pedagogies, an approach to teaching and learning that centres dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working to create transformative practices within and beyond public school classrooms.
