TY  - BOOK
AU  - Schmitz, Kelsey Catherine 
AU  - Cotnam-Kappel, Megan 
AU  - Grant, Nichole E. 
TI  - Interrupting, Infiltrating, Investigating: Radical Youth Pedagogy in Education 
SN  - 9781645040682
AV  - LC196 .I685 2020
U1  - 370.115 23
PY  - 2020///
CY  - New York, NY
PB  - DIO Press Inc
KW  - Critical pedagogy
KW  - Multicultural education
KW  - Educational equalization
N1  - Includes bibliographical references; Foreword : When Youth Speak, They Create Radical Culture
;  Awad Ibrahim; Introduction : From frustration to hope : Creating a framework and toolkit for radical youth pedagogy; Kelsey Catherine Schmitz, Megan Cotnam-Kappel, and Nichole E. Grant; Section I : Interrupting; Chapter 1 : From colonizing Space to Ethical Space : The Transformative Potential of Indigenous Perspectives in the Classroom; Annette Furo; Chapter 2 : We Give Consent : Student Efforts to Enhance Gender Safety in Schools in Kenya and Canada; Catherine Vanner; Chapter 3 : Radical Whiteness Pedagogy : A Youth Participatory Action Research (YPAR), Theatrical Inquiry Whiteness; Samuel Jaye Tanner; Chapter 4 : Documentation of Indigenous Youth Knowledge and Learning Through Art /; Julie Burns-Ross; Chapter 5 : Pedagogy and Gaming in the Classroom : Critical Analysis of Co-opting Youth Culture; Kelsey Catherine Schmitz; Section II : Infiltrating; Chapter 6 : Re-arranging the grammar of schooling : The Affective Force of Student Voice; Eve Mayes; Chapter 7 : Tellers of Truth : Graphic Novels and Radical Youth Engagement; Laura Decker and William Huggins; Chapter 8 : Hip-Hop Politics in Marginalized Spaces : Youth pedagogies in 21 st Century Curricula /; Tammie Jenkins; Chapter 9 : Toward a creative solidarity : Implications of a Drama Pedagogy for the Radical Scholar-Practitioner /; Rachel E. Rhoades and Dirk J. Rodricks; Chapter 10 : Looking within and looking around : Creating cellphilms with young pre-service social studies teachers in Prince Edward Island /; Casey Burkholder; Chapter 11 : Craft, create, and share : Zines in radically changing classroom cultures; Cat Terleski; Chapter 12 : The poetry of transformation : 21 Pedagogical Essences of New Zealand Alternative Education Tutors; Adrian Schoone; Section III : Investigating; Chapter 13 : Thoughts on the Public Pedagogy of Teaching Public Pedagogy; Anastasia Kulpa; Chapter 14 : Pedagogy of the Pit : Punk, Introspection, and Effective Practice; Danielle E. Lorenz; Chapter 15 : When Words and Love Fail : SKIM and the Adolescent's Desire to Sublimate /; David Lewkowich; Chapter 16 : What happens when "bad" kids get good curriculum?; Jamie Buffington-Adams; Chapter 17 : Radical Pedagogy : Making Space and Connecting Knowledge; Neda Asadi and Jay Procktor; Chapter 18 : A Quiet Radical Disruption : Dare 2 Listen /; Abigail Rombalski; Chapter 19 : An Alternative High School's Story : Becoming and being a radicalizing youth pedagogic space and place; Jim Paul, Jim Hoeppner, and Monica Paul
N2  - Frustration can often be stagnating, but it can also encourage action, change, and lead to hope. From the silencing of Indigenous cultures, to the legislation of gendered pedagogy, we are frustrated by educational spaces overshadowed by robotic pedagogy and curriculum that continually fails to recognize the cultures that already exist in those spaces, perhaps most notably, youth culture. The contributions within this volume speak deeply about the radical potentials, challenges, and hopes of a youth-focussed and/or led pedagogy in education. They show possibility, and modest, ethical, and transformative ways of interrupting, infiltrating, and investigating radical youth pedagogy that are not complete but partial, reflective and on-going: we propose radical youth pedagogy as a framework for opening of critical spaces for thinking, doing, being, and performing that can better acknowledge the power and potential in young people, but also practice skills for them to thrive in and beyond education. Radical youth pedagogy means interrupting the silences, exclusions, patterns of dominance and status quo practices of pedagogy, policy, curriculum, and assessment. It means infiltrating with artful and arts-based thinking, writing, production, and practice in ways that connect youth to curriculum, their surroundings, and each other in positive and transformative ways. It also means investigating educator practices, approaches, and even school structures to better support youth in education and throughout their lives. It is our hope that this edited collection may act as a theoretical and practical toolbox for educators wishing to radicalize their educational approaches while disrupting normalized pedagogy and classroom cultures.(back over)
ER  -