A key premise of the book is that classrooms should challenge authoritarian tendencies while cultivating dignity and agency. At this moment, when our interactions with those outside our pods are through screens, it is the student voices and the work of youth, both captured in the book, that resonate with me and remind me of the potential of teaching and education. Chapters include:
– Designing Curriculum for Deeper Learning
– Elevating Student Voices and Truths
– Envisioning New Roles for Teachers
– Decolonizing School (includes insights from Aotearoa New Zealand schools)
I am honored by Carla’s and Susan’s words about the book:
— From the Foreword by Carla Shalaby, author of Troublemakers: Lessons in Freedom from Young Children at School
The author’s argument for a ‘living democracy’ is both timely and compelling, illuminated with a richly detailed and accessible account of what it has meant—over 20 years in the classroom—to co-create a curriculum and pedagogy with his diverse group of urban students. Not only does this make his classroom an unusually engaged and lively space for learning that builds from his students’ interests, questions, lived experiences, and collaborative relationships, but together Block and his students have also found agentive ways to extend and deepen their inquiry by forging unique connections with people, places, and spaces in the wider community. A pedagogical tour de force, this book is a must-read for all those who seek new images of what it means to strive for and embrace a truly transformational view of schools and schooling.
—Susan L. Lytle, Professor Emerita of Education, University of Pennsylvania
2 comments on “My Book: Teaching for a Living Democracy”
Sounds wonderful, Joshua. I hope many teachers (and students) benefit from your book.
Thank you, Norah!