Consent in the Childhood Classroom: Centering Student Voices Across Early Years and Elementary Education

Consent in the Childhood Classroom challenges traditional assumptions of social and emotional learning, self-regulation, and putative misbehavior by focusing on the theme of consent in the experiences of young children and their teachers. It offers an accessible approach to cultivating expansive relationships, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child.

Format: Paperback / softback
Length: 210 pages
Publication date: 22 February 2022
Publisher: Taylor & Francis Ltd

Consent in the Childhood Classroom presents a radical reimagining of traditional notions of social and emotional learning, self-regulation, and purported misbehavior by placing the central theme of consent at the heart of the experiences of young children and their teachers. Early childhood and elementary educators frequently encounter disruptions and acts of dissent from their young students, lacking a comprehensive conceptual framework to comprehend the potential roots of these expressions, which may stem from social injustices, developmental complexities, and problematic assumptions about children's agency. By raising intricate yet relatable inquiries into the assumptions of authority, positivity, and routines within learning environments, and drawing upon classroom anecdotes alongside interviews with children and teachers, this book offers an accessible avenue to cultivating expansive relationships within the classroom, envisioning a more enriching and mutually beneficial education, and gaining a clearer understanding of what school means from the perspective of the child.

Early childhood and elementary teachers often face disruptions and acts of dissent from young students, without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, and problematic assumptions about the nature of children's agency. By raising intricate yet relatable inquiries into the assumptions of authority, positivity, and routines within learning environments, and drawing upon classroom anecdotes alongside interviews with children and teachers, this book offers an accessible avenue to cultivating expansive relationships within the classroom, envisioning a more enriching and mutually beneficial education, and gaining a clearer understanding of what school means from the perspective of the child.

Early childhood and elementary educators frequently encounter disruptions and acts of dissent from their young students, lacking a comprehensive conceptual framework to comprehend the potential roots of these expressions, which may stem from social injustices, developmental complexities, and problematic assumptions about children's agency. By raising intricate yet relatable inquiries into the assumptions of authority, positivity, and routines within learning environments, and drawing upon classroom anecdotes alongside interviews with children and teachers, this book offers an accessible avenue to cultivating expansive relationships within the classroom, envisioning a more enriching and mutually beneficial education, and gaining a clearer understanding of what school means from the perspective of the child.

Weight: 334g
Dimension: 153 x 228 x 18 (mm)
ISBN-13: 9780367567620