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: Hardback
Length: 210 pages
Publication date: 22 February 2022
Publisher: Taylor & Francis Ltd

Consent in the Childhood Classroom presents a novel perspective on social and emotional learning, self-regulation, and purported misbehavior by focusing on the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers frequently encounter disruptions and acts of dissent from young students, lacking a comprehensive conceptual framework to comprehend the potential roots of these expressions, which may stem from social injustices, developmental nuances, and problematic assumptions about children's agency. By raising intricate yet relatable questions about the assumptions of authority, positivity, and routines in learning environments, and incorporating classroom anecdotes alongside interviews with children and teachers, this book provides an accessible avenue to fostering expansive relationships within the classroom, envisioning a more enriched and reciprocal education, and gaining a deeper understanding of what school means from the child's perspective.

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 questions about the assumptions of authority, positivity, and routines in learning environments, and incorporating classroom anecdotes alongside interviews with children and teachers, this book provides an accessible avenue to fostering expansive relationships within the classroom, envisioning a more enriched and reciprocal education, and gaining a deeper understanding of what school means from the child's perspective.

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 questions about the assumptions of authority, positivity, and routines in learning environments, and incorporating classroom anecdotes alongside interviews with children and teachers, this book provides an accessible avenue to fostering expansive relationships within the classroom, envisioning a more enriched and reciprocal education, and gaining a deeper understanding of what school means from the child's perspective.

Weight: 572g
Dimension: 229 x 152 (mm)
ISBN-13: 9780367617028