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Pedagogies of Kindness and Respect

On the Lives and Education of Children

Edited By Paul L. Thomas, Paul R. Carr, Julie A. Gorlewski and Brad J. Porfilio

Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.
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Chapter Ninteen: A Critical Pedagogy of Care and Respect: What Queer Literacy Pedagogy Can Teach Us About Education for Freedom

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CHAPTER NINTEEN

A Critical Pedagogy OF Care AND Respect

What Queer Literacy Pedagogy Can Teach Us About Education for Freedom

CAMMIE KIM LIN



If we are seriously interested in education for freedom as well as for the opening of cognitive perspectives, it is also important to find a way of developing a praxis of educational consequence that opens the spaces necessary for the remaking of a democratic community. For this to happen, there must of course be a new commitment to intelligence, a new fidelity in communication, a new regard for imagination. It would mean fresh and sometimes startling winds blowing through the classrooms of the nation. It would mean the granting of audibility to numerous voices seldom heard before and, at once, an involvement with all sorts of young people being provoked to make their own the multilinguality needed for structuring of contemporary experience and thematizing lived worlds.

—MAXINE GREENE, THE DIALECTIC OF FREEDOM, 1988

When, in the late 1990s, I began my career as middle-school English language-arts teacher at a public school in Brooklyn, New York, I found the writings of critical educators such as Maxine Greene and Paulo Freire inspiring in the face of the challenges of beginning teaching. Indeed, in graduate school, I was fortunate enough to take a “class” with the late Maxine Greene. We students were invited to her home. It was a Sunday morning in early...

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