The word “dignity” is not typically used in education, yet it is at the core of strong pedagogy. This book names the concept and shows readers what education looks like when it is centered on students’ dignity. By bringing together a collection of chapters written by authors with wide-ranging expertise, this volume presents a powerful approach to education that reminds people of their somebodiness—the premise that each person inherently possesses the intellectual acumen and creative resources to pursue development on their own terms. This timely book brings dignity into sharper focus, moving the field toward a language that captures what is required for oppressed communities to recognize their potential. It synthesizes research for educators, school leaders, and educational activists to help them make sense of what they are working for and against: dignity and the numerous affronts to it. Dignity-Affirming Education is important reading for anyone who works with students of any age, including nontraditional or adult learners, in formal and informal educational contexts.


Book Features:




Provides a clear picture of how educators can affirm students’ dignity in their everyday practice.
Outlines an approach to social-emotional learning (SEL) that takes social processes such as stigma, exclusion, and marginalization into account.
Offers vivid portraits of what dignity-affirming education can be for a variety of settings.
Contributes to a new vocabulary for seeing educational processes as students experience them.
Presents rigorous research in a way that is digestible for policymakers, practitioners, and scholars alike.
Provides a base for emerging study and sets the stage for additional inquiry and research.

Series edited by: William Ayers, Therese Quinn