Educators of every kind such as school superintendents, principals, teachers, higher education practitioners, community organizers and even students will gain essential skills, resources and examples to encourage and support individual as well as collective empowerment from early childhood education through college in both traditional classrooms and in the broader community. Working toward the goal of empowering young people as active citizens, this collection of chapters presents voices from across the broad community of educators who share their successful individual work of methods and practices that empower young people to engage in their own agency. By using student centered practices in and out of the classroom, their stories demonstrate multiple ways to successfully achieve these ends. The book clearly and effectively presents these concepts: How to encourage self-directed learning; methods and examples of participatory practices and inquiry methods; strategies designing and supporting Problem Based Learning; models for civic engagement; organizing strategies; and practices related to Critical Race Theory. This collection can provide practitioners with strategies and skills that will encourage and develop self-confidence and self-direction in many arenas working together to create change in a democratic landscape as youth learn to use their power.

Scott Wurdinger is a professor of experiential learning and leadership studies at Minnesota State University, Mankato. His most recent book published with Rowman and Littlefield is titled Changing the Status Quo: Courage to Challenge the Education System.Cynthia McDermott is a faculty member in education at Antioch University Los Angeles. Her academic interest is in encouraging opportunities for young people to have power and to stand against oppression.Kiel Harell is an assistant professor of education at the University of Minnesota, Morris. His research focuses on increasing opportunities for democratic deliberation in teacher education.Hilton Smith, starting in 1965, taught secondary social studies in a variety of demographic situations rural, suburban, urban including an alternative high school in Atlantic Public Schools which he cofounded. He served as Coordinator of Education for the Foxfire Foundation until joining the School of Education at Piedmont College, Georgia, until his retirement in June 2017 to assume a part-time status.

Preface

Introduction

Chapter 1- Empowering Students to Take Control Through Project-Based Learning

Scott Wurdinger

Chapter 2- The Promise of Action Civics in Closing the Civic Engagement Gap

Arielle JenningsChapter 3-Engagement of Stakeholders in a Learning Community: Avalon SchoolWalter Enloe and David Blake Willis

Chapter 4-Finding a Direction, Creating Student Driven Learning Culture

Paul Tweed

Chapter 5- Have I Ever Stopped You

Fred Chapel

Chapter 6- Beyond Revolution: Transforming Whole Schools to Foster Student Power

Adam Fletcher

Chapter 7- Empowering the Self-Perceived Powerless: Reflections of a first-year, high school science teacher

Kimberly Kim Takagi

Chapter 8- Empowering Students through Curriculum Development in the College Classroom

Kiel Harell and Sara Lam

Chapter 9- Preparing New Teachers to Radically Change Predictable and Unequal Outcomes for P-12: A Critical Race Theory Approach

Timothy Berry

Chapter 10- Engaging and Deschooling Students: Promoting the Grande Passion through Failure and Mastery with Self Determination Theory

Pete Allison

Chapter 11- (Re)Design to Empower Students In the Classroom and at Scale

Jeff Galle

Chapter 12-Creating a Foxfire-like project in Teacher Education

Carlin Bell, Malaika Boyer, Fred Chapel, Jillian Eissler, Ryan Johnson, Muniza Khan, Diana Lesso, Jose Lovo, J. Cynthia McDermott, Zoe Morris, and Ian Stuart

About the Editors

About the Contributors