The whole session will model the practices and pedagogies
1) Begin with a community building ritual (10 min)
2) Establish norms and contextualize the work (10 min)
3) Explore the toxins (20 min)
4) Explore the ways of being (10 min)
5) Intro the pedagogies (20)
6) Modify using the learning tool (20)
Q and Q throughout - we will be working in small groups through the workshop portions
The artifacts will be:
1) Identity Mandalas
2) The Table of 4 Toxins with reflective prompts
3) Table of Ways of Being with reflective prompts
4) modified lesson plan
5) The framework learning tool
1. Critical Pedagogy & Student Agency
Paulo Freire (1970, Pedagogy of the Oppressed): Argues that education must shift from a “banking model” to a dialogical, problem-posing practice that positions learners as co-creators of knowledge. This underpins the idea that students’ voices are central to meaningful learning.
bell hooks (1994, Teaching to Transgress): Introduces “education as the practice of freedom,” where classrooms center dialogue, lived experience, and love as radical pedagogical acts.
2. Equity-Centered & Culturally Relevant Pedagogy
Gloria Ladson-Billings (1995, Culturally Relevant Pedagogy): Demonstrates that affirming students’ cultural identities and fostering critical consciousness improve achievement and belonging.
Geneva Gay (2010, Culturally Responsive Teaching): Highlights the need for pedagogy that draws explicitly on students’ cultural knowledge and lived experiences.
3. Belonging & Identity in Learning
Claude Steele (2010, Whistling Vivaldi): Research on stereotype threat illustrates how identity affirmation is essential to academic success.
Zaretta Hammond (2015, Culturally Responsive Teaching and the Brain): Shows the neurological impact of affirming student identity, trust, and voice in learning.
Shane Safir & Jamila Dugan (2021, Street Data): Argue that traditional quantitative metrics erase marginalized voices and that “street data”—student stories, counter-narratives, and reflections—are essential to equity.
4. Voice, Agency, and Democracy in Schools
Dana Mitra (2008, Student Voice in School Reform): Demonstrates how integrating student voice in decision-making fosters deeper engagement and agency.
Michael Fielding (2001): Advocates for “radical collegiality,” where students and teachers share responsibility for shaping learning.
5. Assessment & Equity
Joe Feldman (2019, Grading for Equity): Argues for assessment practices that affirm identity, reduce bias, and provide multiple ways of demonstrating learning.
Linda Darling-Hammond (2017): Research on authentic assessment and deeper learning highlights how centering voice and inquiry produces more equitable outcomes.
6. Contemporary Anchors
The Pedagogies of Voice book itself (Safir, Bagsik, Jaber, Watson, 2025) synthesizes these traditions into a practical framework organized around the four domains of agency—Identity, Belonging, Inquiry, and Efficacy—while offering concrete pedagogical “moves” educators can use to awaken student voice.
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