Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students

<p><strong></strong></p><p style=margin: 0in 0in 0.0001pt;><strong>Review of Research in Education (Volume 37) </strong>explores the extraordinary pedagogies that teachers and educators <span style=font-size: 9pt;>have developed in recent years to address the needs of nondominant students and families served by public </span><span style=font-size: 9pt;>schools and institutions of higher learning. In this volume extraordinary pedagogies are shown not to be about </span><span style=font-size: 9pt;>“best practices” or the most effective teaching methods for teaching to the learners’ needs but rather to bring </span><span style=font-size: 9pt;>attention to how poverty race social class and language interact with local practices in teaching and learning and </span><span style=font-size: 9pt;>in the everyday lives of families educators children and youth. By examining these broader sociocultural issues </span><span style=font-size: 9pt;>this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger </span><span style=font-size: 9pt;>issues. Transforming schooling is possible – but it requires extraordinary pedagogies.</span></p>