At the Center of All Possibilities: Transforming Education for Our Children's Future

“Doug Selwyn has situated children at the center of future educational possibilities, by bringing together an exemplary diversity of authors to help us reflect and transform human lives before it is too late. This array of scholars, educators, and activists will move you to consider the depths of educational possibility in children, youths, subject matters, contexts, and movements. I urge educators at all levels, policy makers, parents, community members, and students themselves to read, ponder, and act on ideas and events compellingly portrayed in At the Center of All Possibilities.”
—William H. Schubert, Professor Emeritus of Curriculum and Instruction and University Scholar at the University of Illinois at Chicago; Fellow of the International Academy of Education; Lifetime Achievement Award recipient in Curriculum Studies from the American Educational Research Association; and Author of Love, Justice, and Education: John Dewey and the Utopians

“At the Center of All Possibilities: Transforming Education for Our Children’s Future engages a diverse and powerful collection of voices to consider, from intersecting and multidimensional perspectives, the ultimate purpose of education. Core beliefs on this issue drive policy and practice—thus influencing every relationship and interaction in teaching and learning. The messages of contributors should be required reading for anyone who wishes to ensure that education supports the cultivation of humans who can construct a just, equitable world.”
—Julie Gorlewski, Associate Professor and Department Chair of Learning and Instruction, State University of New York at Buffalo

“I wish that we didn't need this book, that the schools were working well for all children and preparing them for a healthy future. But they're not, and we need to make real changes in how we educate our young people. We need this book. The essays and interviews compiled in At the Center of All Possibilities: Transforming Education for Our Children’s Future provide a very thoughtful look at how our current educational system could potentially change to better meet the needs of the children, families, and communities it is meant to serve, as well as numerous examples of educators and activists who have already begun that process. There is much useful information and inspiration to be had here, and it left me feeling encouraged about the future.”
—Steve Goldenberg, teacher (now retired) of 37 years at The Little School, Redmond, Washington

“This collection offers practical and unprecedented ideas from a diverse and prestigious group of educators with equally diverse lived experiences. They are committed to helping teachers rethink their starting points, unlearn harmful practices, and commit to ongoing growth. Student belonging, advocacy, and truth is at the heart of their work. Listen to the voices for change and read the inspired words on these pages. Repeat. You will be inspired by the abundance of innovative thought and perspective taking.”
—Aimee Lafontaine, English teacher, reading specialist and interventionist, Hinsdale South High School, Hinsdale, IL

“I really like the book structure with the overarching themes that allow a reader to tackle heavy and important topics in a manageable and digestible fashion. This kind of book should be a staple in all teacher education programs! We should be grappling with these important questions at all levels of society and these conversations should be informing change and transformation.”
—Leslie Rome, Director, Youth and Teen Programs, University of Washington Continuum College

“This is a powerful text full of penetrating and persuasive analysis. What I enjoyed most is that it pulls back the curtains of power in a language that is accessible to multiple audiences. More importantly, the text weaves a politics of hope throughout. Many of the contributors, including Doug Selwyn, have been engaged in deep movement building and/or in theorizing and implementing transformative educational projects for years. A splendid achievement that will be integrated in multiple courses that I teach.”
—Ricardo D. Rosa, Associate Professor of Public Policy, University of Massachusetts-Dartmouth