Extraordinary Pedagogies for Working Within School Settings Serving Nondominat Students

Summary: There are pedagogies used in schools that are extraordinary, in the sense that they intentionally go beyond the ordinary understandings and practices many children and youth experience as individuals in schools on a daily basis, to guide them toward the pursuit of social justice, agency as learners, and constructive action. However, audiences may not have read or learned about these pedagogies unless they appeared in journals as a separate item or a collection of articles in a themed volume. For the past several volumes, Review of Research in Education has focused on issues of equity, youth culture, and democracy. In this volume, we continue this pattern to center on extraordinary pedagogies in school settings serving nondominant students. Our intention is to share with you through these reviews some of the exceptional pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning.