Not a Stage!

Contents: Mark D. Vagle: Introduction: Being a Bit Disruptive - Mark D. Vagle: The Anchor Essay: Trying to Poke Holes in Teflon: Developmentalism; Young Adolescence; and Contingent, Recursive Growth and Change - Mark D. Vagle: Locating and Opening Up Some Obscured Micro-Contexts in Order to Do More LEARNING FROM (rather than Teaching) Young Adolescents - Bic Ngo: Constructing Immigrant Adolescent Identities: Exploring the "Magical Property" of Discourses - Kristien Zenkov/Marriam Ewaida/Athene Bell/Megan Lynch: Seeing School and Learning English: Recent Immigrant Youths' Insights into Adolescents, Young Adolescence, Learning, and Teaching - Shannon D. M. Moore: Putting 'Boy' in Crisis: Seeking an Education of Gender rather than in Gender - Hilary Hughes-Decatur: Always Becoming, Never Enough: Middle School Girls Talk Back - Zan Crowder: Reappraising "Juvenilia" as a Means of Re-Conceptualizing "Adolescence" - Mark D. Vagle: Making a Reoriented Conception of Growth and Change "Actionable" - Enora Brown: Both/And/All of the Above: Addressing Individual, Social, and Contextual Dimensions of Educating Middle School Youth - Penny Bishop: Multiple Discourses and Missing Voices - Leslie David Burns/Leigh A. Hall: Using Students' Funds of Knowledge to Enhance Middle Grades Education: Responding to Adolescen(TS) - Hilary G. Conklin: What's Interbeing Got to Do with It? Shared Experiences, Public Problems, and the Unique Individual - Mark D. Vagle: Re-Conceptualizing Growth and Change "Outside" U.S. Contexts - David C. Virtue: Norwegian Perspectives on Educating Young Adolescen(TS) - Donna Pendergast/Nan Bahr: What's Happening Down Under: Young Adolescent Education in Australia - Ajay Sharma: 'Particularizing' Young Adolescents in an Indian Context - Barbara Garrick/Jayne Keogh/Donna Pendergast/Shelley Dole: Locked into Place through Teacher Education: The Discursive Construction of Young People in the Middle Years of Schooling - Mark D. Vagle: Closing: Some Messy Hopes.

Mark D. Vagle, Associate Professor at the University of Georgia, is co-editor of Developmentalism in Early Childhood and Middle Grades Education: Critical Conversations on Readiness and Responsiveness and has published numerous scholarly works in journals such as the International Journal of Qualitative Studies in Education, Teaching Education, and Education and Culture.

"This volume offers a timely international critique of 'development' as it frames and regulates the policies and practices of young adolescent education. Beyond critique, however, this book is a call to action. Mark D. Vagle and contributors provide readers with vivid examples and strong arguments for understanding teaching and learning as a dynamic relational phenomenon that places young adolescents and their teachers - rather than a technical set of best practices - front and center." (Cynthia Lewis, Professor of Critical Literacy and English Education, Department of Curriculum and Instruction, University of Minnesota)
"Without repudiating developmentalism altogether, contributors to this landmark collection particularize it, in place (not always the United States, as the final section makes explicit), as informing individuals who are also citizens-in-the-making, gendered, racialized, victims and beneficiaries of hierarchies of power. From babies' growth charts to the fate of the nation, these essays invoke the inextricability of subjective and social reconstruction in the education of (not only) adolescents. This is, as Mark D. Vagle knows, a 'scratching, gnawing, playful text'." (William F. Pinar, Professor and Canada Research Chair, University of British Columbia, Vancouver, Canada)
"'Not a Stage!' unsettles the most foundational assumptions within young adolescent education and illuminates contexts that reveal the significance and the limits of what we can know about the diversity of youth. Mark D. Vagle and colleagues engage in a conversation that is timely, provocative, and necessary - and we should all join in today." (Kevin Kumashiro, Author of 'Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture')