Review by Booklist Review
Researcher Cushman, professor of literacy education Kristien Zenkov, and professor of research methodology Meagan Call-Cummings assembled a culturally, economically, and geographically diverse group of teenagers and asked them to share their anxieties about the figurative fires in their lives. The result is a series of confessional, reflective, and honest tidbits about sources of pressure and crisis. The authors present an asset-based view of teenagers who want to talk and be heard, to feel they belong, to forge identities and have them affirmed. They describe a teacher-student relationship based on earning students' trust and in turn creating authentic connections between schoolwork and students' realities. Thus, this book can be viewed as an introduction to inquiry-based learning, wherein teachers validate student concerns by using the world as curriculum. The first section's interviews build well to the second section, a casebook of inquiry topics complete with cross-curricular lessons. The authors provide many resources and activities to facilitate social-emotional development and inquiry. Taken as a whole, the book centers youth voice, agency, and activism as the keys to teen development.
From Booklist, Copyright (c) American Library Association. Used with permission.
Review by Publisher's Weekly Review
Cushman (Fires in the Bathroom), cofounder of the nonprofit What Kids Can Do, and educators Zenkov and Call-Cummings examine how today's "social, political, economic, and climatic crises" are stressing students in this well-intentioned yet familiar account. In interviews, public high schoolers across a wide range of demographics convey their search for belonging and their complex social identities. Answering the students' call for the "genuine interest and supportive actions of teachers" who will make learning relevant to their lives, the authors provide tool kits for preparing students "to act as civic agents" on such issues as climate change, gun violence, immigration, and voter engagement. These guides include advice on how to calculate one's carbon "foodprint," conversation starters for debating gun control, prompts for exploring the connection between politics and math, and guidelines for using plural pronouns to refer to gender nonbinary people. Unfortunately, the authors don't provide much analysis of how the education system (rather than individual teachers) can change to better meet students' needs and foster their engagement in real-world issues. Still, this is an accurate and useful snapshot of what today's teenagers are up to and up against. (Mar.)
(c) Copyright PWxyz, LLC. All rights reserved
Review by Library Journal Review
In this update to the groundbreaking Fires in the Bathroom, which shed light on what high school students wanted from their teachers, academics Cushman, Kristien Zenkov, and Meagan Call-Cummings report that the student population has become more diverse in terms of culture and language while societal pressures have resulted in increased mental health issues. Teacher demographics, however, have remained stable and thus many students encounter educators who do not resemble them in terms of race or culture. Nevertheless, in this stirring work, the authors stress that students have a strong interest in their education and how it can prepare them for future success. Students hunger for a safe learning environment, a sense of belonging, the ability to connect with those of differing backgrounds, and support as they find their voice and hone their talents. Readers will be roused by eye-opening accounts from students grappling with climate change, community violence, voter engagement, immigration, gender identity, and other issues. The authors provide resources such as lesson plans, websites, and organizations enabling teachers to meet curriculum requirements while also imparting knowledge and skills desired by students. VERDICT For anyone interested in inspiring students and helping them develop their full potential as global citizens.--Lydia Olszak, Bosler Memorial Lib., Carlisle, PA
(c) Copyright Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
