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In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers’ efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways. Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement. The coauthor ofUnderstanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.
Make Me! has become an indispensable text in my Culturally Responsive Classroom Management masters course. I’ve used it three semesters and each semester it is THE top text students say must be included when I teach the class again. As a former teacher himself, Toshalis speaks to the reader from a position of empathizing with the many challenges educators face. He also invites the reader to consider the ways in which we, as educators, may inadvertently contribute to student resistance in spite of our best efforts and intentions. Rather than viewing student resistance as disrespect, laziness, or disinterest in school, Toshalis reframes it by encouraging educators to see resistance as a resource we need to tap into. In other words, educators should view student resistance as a sign that something isn’t right and thus approach it from a position of inquiry: What is causing the student to resist and how can we address that problem? To capture the many reasons why students might resist, Toshalis organizes the book into four ways of understanding student resistance: theoretically, psychologically, politically, and pedagogically. Within each chapter he expertly blends theory and practice by using various theoretical lenses and research to situate our understanding of resistance and then presenting concrete strategies educators can use to address student resistance in their classrooms and schools. Make Me! has opened my students’ eyes (many of whom are full-time teachers) and fundamentally shifted the way they approach their students’ challenging behaviors. I can’t recommend it highly enough!
