This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students' interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape. This book contains: (1) Curricular Possibilities: Listening to, Hearing, and Learning from Students (Brian D. Schultz); (2) Interlude: From Pedagogy of the Oppressed (Paulo Freire); (3) Confronting "Limit Situations" in a Youth/Adult Educational Research Collaborative (Tara M. Brown and Kevin Galeas); (4) Interlude: from the mouths of babes (Kevin Coval); (5) Learning to Walk Quietly (Cathy Coulter); (6) Interlude: My First Voyage (L. Thomas Hopkins); (7) A Shorty Teaching Teachers: One Kid's Perspective About "Keepin' It Real" in the Classroom (Brian D. Schultz and Paris Banks); (8) Interlude: What Is a School? From I Learn From Children (Caroline Pratt); (9) Ninth-Grade Student Voices in a Social Action Project: "They Went for Us, They Cared" (Shira Eve Epstein); (10) Interlude: Hi(story) & Hope: How the Stories of Our Individual and Collective Pasts Determine What We Believe is Possible (Kahlil Almustafa); (11) They Think Kids Have Nothing to Say (Lloyd Thomas); (12) Listen (Miracle Graham); (13) Challenging Test-Prep Pedagogy: Urban High School Students Educate Pre-Service Teachers Using Liberatory Pedagogy (Louie F. Rodriguez); (14) Interlude: From Prospectus for a Summer Freedom School Program (Charles Cobb); (15) Lessons from the Journey: Exploring Citizenship through Active Civic Involvement (Jennifer Ponder, Michelle Vander Veldt, and Genell Lewis-Ferrell); (16) Interlude: A.D.D. (Rafael Casal); (17) Let My Soul Spit: Young People Write for Reflection and Inspiration (Susan Wilcox); (18) Interlude: Things I Wish I Told My Grandma (Kahlil Almustafa); (19) Constructing and Constricting Teachers: RateMyTeachers.com as a Knotted Space of the Educational Imaginary (Jake Burdick); (20) Interlude: The Moral Training from Methods of Instruction (John Dewey); (21) Teaching John Dewey as a Utopian Pragmatist While Learning from My Students (William H. Schubert); (22) Interlude: Desirable Content for a Curriculum Development Syllabus Today: The Tyler Rationale Reconsidered (Ralph W. Tyler); and (23) Student-Led Solutions to the Dropout Crisis: A Report by Voices of Youth in Chicago Education, Voices of Youth in Chicago Education (VOYCE). "Listen and Learn", a foreword by William C. Ayers, and "Prayer for the First Day of Chicago Public School," an afterword by Kevin Coval, are presented.