From Involvement to Solidarity: Community Engagement to Foster Culturally-Proactive and Constructivist Pedagogy

Autor/inn/en	Barnes, Meghan E.; Marlatt, Rick
Titel	From Involvement to Solidarity: Community Engagement to Foster Culturally-Proactive and Constructivist Pedagogy
Quelle	In: Journal of Curriculum and Pedagogy, 19 (2022) 1, S.4-27 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marlatt, Rick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-5170
DOI	10.1080/15505170.2020.1832005
Schlagwörter	School Community Relationship; Power Structure; Equal Education; Teaching Methods; Culturally Relevant Education; Cultural Awareness; Cultural Pluralism; Constructivism (Learning); Teacher Education Programs; Learning Experience; Student Diversity; Sociocultural Patterns; State Universities; English Instruction; English Teachers; Language Arts; Secondary School Teachers; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Kulturpluralismus; Lernerfahrung; Soziokulturelle Theorie; Staatliche Universität; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sprachkultur
Abstract	Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teaching in U.S. schools. Recent literature indicates that community-based experiences during teacher education may introduce teacher candidates (TCs) to more diverse people and spaces, develop TCs' multicultural awareness, and prepare TCs to address issues of justice and equity in their teaching. In this study, we draw on sociocultural theory and culturally-proactive teaching to frame our development of a community engagement project at two large public universities in the U.S. Specifically, we analyze TCs' experiences and reflections during their participation in the project to consider how their characterizations of community and community-engaged teaching shifted over time. We then draw on our findings to consider the conceptions of community-engaged teaching TCs held after engaging in the project and to identify implications for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01