Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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17

Community Involvement; Teaching Methods; School Community Relationship; Equal Education; Hispanic American Students; Preservice Teacher Education; Teacher Student Relationship; Parent Teacher Cooperation; Bilingualism; Teacher Expectations of Students; Minority Serving Institutions; Preservice Teachers; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Elementary Secondary Education; College School Cooperation

10.1080/15348431.2023.2184371

1534-8431
1532-771X

Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge school and university cultures. Based on our findings, a community-engaged teacher preparation approach should prioritize that teacher candidates can establish rapport and relationship with students and their families; grapple with the contradictions entrenched in a prevalent deficit model, and embrace advocacy in terms of valuing bilingualism, critically curtailing biases, and setting high expectations for students.

As Provided

2024

EJ1415342