Document Type
Article
Publication Date
2-28-2023
Abstract
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.
Recommended Citation
Pauli Badenhorst, Sandra Musanti, Veronica Estrada, Patricia Robles & Amy Montoya (2023) Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures, Journal of Latinos and Education, DOI: 10.1080/15348431.2023.2184371
Publication Title
Journal of Latinos and Education
DOI
doi.org/10.1080/15348431.2023.2184371
Comments
“This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Latinos and Education on February 28, 2023, available at https://www.tandfonline.com/share/REWBSXVZYGFUJG8FJHAD?target=10.1080/15348431.2023.2184371