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

Authors

Pauli Badenhorst, The University of Texas Rio Grande ValleyFollow
Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow
Veronica L. Estrada, The University of Texas Rio Grande Valley
Patricia Robles, The University of Texas Rio Grande Valley
Amy Montoya, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

3-2024

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.

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

Recommended Citation

Badenhorst, P., Musanti, S., Estrada, V., Robles, P., & Montoya, A. (2023). Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures. Journal of Latinos and Education, 23(2), 812–828. https://doi.org/10.1080/15348431.2023.2184371

Publication Title

Journal of Latinos and Education

DOI

https://doi.org/10.1080/15348431.2023.2184371