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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.


“This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Latinos and Education on February 28, 2023, available at

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Journal of Latinos and Education


Available for download on Wednesday, August 28, 2024

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