Community based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum

Abstract

Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language curriculums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann & Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, & Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts.

Interweaving prisoners’ voices and citizens’ perceptions: A social justice and community-based pedagogy project

“…In this sense, CBPs adopt and adapt real life situations and sources based on the communities' places, experiences, conceptions, traditions, and others to guide the learning and teaching development. In line with this point of view, CBPs entail the communities' knowledge, beliefs, perceptions, and others which people have shared and communicated through time and everyday contact (Lastra et al, 2018). Then, CBPs foster the implementation of any resource that communities could provide for managing the educational growth based on real life contexts.…”

“…In fact, CBPs focuses on identifying and analyzing different community assets that surround learners to design a collaborative curriculum based on real socio-cultural contexts (Medina et al, 2015). Additionally, FoK fastens upon enriching social competences and experiences through the learning processes (Lastra et al, 2018). Lastly, SJ promotes a reflective analysis and critical thinking of different real circumstances for fostering equality in citizens (Nieto, 2006;Ngubane & Makua, 2021).…”

Constructing Community Knowledge by Exploring a Group of High School Students’ Funds of Knowledge

“…These two intertwined frameworks provide a platform for teaching and learning. According to Lastra et al (2018), " [CBP] involves the knowledge of the local communities, beliefs, constructs, and perceptions that all the people who belong to that community hold and share through everyday contact" (p. 211). In addition, Cooper and Levin (2011) also argue that CBP is an action-oriented method to help teachers learn more about their students' cultures, especially their homes and communities.…”

11th Graders Acknowledgment of Their Community Through Multiliteracies in an EFL Classroom

“…This perception allowed me to project my English class as a means to potentiate my students in that community, leading them to become a key part of their community development and at the same time, adapting the class contents to the community work framed on the Community-Based Pedagogy. According to Lastra, Durán & Acosta (2018), CBP involves the knowledge of the community, its beliefs, constructs, and perceptions that people from the community hold and shared in their day-to-day (p. 211). The knowledge that can be constructed as a result of the students' community inquiry, can constitute a suitable moment to turn the curriculum into a source of vast opportunities for the students to value their local knowledge.…”