Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory

Abstract

Cammarota and Romero describe how they utilized a framework they call critically compassionate intellectualism (CCI)—a trilogy of critical pedagogy, authentic caring, and social justice–oriented curriculum—to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, in this article, I apply the tenets of relational–cultural theory (RCT) to enhance existing understandings of this component. Based on feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI beyond its original contexts while retaining core emphases on relationships, empathy, and associated aspects of authentic caring.

Teaching career counseling as a pathway for justice and advocacy work

“…Perhaps, the most significant hurdle to social justice advocacy is the individualistic focus of the counseling profession mediated through counselor education in conjunction with the profession's tendency to differentiate from social work. Clients would be better served if counselors were trained with a more systemic lens through which critically compassionate intellectualism, a framework developed by Latine scholars, could provide models of advocacy at the micro‐, meso‐, and macrolevels (Rector‐Aranda, 2019; Hanna et al., 2000). Furthermore, we need to help prepare students for supervisors and institutions where they will intern and work that maybe resistant to justice initiatives (Fickling, 2018).…”

Culturally Responsive Differentiated Instruction

“…Acknowledging the digital revolution, these authors recommended CRT as relevant in meeting the learning needs of diverse students across generational and cultural divides. CRT is presented as an emancipatory and transformative pedagogy to the extent that students' values and cultures are not only praised, but also used to teach students effectively (Bamber, Lewin & White, 2018;Pitsoe & Dichaba, 2014;Rector-Aranda, 2018). Pitsoe andDichaba (2014:1358) argue for "a pedagogy responsive to the learning, emotional and social needs of ethnically and linguistically diverse students with and without disabilities".…”