Community-based pedagogy research should avoid romanticizing its subject

Evidence

To further our understanding of community-based teacher education, longitudinal research projects must share the outcomes of designing and implementing student-centered and place-conscious pedagogy in methods courses and field placements. Further research projects must aim to understand how TCs envision and apply a community-based pedagogy as they transition into the classroom. Such research projects would embolden the use of conscientização in teacher education programs for more loving futures. These contributions to the literature should not romanticize community-based pedagogy and instead further strengthen the role of teacher education programs in teaching and learning for social justice. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 365

Categorization

• XREF: The warning against romanticizing aligns with the known critique that place-conscious and community pedagogy literatures can whitewash power and inequality in service of feel-good narratives. — connects to: Community-engaged field experiences re-teach educators the assets of local neighborhoods — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 357; Counterstory pedagogy must preserve intra-communal diversity to avoid flattening perspectives. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 490; Cultural synthesis means educators learn with people rather than transmit anything — Paulo Freire, Pedagogy of the Oppressed, 579 (+1 more)

Broader Connections

• Scholarship from marginalized communities requires engaged praxis, not detachment #qualifies (0.80)
• Counterstory pedagogy must preserve intra-communal diversity to avoid flattening perspectives. #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 490
• Cultural synthesis means educators learn with people rather than transmit anything #complicates (0.75) — Paulo Freire, Pedagogy of the Oppressed, 579