Community-centered teacher education cultivates critical consciousness in future educators

Evidence

As we are now past the fifty-year mark of the original release of Pedagogy of the Oppressed, we must expand upon loving and courageous education for social justice. Freire’s critical pedagogy centers the life experiences of students and their communities in order to foster meaningful learning opportunities. This chapter heightens Freire’s critical pedagogy by discussing the use of communitybased teacher education for cultivating the critical consciousness of future educators. In turn, TCs may engage in conscientização in order to reimagine student-centered and place-conscious classrooms. This will aim to transform the education system as the environmental, cultural, and socioeconomic contexts of the community are (re)centered in the classroom. In this way, we may collectively revitalize and sustain education as the practice of freedom. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366

Categorization

• XREF: connects to: Name-and-discuss bias routines reduce co-option of community voices in community-based teacher education. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 342; Community field experiences shift teacher candidates’ lesson design toward place-conscious pedagogy — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 351; Community-engaged field experiences re-teach educators the assets of local neighborhoods — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 357 (+7 more)

Broader Connections

• Community-based teacher education operationalizes Freire’s pedagogy for future educators #corroborates (0.95) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366
• Teachers’ own consciousness gaps block culturally relevant pedagogy from actually using critical consciousness. #complicates (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 249
• Mindfulness-based teacher transformation can be reframed through Freirean critical consciousness #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 694
• Community knowledge holds transformative educational potential when co-constructed #expands (0.72) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 214
• Teacher vulnerability is the precondition for mutual classroom empowerment #expands (0.72) — bell hooks, Teaching to Transgress, 58
• Educators as public intellectuals must model engaged democratic citizenship #expands (0.70) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2698