Community knowledge holds transformative educational potential when co-constructed

Evidence

The findings from these case studies highlight a number of benefits to the participants, including the value of co-construction of knowledge, the production of radically different worldviews resultant from critical reflections, the conscious formulation of new ways of defining one’s world, and the production of meaningful curricula and pedagogical techniques applicable to context. All three projects show that communities construct and possess knowledge that has transformative possibilities. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 214

Categorization

• XREF: connects to: Community-engaged field experiences re-teach educators the assets of local neighborhoods — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 357; Community mentors can be woven into cross-curricular project-based learning for young students — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 355; Community-centered teacher education cultivates critical consciousness in future educators — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 366 (+9 more)

Broader Connections

• Educational knowledge production requires co-intent participation rather than one-sided transmission #corroborates (0.85) — Paulo Freire, Pedagogy of the Oppressed, 176
• Community-based teacher education operationalizes Freire’s pedagogy for future educators #expands (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366
• Community partnerships in research shift participation beyond informed consent into shared knowledge creation #expands (0.80) — David Schlosberg, Defining Environmental Justice, 253
• Involving community partners across syllabus design makes partnerships sustainable #qualifies (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 362