Community mentors can be woven into cross-curricular project-based learning for young students

Evidence

Another TC demonstrated the importance of community-based pedagogy for place-conscious and student-centered social studies. Through the lesson plan assignment, this TC created a cross-curricular activity where her secondgrade students engaged in project-based learning with peer mentors from the Brightmoor Makerspace. … We are surrounded by a community who literally creates solutions and has so much passion. That is the kind of teaching I want. When we talk about community I want to immerse my children into their own communities but also the community of Detroit and how it is changing because of the people around the city who believe in it. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 355

Categorization

• SHARE: A concrete example of place-based, community-centered teaching practice a teacher-educator would appreciate.
• XREF: connects to: Community knowledge holds transformative educational potential when co-constructed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 214; Involving community partners across syllabus design makes partnerships sustainable — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 362; Effective place-based education runs on community partnerships and genuine student projects. — David Sobel, Place-Based Education: Connecting…, 13

Broader Connections

• Effective place-based education runs on community partnerships and genuine student projects. #corroborates (0.85) — David Sobel, Place-Based Education, 13
• Involving community partners across syllabus design makes partnerships sustainable #expands (0.72) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 362
• Community knowledge holds transformative educational potential when co-constructed #expands (0.70) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 214