Name-and-discuss bias routines reduce co-option of community voices in community-based teacher education.

Evidence

The structure of course assignments and collaborative inquiry within weekly seminar challenges TCs to grow in critical consciousness as they engage in learning through a critical pedagogical framework (Lee, 2018). Consistent steps are taken to name and discuss implicit/explicit bias and deficit mindsets in order to minimize the co-opting of community voices and experiences. TCs are encouraged to understand the importance of reciprocal partnerships between the classroom and local community. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 342

Categorization

• XREF: connects to: Community-centered teacher education cultivates critical consciousness in future educators — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 366; Community-based teacher education operationalizes Freire’s pedagogy for future educators — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 366; Community-engaged field experiences re-teach educators the assets of local neighborhoods — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 357

Broader Connections

• Community-centered teacher education cultivates critical consciousness in future educators #corroborates (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366
• Community-based teacher education operationalizes Freire’s pedagogy for future educators #expands (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366
• Community-engaged field experiences re-teach educators the assets of local neighborhoods #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 357