Transect walks immerse educators in communities to read social conditions

Evidence

We propose the use of transect walks as an instrument within a larger philosophical and methodological repository that encourages critical consciousness and the enhancement of student-teachers’ ability to “reading the word and the world” (Freire & Macedo, 1987). While more on transect walks will be discussed later, in brief, they are systematic walks along defined routes across a community together with the local people to explore socioeconomic conditions by observing, asking, listening, looking, and producing educational responses that could assist in responding to socioeconomic realities. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 175

Categorization

• DEFINE: Defines the transect walk pedagogical instrument as community-embedded observation.
• CANDY: A liveable idea: teachers exploring neighborhoods on foot with residents as pedagogical method.
• ADDENDUM: Fits the trees-as-infrastructure essay’s infrastructure angle as another underused form of place-based learning infrastructure.
• XREF: connects to: 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; Transect walks in teacher education can build solidarity against oppressive forces — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 216 (+2 more)

Broader Connections

• Transect walks in teacher education can build solidarity against oppressive forces #expands (0.90) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 216
• Community mapping generates knowledge through dialogical collective examination of lived experience. #corroborates (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 207
• Community-based teacher education operationalizes Freire’s pedagogy for future educators #expands (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 366