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2018
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  4. Volume 55, Issue 2
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Volume 55, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

In this article, we reflect on the potential of involving preservice teachers in pedagogical experiences with community-based organizations to cultivate all students’ genius and criticality (Muhammad, 2020). Drawing on our (re)active praxis as teacher educators, we examine our work with two preservice ELA teachers who planned and taught a critical literacy curriculum at a community-based site. By (re)imagining teacher education beyond traditional university and school classroom walls, we consider the possibilities of bridging university-community contexts to develop our own implementation of critical pedagogies.

© 2023 by the National Council of Teachers of English
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/content/journals/10.58680/ee202332217
2023-01-01
2023-12-05
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References

  1. LeeC. C., DufresneK. V., & RelyeaJ. 2021) “They are doers”: Writing to advocate with immigrant youth in community-based organizations.. Journal of Adolescent & Adult Literacy, 64(5), 497–509.
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(Re)Active Praxis: The Possibilities of Community-Based Partnerships for English Language Arts Preservice Teacher Education
English Education 55, 136 (2023); https://doi.org/10.58680/ee202332217
/content/journals/10.58680/ee202332217
/content/journals/10.58680/ee202332217
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  • Article Type: Research Article
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