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The primary purpose of this paper is to explore the use of community-based pedagogy within a social studies methods course, which can foster the interest of potential educators to teach in similar ways in their own future classrooms. Purposefully, this paper analyzes the experiences of two teacher candidates in an advanced-level PreK-8 social studies methods course as they are connected to the local Detroit community in order to demonstrate community-based pedagogy. Significantly, this form of teacher education challenges traditional academic hierarchies and uplifts the local community as an asset for empowering classrooms. Additionally, this paper examines how incorporating community-based pedagogy influenced two teacher candidates in the development of a critically conscious teaching praxis. Specifically, this paper utilizes a critical qualitative research project to better understand the opportunities and challenges of teacher candidates as they attempt to develop a critical and place-conscious social studies teaching praxis within clinical field placements. Furthermore, this paper discusses how teacher education programs can best support teacher candidates in the co-creation of community-based pedagogies for learning environments rooted in social justice.

Street art prompts us toward critical reflection in order to reimagine a curriculum that is centered upon the humanity of our students and their communities. Thus, educators may lovingly shift the paradigm of the curriculum in order to seek education rooted in social justice. A primary goal of this paper is to utilize critical reflection within a hybrid "third space" in order for educators to work toward a relevant and sustaining curriculum. A secondary goal of the paper is to center specific examples of Detroit street art that will encourage educators to engage in a critical spatial inquiry in order to meaningfully connect the community to their classrooms. Finally, the paper will consider implications for transformative teaching through a student-centered and placeconscious curriculum inspired by the street art of a community.

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