“Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education

Teacher candidates of Color experiences and perceptions of culturally responsive teaching within teacher education: “they hit the target, not the bullseye”

“…Such accountability can be accomplished when programs redefine what counts as field experiences to encompass community-based sites of learning and situated pedagogies (Ladson-Billings, 2021). Promising examples of this work include the development of authentic partnerships with grassroots organizations, community activists and youth organizers dedicated to dismantling institutional forms of oppression (Picower, 2021; Popielarz, 2022). However, we maintain that such future transformational efforts cannot “live” in specific courses or be led by the few faculty of color alone.…”

“Through the Looking Glass”: The Transformative Power of Reading for Youth Activists

“…Rombalski [67] found that anti-racist youth activists resist hierarchies, uplift multiple perspectives, and ask critical questions. Other studies have examined the activist literacies young people develop in school-based settings [62,68] or community-based education contexts [69]. These studies of critical literacies and youth activism highlight essential practices engaged by youth and educators within and beyond schools as they seek to understand and disrupt unjust systems.…”

Making Connections to and From Out-of-School Experiences

“…Education researchers and practitioners seeking to foster equity, justice, and inclusion have increasingly recognized the importance of culturally sustaining, community-connected, and youth-centered approaches to foster learning (Mirra & Garcia, 2020; Paris, 2012; Paris & Alim, 2014; Popielarz, 2022). In particular, out-of-school time (OST) programs grounded in the culture and communities of minoritized youth are at the forefront of advancing asset-based approaches that honor their knowledge, expertise, and agency (Afterschool Alliance, 2022a, 2022b; Philp & Gill, 2020).…”

“…Through a review, the authors test, refine, and expand a design framework for connections across settings described in connected learning scholarship and identify shared goals and outcome indicators for collectively fostering equity through connective OST practices. The review has implications for practice in terms of offering design principles, examples, and outcome indicators for making connections that policymakers, program leaders, and educators can take up and for research by investigating and theorizing the role connective practices in OST programs can play in learning ecosystems.E ducation researchers and practitioners seeking to foster equity, justice, and inclusion have increasingly recognized the importance of culturally sustaining, community-connected, and youth-centered approaches to foster learning (Mirra & Garcia, 2020;Paris, 2012;Paris & Alim, 2014;Popielarz, 2022). In particular, outof-school time (OST) programs grounded in the culture and communities of minoritized youth are at the forefront of advancing asset-based approaches that honor their knowledge, expertise, and agency (Afterschool Alliance, 2022a, 2022bPhilp & Gill, 2020).…”