Chapter 2: Still Fighting for Ethnic Studies: The Origins, Practices, and Potential of Community Responsive Pedagogy

Autor: Jeffrey M. R. Duncan-Andrade, Allyson Tintiangco-Cubales
Rok vydání: 2021
Předmět:
Zdroj: Teachers College Record: The Voice of Scholarship in Education. 123:1-28
ISSN: 1467-9620
0161-4681
DOI: 10.1177/016146812112301303
Popis: Background/Context As the debate on what content should be included in Ethnic Studies continues, there has also been an exploration of what effective pedagogy in Ethnic Studies looks like. Community responsive pedagogy advances the work of critical pedagogy and culturally responsive pedagogy by centralizing a community's context in the education of children and youth. We use community to refer to the cultural, political, social, and economic spaces and places that shape student and family realities. Purpose/Objective/Research Question/Focus of Study This chapter begins by drawing from the scholarship written about Ethnic Studies and the development of a pedagogy that is both responsive to students and centers their wellness. Building off the research on Ethnic Studies pedagogies, we offer a conceptualization of community responsive pedagogy (CRP). Community responsive leaders and educators transform climates, cultures, and curriculum to prioritize youth wellness (innerself, interpersonal, interconnectedness) through a focus on three domains of pedagogical practice: relationships, relevance, and responsibility. Research Design We begin with historicizing the origins of CRP in Ethnic Studies and then provide examples of how CRP can be applied. The chapter explores the three domains of CRP and provides examples from our previous studies to show how educators practice those domains to reveal the potential benefits for all students. Conclusions/Recommendations Ethnic Studies as a movement is community responsive. CRP has the potential to go beyond the Ethnic Studies classroom and reshape the way we understand education and its purpose. Ethnic Studies, and the community responsive teaching that sits at its pedagogical core, centers youth wellness. In this chapter, we reveal that (1) the protective nature of caring adult relationships acts as armor against future threats to a child's wellness, which is particularly important for youth living in the chronically stressful environments created by structural inequalities; (2) centering students, their families, their communities, and their ancestors, a relevant pedagogy acknowledges their stories as assets that provide cultural wisdom and medicine, along with pathways to freedom and justice—advancing Maslow's individualistic frame toward one that allows children to use their learning to develop a sense of concentric circles of interconnectedness (peers, school community, local community, larger society, and the world); and (3) schools and educators also have the responsibility to acknowledge and leverage student strengths to develop and maintain their well-being and overall achievement.
Databáze: OpenAIRE
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