Toward Asset-Based Teaching and Learning in Community College Classrooms: A Case Study of Pedagogical Possibilities

• In Event: 34.052 - Community College Teaching and Learning

Abstract

This study offers an in-depth examination of community college teaching by (re)directing attention toward community college faculty. It extends discourses on critical pedagogy within the context of community colleges by centering two theoretical frameworks, Funds of Knowledge (Moll et al., 1992) and Community Cultural Wealth (Yosso, 2005). Moreover, it considers the following: (1) How do community college faculty access and/or activate their students Funds of Knowledge and Community Cultural Wealth? And (2) What are students’ experiences in classrooms where community college faculty implement asset-based practices and pedagogies? A mixed-methods analysis of multiple and triangulated data sources reveals faculty and student perceptions on what it’s like to teach (and be taught) at a community college when adopting asset-based pedagogies.

Authors

• Imelda Zapata, University of California - Los Angeles

• Cindy Raquel Escobedo, University of California - Los Angeles

• Sidronio Jacobo, University of California - Los Angeles

• Natacha Marcia Cesar-Davis, University of California - Los Angeles

• Cecilia Rios-Aguilar, University of California - Los Angeles