Honoring the Perspectives of Community Partners in Justice-Based Experiential Teacher Education

• In Event: Diversity and Equity in School Partnerships, Teacher Residencies, and Internships

Abstract

This paper reports on a critical ethnographic case study that examined perspectives of community organization staff involved in a community-driven experiential learning partnership. The study aimed to understand the impact of the program for community organization partners, and the communities they serve, a perspective often overlooked in teacher education literature. Further, findings support teacher education programs in implementing collaborative and reciprocal service-learning programs. Drawing from critical pedagogy, this study revealed that community-led partnerships, when designed and implemented through an anti-oppressive lens, can contribute to the long-term goals of community organizations. An analysis of in-depth interviews with community organization staff and observations during site visits led to conclusions on strengthening teacher education partnerships.

Authors

• Darren E. Lund, University of Calgary

• Lianne Lee, University of Calgary