Community-Based Pedagogies as Counter-Story: Reconceptualizing “Local” With a Latina Educator

• In Event: Social Studies and Ethnic Studies

Abstract

This case study examines the use of Community Based Pedagogy by a Latina teacher in a high school social studies World Geography classroom. Characterized by a deep urban landscape, the teacher added civic notions of belonging in enacting a lesson that deepened her Latine students' understanding and regard of their own community.

Authors

• Pedro A. Berlanga, University of Texas at Austin

• Cinthia S. Salinas, University of Texas at Austin