Deleting deficits and building bridges: Using community-based pedagogy with cariño to build positive epistemologies

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 1
  In Roundtable Session: From Deficits to Assets: Designing Inclusive and Collaborative Educational Practices

Abstract

This critical qualitative case study explores how Latine secondary pre-service teachers (PSTs) conceptualize/enact notions of community-based pedagogy (CBP) and cariño through a collaboration with a local non-profit organization working with middle school students (fellows). By having PSTs create CBP lessons, teaching, reflecting on their lived experiences, and enacting critical pedagogy prompts/reflections, PSTs showed how communities and schools could be bridged within communities of color. By attempting to do so, PSTs also helped fellows recognize their communities as assets rather than deficits.

Authors

• Pedro A. Berlanga, University of Texas at Austin

• Cinthia S. Salinas, University of Texas at Austin

• Robert L Sobel, The University of Texas at Austin

• Perri Sweed, University of Texas at Austin