Toward a Community Centric Pedagogy
How Teachers’ Conceptions of the Urban Community They Work in Shapes Bidirectional Learning
Bibliographic Data
| ID | 9730429 |
|---|---|
| Authors | Hui-Ling S Malone (0000-0001-9191-5879, University of California, Santa Barbara, corresponding author) |
| Year | 2026 |
| Volume | 58 |
| Issue | 4 |
| Pages | 460-486 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245251404012 |
| OpenAlex | W4417312305 |
| Language | EN |
| References cited | 23 |
This paper explores three high school teachers’ conceptualizations of their school’s surrounding community in the South Bronx, and how those conceptions shape their pedagogy. Current literature regarding teacher conceptions of urban communities are largely based on preservice teachers’ trepidation of working class communities of color. Through an ethnographic case study, this paper examines teachers who hold sociopolitical and asset-based conceptions of the surrounding community. Findings suggest that the teachers in this study take up community centric pedagogy, where community is embedded in learning goals as bidirectional to advance students academically and also sustain and uplift the surrounding community
Class (philosophy · Community education · Educational anthropology · Ethnography · Learning community · Qualitative research · Urban community · Work (physics · Critical Race Theory in Education · Indigenous and Place-Based Education · Teacher Education and Leadership Studies
Fugitive Pedagogy
“Let’s Create the Table”
Chapter 2
Curriculum, Replacement, and Settler Futurity
Toward a Critical Race Theory of Education
Whose culture has capital? A critical race theory discussion of community cultural wealth
Rethinking diversity
When educators attempt to make “community” a part of classroom learning
Contested pasts, complicated presents
Writing Ethnographic Fieldnotes, Second Edition
Mapping the Margins
Funds of knowledge for teaching
Race, Culture, and Researcher Positionality
The New Politics of Community
Community Teachers
Situated Learning
Learning from the Outsider Within
Techniques to Identify Themes
Reflections on Portraiture
| Citation velocity | historical |
|---|---|
| Highly cited | No |