A case-study analysis is used to examine the relationship between community partners and in-service public high school teachers who co-constructed a culturally responsive informal learning experience. An analysis of a summer literacy and character development camp for adolescent males of color provides a supportive argument for developing the Community-Based Teacher (Murrell, 2001). Culturally responsive informal learning experiences of public school students are the centerpiece of this case study as well as the shared experiential education instruction provided by community partners. Implications for teacher education programs, both traditional and Alternative Routes to Certification (ARCs) that purport mission statements integrating social justice are discussed. Community partners are integral practice of community-based teachers and the case study is used to reinforce this idea as well as claim the importance of community partners in the development of a pre-service community-based teacher.
Hackett, Jacob; Summers, Ayinde; Coppage, Tony; and Handy, Mecca
"A CASE FOR COMMUNITY-BASED TEACHER EDUCATION: THE CRITICAL SPACE BETWEEN SOCIAL JUSTICE-ORIENTED TEACHING AND LEARNING,"
Catalyst: A Social Justice Forum: Vol. 5
, Article 1.
Available at: https://trace.tennessee.edu/catalyst/vol5/iss1/1