Developing a Deeper Understanding of Community-Based Pedagogies With Teachers: Learning With and From Teachers in Colombia

Academic Article


  • Here we share findings from a 9-month qualitative case study involving a school–university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After describing the structure and activities of the professional development project, we focus on the work and perspectives of four teachers at one public school in Bogotá. The challenges identified were outweighed by the benefits, including increased student engagement, motivation, family–school involvement, and an appreciation of local knowledge as curriculum resource. In addition to generating rich curriculum exemplars in chemistry, social studies, and language arts, the teachers’ interpretations and enactments of CBPs indicate that CBPs are flexible enough to allow multiple entry points, teacher autonomy, and ownership, and share enough commonalities with other pedagogical approaches to allow different learning trajectories for teachers and students.
  • Authors

  • Sharkey, Judy
  • Clavijo Olarte, Amparo
  • Maribel Ramirez, Luz
  • Status

    Publication Date

  • 2016
  • Has Subject Area

    Published In


  • international teacher education
  • partnerships
  • professional learning communities
  • social justice
  • urban teacher education
  • Digital Object Identifier (doi)

    Start Page

  • 306
  • End Page

  • 319
  • Volume

  • 67
  • Issue

  • 4