Transformative Education: Chronicling a Pedagogy for Social Change
Date
2008-04
Authors
Guajardo, Miguel A.
Guajardo, Francisco
Casaperalta, Edyael Del Carmen
Journal Title
Journal ISSN
Volume Title
Publisher
American Anthropological Association
Abstract
This article chronicles the work of the Llano Grande Center for Research and Development, an educational nonprofit organization in South Texas, by following the narrative of one of its students and two of the authors, who are also founders of Llano Grande. Through the use of ethnography, visuals, and storytelling, they present an emerging theory of practice and a hybrid methodology that has contributed to the development of the work, the school, and the community. An activist agenda informed by practice and supported with theory is woven through the text in biographical form. The text also documents the cornerstones of the work: building strong relationships; work originating from self, place, and community; and engaging in meaningful work. When integrated into a seamless practice, this combination of guiding principles yields a certain power that youth and adults alike begin to negotiate within and between their peers, teachers, and community for change. This sense of self, efficacy, and power then informs much of their work as adults.
Description
Keywords
activist ethnography, Llano Grande Center, storytelling, community as text, pedagogy of hope, Latino epistemology and education, Counseling, Leadership, Adult Education, and School Psychology
Citation
Guajardo, M., Guajardo, F., & Casaperalta, E. del C. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology and Education Quarterly, 39(1), pp. 3–22.