Transformative Education: Chronicling a Pedagogy for Social Change

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dc.contributor.authorGuajardo, Miguel A.
dc.contributor.authorGuajardo, Francisco
dc.contributor.authorCasaperalta, Edyael Del Carmen
dc.date.accessioned2022-04-29T14:09:52Z
dc.date.available2022-04-29T14:09:52Z
dc.date.issued2008-04
dc.description.abstractThis 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.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.description.versionThis is the author accepted manuscript version of an article published in Anthropology & Education Quarterly.
dc.formatText
dc.format.extent22 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationGuajardo, 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.
dc.identifier.doihttps://doi.org/10.1111/j.1548-1492.2008.00002.x
dc.identifier.urihttps://hdl.handle.net/10877/15698
dc.language.isoen
dc.publisherAmerican Anthropological Association
dc.sourceAnthropology & Education Quarterly, 2022, Vol. 39, No. 1, pp. 3-22.
dc.subjectactivist ethnography
dc.subjectLlano Grande Center
dc.subjectstorytelling
dc.subjectcommunity as text
dc.subjectpedagogy of hope
dc.subjectLatino epistemology and education
dc.subjectCounseling, Leadership, Adult Education, and School Psychology
dc.titleTransformative Education: Chronicling a Pedagogy for Social Change
dc.typeArticle

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