Abstract
In this article, we reflect on the potential of involving preservice teachers in pedagogical experiences with community-based organizations to cultivate all students’ genius and criticality (Muhammad, 2020). Drawing on our (re)active praxis as teacher educators, we examine our work with two preservice ELA teachers who planned and taught a critical literacy curriculum at a community-based site. By (re)imagining teacher education beyond traditional university and school classroom walls, we consider the possibilities of bridging university-community contexts to develop our own implementation of critical pedagogies.
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