Abstract
This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that ‘educators should respect the autonomy of the students and respect cultural identities’. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete—we are always ‘becoming’—we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike.
Highlights
As a ‘conversation’ between lecturer and graduate, this piece presents autoethnographic narratives on our involvement with an undergraduate program that promotes a value-driven approach to community development practice
As a lecturer marking student assignments, it became apparent that many students were not able to fully articulate and demonstrate what value-driven community development practice involves on a day-to-day basis on placement
As an educator of informal educators and an informal educator, we discuss our responsibility to critically engage with the world and to critically reflect on our own practice to ensure we do not drift from our commitments to values
Summary
As a ‘conversation’ between lecturer and graduate, this piece presents autoethnographic narratives on our involvement with an undergraduate program that promotes a value-driven approach to community development practice. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice [2] looks like in day-to-day practice within community work and not state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work. The terms informal educator, community worker and community development practitioner are used interchangeably For this article, these terms refer to people who work, paid or unpaid, in diverse community contexts to support communities that strive for justice and equality. We hope to provide you, the reader, with some insights on how Paulo Freire’s theories [3] are helpful in shaping positive educational experiences in both higher education settings and informal community settings
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have