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<p>This case study examines the use of community based pedagogy (CBP) by a Latina teacher in a high school social studies World Geography classroom. Characterized by a deep urban landscape, the teacher added civic notions of belonging in enacting a lesson that deepened her Latine students’ understanding and regard of their own community. Through the use of cariño conscientizado as a framework, the teacher moved closer towards bridging the gap between community and curriculum, and in the process created counter-narratives that reflected a more accurate representation of student’s lived experiences. By utilizing CBP as a teaching tool within the community, we gained a deeper understanding of how care/cariño can be used in a social studies classroom filled with varying, and often underutilized, Latine civic counternarratives/stories.</p>

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Community-Based Pedagogies as Civic Counter-Narrative/Story: Notions of Cariño Conscientizado in Latine Classrooms

  • 期刊论文

  • 发表日期：

    2025年12月22日

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  • Pedro Antonio Berlanga Jr.,
  • Cinthia S. Salinas

摘要

This case study examines the use of community based pedagogy (CBP) by a Latina teacher in a high school social studies World Geography classroom. Characterized by a deep urban landscape, the teacher added civic notions of belonging in enacting a lesson that deepened her Latine students’ understanding and regard of their own community. Through the use of cariño conscientizado as a framework, the teacher moved closer towards bridging the gap between community and curriculum, and in the process created counter-narratives that reflected a more accurate representation of student’s lived experiences. By utilizing CBP as a teaching tool within the community, we gained a deeper understanding of how care/cariño can be used in a social studies classroom filled with varying, and often underutilized, Latine civic counternarratives/stories.