ERIC Number: EJ1224207
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational-Cultural Theory
Rector-Aranda, Amy
Journal of Teacher Education, v70 n4 p388-400 Sep-Oct 2019
Cammarota and Romero describe how they utilized a framework they call "critically compassionate intellectualism" (CCI)--a trilogy of critical pedagogy, authentic caring, and social justice-oriented curriculum--to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, in this article, I apply the tenets of "relational-cultural theory" (RCT) to enhance existing understandings of this component. Based on feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI beyond its original contexts while retaining core emphases on relationships, empathy, and associated aspects of authentic caring.
Descriptors: Critical Theory, Teaching Methods, Caring, Social Justice, Hispanic American Students, Disadvantaged, Teacher Education, Institutional Mission, Altruism, Equal Education, Feminism, Moral Development, Emotional Development, Empathy, Interpersonal Relationship, Urban Education, Self Concept, Trust (Psychology), Teacher Student Relationship, Power Structure, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A