FLDC member Timothy San Pedro is one of the authors, along with Kaitlyn Murray, Shannon C. Gonzales-Miller, Wendy Reed, Binta Bah, Crystal Gerrard, and Andrew Whalen, of an article, “Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom” published in Equity and Excellence in Education.
Abstract: This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students’ learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of trialogic interactions—with one another, with multiple scholars whose pieces were read and discussed, and with/in themselves. We then offer pedagogical implications while discussing main themes that emerged from reflective discussions: grappling, citationality, and incompleteness. We frame this work as a community of learners who came to understand their own incomplete and in process growth as learners. This article details a case study for the ways projects in humanization, culturally sustaining pedagogies, and storying can be operationalized in classroom spaces to center moments of tension, grappling, and awakening.
Access the full article here.