dc.creator | Rector-Aranda, Amy | |
dc.date.accessioned | 2018-08-01T15:03:35Z | |
dc.date.available | 2018-08-01T15:03:35Z | |
dc.date.issued | 2018-08-01 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/168570 | |
dc.description.abstract | 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. | en |
dc.language.iso | en_US | |
dc.publisher | Journal of Teacher Education, SAGE Journals | |
dc.subject | care, critical theory/critical pedagogy, diversity, multicultural teacher education, social justice, urban teacher education | en |
dc.title | Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational-Cultural Theory | en |
dc.type | Article | en |
local.department | Teaching, Learning and Culture | en |
dc.identifier.doi | https://doi.org/10.1177/0022487118786714 | |