Teacher-student reflections: a critical conversation about values and cultural awareness in community development work, and implications for teaching and practice

Sheridan, L. and Mungai, M. (2021) Teacher-student reflections: a critical conversation about values and cultural awareness in community development work, and implications for teaching and practice. Education Sciences, 11(9), 526. (doi: 10.3390/educsci11090526)

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.

• Item Type: Articles
• Keywords: Community development, values, social justice, cultural diversity, informal educators.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Sheridan, Dr Louise
• Authors: Sheridan, L., and Mungai, M.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Education Sciences
• Publisher: MDPI
• ISSN: 2227-7102
• ISSN (Online): 2227-7102
• Published Online: 09 September 2021
• Copyright Holders: Copyright © 2021 The Authors
• First Published: First published in Education Sciences 11(9): 526
• Publisher Policy: Reproduced under a Creative Commons License