Community Responsive Pedagogy (CRP) advances the work of critical pedagogy and culturally responsive pedagogy by centralizing a community’s context in the education of children and youth. We use community to refer to the cultural, political, social, and economic spaces and places that shape student and family realities. Thus, CRP is an equity-centered approach to education that is responsive to the material conditions that are particular to a student’s lived experience in a community and the histories that created that experience. The goal of CRP is to use education as a vehicle for liberation through the awakening of students’ critical consciousness that lead to actions that promote wellness through racial and social justice in their personal lives, families, communities, and our world.
It is cultivated and sustained through healthy relationships that are responsive to the lived experiences and the historical and material conditions that shape them. Community responsive wellness strengthens the sacred link between self-actualization and community actualization in three domains: 1. Innerself: a strong sense of culture, identity, and agency; 2. Interpersonal: a rootedness and commitment to showing empathy toward family, community, and peers; and 3. Interconnectedness: positive interrelatedness to ancestors, place, land, and the natural world. WELLNESS grows ecosystems where people and communities experience place, power, purpose, awareness, resilience, empathy, hope, love, and joy. (Community Responsive Pedagogy, 2020)
Ethnic Studies centralizes Black, Indigenous Peoples, and Communities of Color–within a critical discussion about power, systems, identity formation, self-reflection, agency, and action. The purpose or “ARC” of Ethnic Studies from its onset was centered around three major concepts: Access, Relevance, and Community. Access means for educational institutions to open their doors to more students of color and to provide them with a quality education. A quality education is one that is relevant and includes the marginalized experiences of students of color. To connect these experiences, Ethnic Studies’ purpose was to serve as a bridge from formal educational spaces to community involvement, advocacy, organizing and activism. The goal was for students in Ethnic Studies to leverage their education towards the betterment of their communities