CLMER Lenses

Community Learning Theory Critical Pedagogy Language Anti-Racist Education Standards Technological Fluency

Community Learning Theory draws on theories and practices associated with adult learning, transformative learning, Razalogia, culturally-responsive community learning and organizing, critical models of community mental health and well-being, creation of a level playing field, active participation of diverse stakeholders and the empowerment of groups whose voices are too often silenced within dominant social, economic and political institutions, relationships and practices.

Critical Pedagogy draws on the work of such educators as Paulo Freire, Alma Flor Ada, Antonia Darder and others. Issues of power, equity and social justice are considered central to address in teaching and learning. Education is understood to be a political act that can support oppression and the status quo and liberatory social change.

Language, as a lens, supports the value of multilingualism and the belief that what language learners and their families bring to the learning environment are good and valuable resources. Individual languages capture wisdom not captured by other languages and so any loss of language is a loss of wisdom. Research-based and promising approaches to language acquisition and development are keys to successful teaching and learning. Honoring learners' primary language is also a way of honoring learners' ties to their families and language communities; likewise denial of or failure to support learners' language is a denial of and failure to support key ties to family and community. A respect for language rights includes developing educators', parents', community members' and learners' capacities to promote bi/multiliteracy through sound, empowering approaches to language acquisition and development. Facilitating biliteracy, values diverse languages and facilitates learners developing a fluid civic identity, permitting them to move freely through diverse personal, semi-public and public forums and to bring their full voices and breadth of experience, concerns and interests to the common, democratic dialogue.

Anti-Racist Education examines and challenges institutionalized racism and racism experienced in small and large ways in everyday life. At CLMER we examine and address a wide range of forms and experiences of oppression including linguicisim, ableism, ageism, sexism and heterosexism through theories and practices most strongly associated with anti-racism. Anti-Racist education, according to Enid Lee, does not focus on intention, recognizing that many racist practices are perpetuated unintentionally due to lack of awareness. Instead the focus shifts to the proactive creation of equitable outcomes and the dismantling of power hierarchies of shade and color (as well as those based on other types of biological or physical difference).

Standards relate to the creation of high expectations for all learners, including those traditionally underserved. Standards also imply a commitment to high quality content and teacher performance standards as well as access to quality information, learning tools and learning processes. Unfortunately "Standards" have also, and dominantly, become associated with narrow standardized testing and prescriptive, authoritarian teaching practices. We seek to build on positive aspects of "Standards" and to question and dismantle disempowering approaches to Standards. Further, we see the need to promote Standards for Equity, Inclusion and Community-Building.

Technological Fluency addresses the reality of computers, telecommunications and emerging technologies posing both new opportunities and new threats to living and learning. Traditionally underserved children, families and communities need access to empowering opportunities to learn, work and socialize, and to be full participants politically and economically in the Information/Communication Age. This involves much more than basic access to computers, electricity and phone lines (or other forms of networked connectivity), though these are all essential. Realizing empowering purposes for traditional, current and emerging technologies, in diverse contexts and the ability to think both critically and creatively about the role of diverse technologies in a democratic society are crucial. Educators, community members and others are supported in becoming technologically fluent, creative producers and designers of information and communication tools and content as well as thoughtful social critics and advocates for positive and empowering uses of traditional, current and emerging technologies in a democratic society.