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In the Name of (Pedagogical) Love: A Conceptual Framework for Transformative Teaching Grounded in Critical Youth Research

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Abstract

This article draws from the authors’ inquiry into their experiences in an intergenerational research project—an afterschool youth participatory action research seminar in which youth, preservice teachers, scholars, and teaching artists collaborate on action research. Building on a semester-long examination of the second author’s experiences in both the critical research seminar and during her student teaching semester, the authors draw upon their analysis to propose a conceptual framework that outlines the ways in which a pedagogy of love can foster transformative teaching and learning in classrooms and beyond.

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  1. Name and description of program redacted, along with other identifying information.

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Authors and Affiliations

  1. Queens College, City University of New York, 65-30 Kissena Blvd, PH 150J, Queens, NY, 11367, USA

    Limarys Caraballo

  2. Teachers College, Columbia University, 525 West 120th Street, New York, NY, 10027, USA

    Sahar Soleimany

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  1. Limarys Caraballo
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  2. Sahar Soleimany
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Correspondence to Limarys Caraballo.

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Caraballo, L., Soleimany, S. In the Name of (Pedagogical) Love: A Conceptual Framework for Transformative Teaching Grounded in Critical Youth Research. Urban Rev 51, 81–100 (2019). https://doi.org/10.1007/s11256-018-0486-5

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