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Approaches to education founded on the principles of community engagement provide faculty and students with a means for encouraging greater communication between universities and communities. Community-engaged teaching practices are particularly important within university-based teacher education programs. The increasing divide in the United States between the demographics of pre-service teachers (PSTs) and students in K-12 schools presents teacher educators with unique challenges: to prepare PSTs to work with diverse populations of students and to consider the community when developing lessons and curricula. This literature review examines current research and theory related to PSTs’ conceptions of the relationship between teaching English language arts and their knowledge of the community. Few of the studies reviewed inquired into the identities and experiences of PSTs before they entered teacher education. By evading a consideration of the experiences and backgrounds of their PSTs, however, teacher educators who endeavor to build greater connections across communities and their students fail to model the type of reciprocity necessary for community engagement, potentially contributing to PSTs’ limited understandings of diverse populations of students when they enter schools as teachers. This article highlights ways in which dialogue and reciprocity serve as methods for teacher educators to address and overcome some of the critiques and challenges of community-engaged teaching.

The Absent Dialogue: Challenges of Building Reciprocity through Community Engagement in Teacher Education