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

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. © 2018, Springer Nature B.V.