H.05. Bridging Worlds: Teacher Education, Youth Cultures, and Transversal Competencies

Teacher education increasingly faces the challenge of preparing future educators to engage meaningfully with the everyday cultural worlds of preadolescents and adolescents. These worlds—shaped by music, peer networks, digital practices, and local identities—play a crucial role in young people's processes of subjectivation and in the construction of social and relational orientations. Building on Critical Pedagogy, Critical Studies, Culturally Relevant Pedagogy (Ladson-Billings, 2022), and Hip-Hop Pedagogy (Emdin, 2016; Fant, 2015), this panel examines how teacher preparation programs can cultivate pedagogical orientations that recognize youth cultures as epistemic, relational, and identity-forming resources. These approaches frame students' cultural and musical practices not as peripheral to learning, but as meaningful forms of knowledge and social imagination. By foregrounding lived cultural repertoires, they challenge traditional instructional models and call for dialogic, community-rooted, and culturally sustaining practices capable of bridging schooling with everyday youth experience. Such practices require teachers and students alike to develop transversal competencies, including critical reflexivity, relational sensitivity, cultural awareness, and the ability to exercise agency in shaping both individual trajectories and collective futures. This panel invites contributions that explore:

• How innovative pedagogies align with contemporary youth cultural grammars (e.g., music, social media, gaming)
• How teacher education programs can incorporate culturally sustaining approaches into curricular teaching and disciplinary practices
• Models of teacher learning (practice-based, collaborative inquiry, community-engaged) that support the development of transversal competencies such as critical reflexivity, relational sensitivity, and cultural awareness
• Empirical studies, theoretical reflections, or practitioner accounts from diverse contexts