Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Introduction to Part II: Teachers and Learning to Teach in School–University Partnerships
- 10 Love Letters and Freedom Dreams
- 11 Community as Classroom
- 12 Making Space for Teacher Agency
- 13 Centering the Complex Role of School-Based Teacher Educators in Professional Development Schools
- 14 Teacher Candidate Supervision as Praxis
- 15 Developing a Responsive Framework in School–University Partnerships
- 16 Commentary: School–University Partnerships
- 17 Commentary: Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
11 - Community as Classroom
Partnering with Community Activist Organizations as a Critical Component of Teacher Education
from Part II - Teachers and Learning to Teach in School–University Partnerships
Published online by Cambridge University Press: 05 November 2025
Edited in association with
Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Introduction to Part II: Teachers and Learning to Teach in School–University Partnerships
- 10 Love Letters and Freedom Dreams
- 11 Community as Classroom
- 12 Making Space for Teacher Agency
- 13 Centering the Complex Role of School-Based Teacher Educators in Professional Development Schools
- 14 Teacher Candidate Supervision as Praxis
- 15 Developing a Responsive Framework in School–University Partnerships
- 16 Commentary: School–University Partnerships
- 17 Commentary: Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
Summary
Pre-service teachers (PSTs), particularly those learning to teach in urban contexts unfamiliar to them, can learn a great deal about their students and the issues they face by connecting with the communities where their students and their families reside (Koerner & Abdul-Tawwab, 2006; Zeichner, 2010). Research suggests that working alongside community members in service-oriented organizations can provide opportunities for PSTs to learn about the community’s cultural wealth (Yosso, 2005) and develop a beginning critical consciousness (Zygmunt et al., 2018). Engaging with the community can help PSTs understand the systemic issues their students and their families face and learn how to build relationships with students’ families as well as support PSTs’ attentiveness to the role of context in their students’ learning (Bryk & Schneider, 2002; McDonald et al., 2011).
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of School–University Partnerships , pp. 175 - 187Publisher: Cambridge University PressPrint publication year: 2025
References
Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement. Russell Sage.Google Scholar
Clark, P., Zygmunt, E., Tancock, S., & Cipollone, K. (2021). The power of community-engaged teacher preparation: Voices and visions of hope and healing. Teachers College Press.Google Scholar
Curammeng, E. R., Lopez, D. D., & Tintiangco-Cubales, A. (2016). Community responsive literacies: The development of the ethnic studies praxis story plot. English Teaching: Practice & Critique, 15(3), 411–429.Google Scholar
García, S. B., & Guerra, P. L. (2004). Deconstructing deficit thinking: working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150–168. http://dx.doi.org/10.1177/0013124503261322.CrossRefGoogle Scholar
Guillen, L., & Zeichner, K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69(2), 140–153. http://dx.doi.org/10.1177/0022487117751133.CrossRefGoogle Scholar
Koerner, M. E., & Abdul-Tawwab, N. (2006). Using community as a resource for teacher education: A case study. Equity & Excellence in Education, 39(1), 37–46. http://dx.doi.org/10.1080/10665680500478767.CrossRefGoogle Scholar
Kohli, R., Picower, B., Martinez, A. N., & Ortiz, N. (2015). Critical professional development: Centering the social justice needs of teachers. International Journal of Critical Pedagogy, 6(2), 7–24.Google Scholar
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. http://dx.doi.org/10.3102/00028312032003465.CrossRefGoogle Scholar
Lyiscott, J. (2019). Black appetite. White food: Issues of race, voice, and justice within and beyond the classroom. Routledge.10.4324/9781351062381CrossRefGoogle Scholar
Maloney, T. (2023). Using dilemma protocol discussions in antiracist teacher preparation. Teaching and Teacher Education, 126, 1–10, https://doi.org/10.1016/j.tate.2023.104080.CrossRefGoogle Scholar
McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers College Record, 113(8), 1668–1700. http://dx.doi.org/10.1177/016146811111300803.CrossRefGoogle Scholar
New York Collective of Radical Educators. (2003). Points of unity. www.nycore.org/nycore-info/points-of-unity/.Google Scholar
Picower, B. (2012). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45(4), 561–574, http://dx.doi.org/10.1080/10665684.2012.717848.CrossRefGoogle Scholar
Picower, B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.Google Scholar
Valencia, R. R. (Ed.). (2012). The evolution of deficit thinking: Educational thought and prac- tice. New York, NY: RoutledgeFalmer.10.4324/9780203046586CrossRefGoogle Scholar
Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901.CrossRefGoogle Scholar
Yosso, T. J. (2005). Whose culture has capital: A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. http://dx.doi.org/10.1080/1361332052000341006.CrossRefGoogle Scholar
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. http://dx.doi.org/10.1177/0022487109347671.CrossRefGoogle Scholar
Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67(4), 277–290. http://dx.doi.org/10.1177/0022487116660623.CrossRefGoogle Scholar
Zygmunt, E., Cipollone, K., Tancock, S., Clausen, J., Clark, P., & Mucherah, W. (2018). Loving out loud: Community mentors, teacher candidates, and transformational learning through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127–139. http://dx.doi.org/10.1177/0022487117751640.CrossRefGoogle Scholar
Accessibility standard: WCAG 2.1 AA
Why this information is here
This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.Accessibility Information
The HTML of this chapter
complies with version 2.1 of the
Web Content Accessibility Guidelines
(WCAG), covering newer accessibility requirements and improved
user experiences and achieves the intermediate
(AA)
level of WCAG compliance, covering a wider range of accessibility requirements.
Content Navigation
Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Reading Order & Textual Equivalents
Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
Visual Accessibility
Use of colour is not sole means of conveying information
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
Structural and Technical Features
ARIA roles provided
You gain clarity from ARIA (Accessible Rich Internet Applications) roles and attributes, as they help assistive technologies interpret how each part of the content functions.
You gain clarity from ARIA (Accessible Rich Internet Applications) roles and attributes, as they help assistive technologies interpret how each part of the content functions.