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
- 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
- Introduction to Part V: Community Schools as School–University Partnerships
- 32 Realizing Higher Education’s Democratic Promise through University-Assisted Community Schools
- 33 University-Assisted Community Schools
- 34 School–University Partnerships Supporting the Transformative Potential of Community Schools
- 35 Creating Win-Win Relationships between Community Schools and Higher Education
- 36 Commentary: University-Assisted Community Schools
- 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
32 - Realizing Higher Education’s Democratic Promise through University-Assisted Community Schools
from Part V - Community Schools as 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
- 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
- Introduction to Part V: Community Schools as School–University Partnerships
- 32 Realizing Higher Education’s Democratic Promise through University-Assisted Community Schools
- 33 University-Assisted Community Schools
- 34 School–University Partnerships Supporting the Transformative Potential of Community Schools
- 35 Creating Win-Win Relationships between Community Schools and Higher Education
- 36 Commentary: University-Assisted Community Schools
- 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
The rationale for this chapter is that democracy in the United States is in crisis and that higher education is contributing to the crisis. Research universities, given their influence on schooling, affect the degree to which a society functions democratically. Changing higher education is, therefore, necessary for creating a democratic schooling system andb for democracy itself. An approach needs to be identified to transform higher education institutions into democratic civic universities that have positive effects on K-12 schooling. We contend university-assisted community schools (UACS) are that promising approach. We make the case for higher education’s significant impact on the schooling system and democracy, describe the democratic goal of community schools and define UACS as a type of community school, place UACS within the context of school-university partnerships, provide examples from Penn’s Netter Center, and propose UACS as a means to reduce obstacles to developing democratic civic universities.
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of School–University Partnerships , pp. 467 - 482Publisher: Cambridge University PressPrint publication year: 2025
References
Addams, J. (1985). A function of the social settlement. In Lagemann, E. C. (Ed.), Jane Addams in education (pp. 78, 90–1), Classics in Education 51. Teachers Colleges Press.Google Scholar
Anderson, C. W. (1993). Prescribing the life of the mind: An essay on the purpose of the university, the aims of liberal education, the competence of citizens, and the cultivation of practical reason. University of Wisconsin Press.Google Scholar
Baillie, K. U. (2023). Green solutions are transforming a West Philadelphia grade school. Penn Today. https://penntoday.upenn.edu/news/netter-center-green-solutions-are-transforming-west-philadelphia-grade-school.Google Scholar
Benson, L., Harkavy, I., & Puckett, J. (2007). Dewey’s dream: Universities and democracies in an age of education reform. Temple University Press.Google Scholar
Benson, L., Harkavy, I., Puckett, J., Hartley, M., Hodges, R. A., Johnston, F. E., & Weeks, J. (2017). Knowledge for social change: Bacon, Dewey, and the revolutionary transformation of research universities in the twenty-first century. Temple University Press.Google Scholar
Blank, M., Harkavy, I., Quinn, J., & Villarreal, L. & Goodman, D. (2023). Community schools revolution: Building partnerships, transforming lives, advancing democracy. Collaborative Communications.Google Scholar
Bok, D. C. (2003). Universities in the marketplace: The commercialization of higher education. Princeton University Press.Google Scholar
Cahn, S. M. (1981). Introduction. In Boydston, J. A. (Ed.), The later works of John Dewey, 1925–1953, Vol. 13. (pp. ix–xviii). Southern Illinois University Press.Google Scholar
Cantor, N. & Englot, P. (2013). Beyond the “ivory tower”: Restoring the balance of private and public purposes of general education. The Journal of General Education: A Curricular Commons of the Humanities and Sciences, 62(2–3), 120–128.Google Scholar
Center for Educational Research and Innovation (1982). The university and the community: The problems of changing relationships. Organization for Economic Co-operation and Development (OECD).Google Scholar
Coalition for Community Schools (2020). Institute for Educational Leadership. www.communityschools.org/.Google Scholar
Corrigan, D. (2000). The changing role of schools and higher education institutions with respect to community-based interagency collaboration and interprofessional partnerships. Peabody Journal of Education, 75(3), 176–195.CrossRefGoogle Scholar
Daniels, J., Quartz, K. H., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning. Review of Research in Education, 43(1), 453–480.10.3102/0091732X18821126CrossRefGoogle Scholar
Daniels, R. J., Shreve, G., & Spector, P. (2021). What universities owe democracy. Johns Hopkins University Press.10.1353/book.97330CrossRefGoogle Scholar
Dewey, J. (1978a). Reconstruction in philosophy. In Boydston, J. A. (Ed.), The middle works of John Dewey, 1899–1924 (pp. 77–202). Southern Illinois University Press.Google Scholar
Dewey, J. (1978b). The school as social centre. In Boydston, J. A. (Ed.), The middle works, vol. 2. The collected works of John Dewey, 1882–1953 (pp. 80–93). Southern Illinois University Press.Google Scholar
Dewey, J. (1981). The public and its problems. In Boydston, J. A. (Ed.), The later works, vol. 2. The collected works of John Dewey, 1882–1953 (pp. 235–372). Southern Illinois University Press.Google Scholar
Dewey, J. (1998). Creative democracy: The task before us. In Hickman, L. & Alexander, T. (Eds.), The essential Dewey. vol. 1: Pragmatism, education, democracy (pp. 340–343). Indiana University Press.Google Scholar
Ellison, S. (2024). Trump’s triumph threatens an already battered democracy, experts say. The Washington Post. www.washingtonpost.com/politics/2024/11/06/trump-victory-threatens-democracy/.Google Scholar
Fensterwald, J. & Xie, Y. (2022). California’s new budget includes historic funding for education. EdSource. https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998.Google Scholar
Ferrara, J., & Jacobson, R. (2019). Community schools: People and places transforming education and communities. Rowman & Littlefield.Google Scholar
Fish, S. (2008). Save the world on your own time. Oxford University Press.10.1093/oso/9780195369021.001.0001CrossRefGoogle Scholar
Goldman, J. (Ed.) (2022, December). School administrator. www.pageturnpro.com/AASA/106792-December-2022/sdefault.html.Google Scholar
Gorokhovskaia, Y. & Grothe, C. (2024). The Mounting Damage of Flawed Elections and Armed Conflict. Freedom in the World. www.freedomhouse.org/report/freedom-world/2024/mounting-damage-flawed-elections-and-armed-conflict.Google Scholar
Harkavy, I. (2023). Dewey, implementation, and creating a democratic civic university. The Pluralist, 18(1), 49–75.CrossRefGoogle Scholar
Harkavy, I., & Hodges, R. A. (2012). Democratic devolution: How America’s colleges and universities can strengthen their communities. Progressive Policy Institute.Google Scholar
Harkavy, I., & Hodges, R. A. (2021). Universities after neoliberalism: How to build a democratic civic university. Nonprofit Quarterly. https://nonprofitquarterly.org/universities-after-neoliberalism-how-to-build-a-democratic-civic-university.Google Scholar
Harkavy, I., Hartley, M., Hodges, R. A., & Weeks, J. (2013). The promise of university-assisted community schools to transform American schooling: A report from the field, 1985–2012. Peabody Journal of Education, 88(5), 525–540.10.1080/0161956X.2013.834789CrossRefGoogle Scholar
Harkavy, I., Hartley, M., Hodges, R. A., & Weeks, J. (2016). The history and development of a partnership approach to improve schools, communities, and universities. In Lawson, H. A. & van Veen, D. (Eds.), Developing community schools, community learning centers, extended-service schools and multi-service schools: International exemplars for practice, policy and research (pp. 303–321). Springer International.10.1007/978-3-319-25664-1_12CrossRefGoogle Scholar
Harkavy, I., Hodges, R. A., & Weeks, J. (2021). Towards creating the truly engaged, responsive university: Penn’s partnership with West Philadelphia as an experiment in progress. In Brink, C., (Ed.), The responsive university and the crisis in South Africa (pp. 47–77). Brill.10.1163/9789004465619_004CrossRefGoogle Scholar
Harper, W. R. (1905). The university and democracy: 1899 Charter Day Address at the University of California. In The Trend in Higher Education. University of Chicago Press.Google Scholar
Huber, J. & Harkavy, I., (Eds.) (2007). Higher education and democratic culture: Citizenship, humans rights and civic responsibility. Council of Europe Publishing.Google Scholar
Kent, A. H. & Ricketts, L. R. (2024). The State of U.S. Wealth Inequality. Federal Reserve Bank of St. Louis Institute for Economic Equity. www.stlouisfed.org/institute-for-economic-equity/the-state-of-us-wealth-inequality.Google Scholar
Knight, L. W. (2005). Citizen Jane: Addams and the struggle for democracy. University of Chicago Press.10.7208/chicago/9780226447018.001.0001CrossRefGoogle Scholar
Kotting, J. (2022a). Greater Cincinnati’s community learning centers lead place-based learning and holistic neighborhood development. Brookings. www.brookings.edu/blog/education-plus-development/2022/11/22/greater-cincinnatis-community-learning-centers-lead-place-based-learning-and-holistic-neighborhood-development.Google Scholar
Kotting, J. (2022b). Community schools in Idaho are bolstered by statewide networks and enriched learning opportunities. Brookings. www.brookings.edu/blog/education-plus-development/2022/12/01/community-schools-in-idaho-are-bolstered-by-statewide-networks-and-enriched-learning-opportunities.Google Scholar
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Learning Policy Institute.Google Scholar
McDonald, J. (2022). Alameda County Office of Education, UCLA Center for Community Schooling to co-lead technical assistance effort for California community schools partnership program. UCLA School of Education & Information Studies. https://seis.ucla.edu/news/alameda-county-office-of-education-ucla-center-for.Google Scholar
Mulholland, J. (2015). Academics: Forget about public engagement, stay in your ivory towers. The Guardian. www.theguardian.com/higher-education-network/2015/dec/10/academics-forget-about-public-engagement-stay-in-your-ivory-towers.Google Scholar
Pape, R. A. (2024). America’s Era of Violent Populism: Expect More Polarization and Political Upheaval. Foreign Affairs. www.foreignaffairs.com/united-states/americas-era-violent-populism.Google Scholar
Quartz, K. H. (2020). Democracy, justice and education: Framing the impact of university-assisted community schools. Universities and Community Schools 10(1), 5–17.Google Scholar
Schneider, C. G. (2005). Making excellence inclusive: Liberal education and America’s promise. Liberal Education, 91(2), 1–8.Google Scholar
The School District of Philadelphia (2022). Andrew Hamilton School. https://schoolprofiles.philasd.org/hamilton/demographics.Google Scholar
Slater, J., & Ravid, R. (2010). Collaboration in education. Taylor & Francis.10.4324/9780203854709CrossRefGoogle Scholar
Slater, J., Ravid, R., & Reardon, M. R. (2016). Building and maintaining collaborative communities: Schools, universities and community organizations. Information Age Publishing.Google Scholar
Tironi, E. (2005). El sueño chileno: Comunidad, familia y nación en el Bicentenario [The Chilean Dream: Community, Family and Nation at the Bicentenary]. Editorial Taurus. As translated by Sjur Bergan in a personal communication from Bergan to Ira Harkavy, October 6, 2008.Google Scholar
Walsh, M. E., & Backe, S. (2013). School–university partnerships: Reflections and opportunities. Peabody Journal of Education, 88(5), 594–607.10.1080/0161956X.2013.835158CrossRefGoogle 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.