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
33 - University-Assisted Community Schools
Partnerships That Advance Community, Democracy, and Scholarship
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
Universities have long collaborated with schools through various school–university partnerships (SUPs). Critiques of SUPs point to their inequitable power dynamics, with the university often prioritizing its own interests over the needs of the school. University-assisted community schools (UACS) seek to counter these critiques by centering the community, practicing deliberative democracy, and producing public scholarship. After briefly reviewing the current literature surrounding SUPs and UACS, this chapter examines the UACS model in the context of the UCLA Community School. Two examples illustrate how the UCLA Community School seeks to create more equitable relationships as a mutualistic school-university partnership. The chapter concludes with implications for policy and practice that support the development and expansion of university-assisted community schools, highlighting how they enhance equitable relationships between schools and universities and also bring together higher education community engagement reforms and the K-12 community schools movement.
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- The Cambridge Handbook of School–University Partnerships , pp. 483 - 500Publisher: Cambridge University PressPrint publication year: 2025
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