Structuring Urban School/University/Community Partnerships as a Tool for Advancing the Legacy of Brown

Abstract

In this paper, we argue that to advance the vision of Brown v. Board of Education for equitable, integrated schools, teacher educators must reimagine their work and prioritize school/university/community partnerships within explicitly anti-racist frameworks to attract more teachers of Color, prepare all program candidates as educators for equity, and help partner schools become more equity-focused. We then discuss how we used lessons from the work of other teacher educators to inform and develop an Urban Social Justice Teacher Preparation Program, emphasizing key structural changes to strengthen and instantiate school/university/community partnerships and curricula built on an anti-racist framework.

Keywords

teacher education < urban education anti-racist < subjects school university community partnerships social justice Brown

Get full access to this article

View all access options for this article.

References

Adams

(2021). Urban field experiences and preparing teacher candidates to understand diversity and social justice through university school community professional development partnership (USCPDP). PDS Partners: Bridging Research to Practice, 16(3), 26–35.

Alim

H. S.

Paris

Wong

C. P.

(2020). Culturally sustaining pedagogy: A critical framework for centering communities. In Handbook of the cultural foundations of learning (pp. 261–276). Routledge.

Anderson

B. N.

Coleman-King

Wallace

Harper

F. K.

(2022). Advancing critical and culturally relevant experiential learning: Preparing future educators in collaboration with cooperating teachers to support STEM engagement in urban schools. The Urban Review, 54(5), 649–673. https://doi.org/10.1007/s11256-021-00633-y

Badenhorst

Musanti

Estrada

Robles

Montoya

(2024). Community-Engaged pedagogy for equitable HSI teacher preparation: Bridging community, school, and university cultures. Journal of Latinos and Education, 23(2), 812–828. https://doi.org/10.1080/15348431.2023.2184371

Baker-Bell

(2020). Dismantling anti-Black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory Into Practice, 59(1), 8–21. https://doi.org/10.1080/00405841.2019.1665415

Baker

T. L.

(2019). Reframing the connections between deficit thinking, microaggressions, and teacher perceptions of defiance. Journal of Negro Education, 88(2), 103–113. https://doi.org/10.7709/jnegroeducation.88.2.0103

Boutte

G. S.

(2012). Urban schools: Challenges and possibilities for early childhood and elementary education. Urban Education, 47(2), 515–550. https://doi.org/10.1177/0042085911429583

Brooks

Ates

Nerren

(2021). Cultivating a university-community partnership through an innovative after-school academic program. Texas Association of Teacher Educators, 11, 99–106.

Brown

Boda

Lemmi

Monroe

(2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775–803. https://doi.org/10.1177/0042085918794802

10.

Brown v. (1954). Board of Education of Topeka, Opinion; May 17, 1954; Records of the Supreme Court of the United States; Record Group 267; National Archives.

11.

Bryan

Williams

Griffin

(2020). Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling, 23(1 part 2), 1–14.

12.

Burroughs

Lewis

Battey

Curran

Hyland

N. E.

Ryan

(2020). From mediated fieldwork to co-constructed partnerships: A framework for guiding and reflecting on P-12 school–university partnerships. Journal of Teacher Education, 71(1), 122–134. https://doi.org/10.1177/0022487119858992

13.

Carter Andrews

D. J.

Castro

Cho

C. L.

Petchauer

Richmond

Floden

(2019). Changing the narrative on diversifying the teaching workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of color. Journal of Teacher Education, 70(1), 6–12. https://doi.org/10.1177/0022487118812418

14.

Chang

Viesca

(2022). Preparing teachers for culturally responsive/relevant pedagogy (CRP): A critical review of research. Teachers College Record, 124(2), 197–224. https://doi.org/10.1177/01614681221086676

15.

Cochran-Smith

Keefe

E. S.

(2022). Strong equity: Repositioning teacher education for social change. Teachers College Record, 124(3), 9–41. https://doi.org/10.1177/01614681221087304

16.

Curran

M.E.

(2018). Our linguistic landscape: Preparing teachers to see, hear, and affirm the community. In Presentation at the American Educational Research Association Annual Meeting, New York.

17.

Darling-Hammond

(2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. https://doi.org/10.1177/0022487100051003002

18.

Darling-Hammond

(2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962

19.

DeCuir-Gunby

Allan

E. M.

Boone

J. K.

(2020). Examining pre-service teachers’ color-blind racial ideology, emotion regulation, and inflexibility with stigmatizing thoughts about race. Contemporary Educational Psychology, 60, 101836. https://doi.org/10.1016/j.cedpsych.2020.101836

20.

Dewey

(1938). Experience and Education. Macmillan Company.

21.

Dixon

Griffin

Teoh

(2019). If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover. Education Trust.

22.

Dominguez

A. M.

Feldman

Battey

Lee

C. P.

Hunsdon

(2022). Centering families’ mathematical practices in a multilingual space. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 633–641. https://doi.org/10.5951/MTLT.2021.0298

23.

Egalite

A. J.

Kisida

Winters

M. A.

(2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44–52. https://doi.org/10.1016/j.econedurev.2015.01.007

24.

Ehrlich

(Ed.). (2000). Civic responsibility and higher education. Oryx Press.

25.

Epstein

J. L.

(2013). Ready or not? Preparing future educators for school, family, and community partnerships. Teaching Education, 24(2), 115–118. https://doi.org/10.1080/10476210.2013.786887

26.

Eyler

Giles

D. E.

(1999). Where’s the learning in service learning?. Jossey-Bass.

27.

Fenwick

(2022). Jim Crow’s Pink Slip ([edition unavailable]). Harvard Education Press. Retrieved from https://www.perlego.com/book/4210147/jim-crows-pink-slip-the-untold-story-of-black-principal-and-teacher-leadership-pdf (Original work published 2022)

28.

Firestone

A. R.

Cruz

R. A.

Massey

(2023). Developing an equity-centered practice: Teacher study groups in the preservice context. Journal of Teacher Education, 74(4), 343–358. https://doi.org/10.1177/00224871231180536

29.

Gay

(2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003

30.

Gershenson

Hart

C. M. D.

Lindsay

C. A.

Papageorge

N. W.

(2017). The long run effects of same-race teachers (IZA Discussion Paper No. 10630). Retrieved from http://ftp.iza.org/dp10630.pdf

31.

Gist

Jackson

Nightengale-Lee

Allen

(2019). Culturally Responsive Pedagogy in Teacher Education. Oxford Research Encyclopedia, Education.

32.

Gonzalez

Moll

L. C.

Tenery

M. F.

Rivera

Rendon

Gonzales

Amanti

(1995). Funds of knowledge for teaching in latino households. Urban Education, 29(4), 443–470. https://doi.org/10.1177/0042085995029004005

33.

Griffin

Tackie

(2016). Through our eyes: Perspectives and reflections from Black teachers. Education Trust.

34.

GSE-CSPN Advisory Council. (2022). “Item IV, small group activity” in Minutes of GSE-CSPN advisory council meeting 07 December 2022, [anonymous] University, held via Zoom.

35.

Hambacher

Ginn

(2020). Race-Visible teacher education: A review of the literature from 2002 to 2018. Journal of Teacher Education, 72(3), 329–341. https://doi.org/10.1177/0022487120948045

36.

Hurd

Stanton

T. K.

(2022). Community engagement as community development: Making the case for multilateral, collaborative, equity-focused campus community partnerships. Community Development, 54(6), 875–898. https://doi.org/10.1080/15575330.2022.2121297

37.

Hyland

N. E.

Heuschkel

(2010). Fostering understanding of institutional oppression among U.S. pre-service teachers. Teaching and Teacher Education, 26(4), 821–829. https://doi.org/10.1016/j.tate.2009.10.019

38.

Jenkins

D. A.

(2022). Feeling black: Black urban high school youth and visceral geographies of anti-black racism. Equity & Excellence in Education, 55(3), 231–243. https://doi.org/10.1080/10665684.2022.2131196

39.

Keefe

Cochran-Smith

(2022). Advancing equity and democracy in teacher education: Introduction to the special issue. Teachers College Record, 124(3), 9–41. https://doi.org/10.1177/01614681221087304

40.

Kohli

Pizarro

(2022). The layered toll of racism in teacher education on teacher educators of color. AERA Open, 8. https://doi.org/10.1177/23328584221078538

41.

Kubota

(2021). Critical antiracist pedagogy in ELT. ELT Journal, 75(3), 237–246. https://doi.org/10.1093/elt/ccab015

42.

Kunesh

C. E.

Noltemeyer

(2019). Understanding disciplinary disproportionality: Stereotypes shape Pre-service Teachers’ beliefs about black Boys’ behavior. Urban Education, 54(4), 471–498. https://doi.org/10.1177/0042085915623337

43.

Ladson-Billings

(2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. Jossey-Bass.

44.

Lee

C. P.

Curtis

J. H.

Curran

M. E.

(2018). Shaping the vision for service-learning in language education. Foreign Language Annals, 51(1), 169–184. https://doi.org/10.1111/flan.12329

45.

Legette

K. B.

Halberstadt

A. G.

Majors

A. T.

(2021). Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors. Contemporary Educational Psychology, 67, 102014. https://doi.org/10.1016/j.cedpsych.2021.102014

46.

Leonard

A. E.

Burns

Hamilton

E. R.

Taylor

Tanck

(2023). Place as teacher: Community-based experiences, third spaces, & teacher education. Studying Teacher Education, 20(2), 214–235. https://doi.org/10.1080/17425964.2023.2250822

47.

MacDonald

Catania

Haraf

(2020). Experiences of novice teacher educators focused on advancing equity literacy with teacher candidates in school-university partnerships: A collaborative self-study. School-University Partnerships, 13(3), 138–156.

48.

Martinez

A. Y.

(2014). A plea for critical race theory counter- story: Stock story versus counterstory dialogues concerning alejandra’s “fit” in the academy. Composition Studies, 42(2), 33–55.

49.

McGrady

P. B.

Reynolds

J. R.

(2013). Racial mismatch in the classroom: Beyond black-white differences. Sociology of Education, 86(1), 3–17. https://doi.org/10.1177/0038040712444857

50.

McIntyre

(2007). Participatory Action Research. Sage.

51.

Myers

., & Compton-Lilly

. (2024). Changing schools, growing teachers, creating spaces for equitable learning: Toward a systemic Re-envisioning of educational practices. The Urban Review, 56(2), 393–418. https://doi.org/10.1007/s11256-024-00687-8

52.

Nash

(2018). They have verve: Preservice Teachers’ perceptions about culturally relevant/responsive pedagogy. The New Educator, 14(2), 153–170. https://doi.org/10.1080/1547688X.2018.1426325

53.

Nowicki

J. M.

(2022). K-12 Education: Student Population Has Significantly Diversified, but Many Schools Remain Divided along Racial, Ethnic, and Economic Lines. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-22–104737. US Government Accountability Office.

54.

Owens

(2022). Double jeopardy: Teacher biases, racialized organizations, and the production of racial/ethnic disparities in school discipline. American Sociological Review, 87(6), 1007–1048. https://doi.org/10.1177/00031224221135810

55.

Pacho

(2015). Unpacking john dewey’s connection to service-learning. Journal of Education & Social Policy, 2(3), 8–16.

56.

Paris

Alim

H. S.

(2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77

57.

Paris

Alim

H.S.

(Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

58.

Parks

Bell

Ellwood

Deckman

S. L.

(2022). Going beyond anti-racist pedagogical practices: Co-constructing a pro-black classroom. Journal for Multicultural Education, 16(3), 259–271. https://doi.org/10.1108/JME-10-2021-0193

59.

Paulick

Karam

Kibler

(2022). Artifactual literacies in home visiting: Exploring cultural models and curricular connections. Language Arts, 99(6), 390–401. https://doi.org/10.58680/la202231962

60.

Paulick

Quinn

A. M.

Blain

C. D.

(2024). Developing culturally responsive teaching self-efficacy through engaged, asset-based teacher preparation. Teaching Education, 35(1), 61–81. https://doi.org/10.1080/10476210.2023.2215166

61.

Popielarz

(2022). Change your approach”: How youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education. International Journal of Qualitative Studies in Education, 37(1), 190–212. https://doi.org/10.1080/09518398.2022.2035454

62.

Redding

Nguyen

T. D.

(2020). Recent trends in the characteristics of new teachers, the schools in which they teach, and their turnover rates. Teachers College Record, 122(7), 1–36. https://doi.org/10.1177/016146812012200711

63.

Rogers-Ard

Knaus

Bianco

Brandehoff

Gist

C. D.

(2019). The grow your own collective: A critical race movement to transform education. Teacher Education Quarterly, 46(1), 23–34.

64.

Rozelle

J. J.

Wilson

S. M.

(2012). Opening the black box of field experiences: How cooperating teachers’ beliefs and practices shape student teachers’ beliefs and practices. Teaching and Teacher Education, 28(8), 1196–1205. https://doi.org/10.1016/j.tate.2012.07.008

65.

Saltmarsh

Driscoll

(2018). Democratic engagement: Reframing the purposes of higher education. Stylus Publishing.

66.

Saltmarsh

Hartley

(2017). A brief history of the civic engagement movement in American higher education. In Dolgon

Mitchell

T. D.

Eatman

T. K.

(Eds.), The Cambridge handbook of service learning and community engagement. Cambridge handbooks in psychology (pp. 112–124). Cambridge University Press.

67.

Savick

S. L.

Logan-Washington

Schools

B. C. P.

(2020). How one school-university partnership designed learning experiences to propel equity-based teaching forward in the PDS contest. School-University Partnerships, 13(3), 67–84.

68.

Schaeffer

(2021). Among many US children, Reading for fun has become less common, federal data shows. Pew Research Center, 12.

69.

Sleeter

C. E.

(2013). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47, 562–584. https://doi.org/10.1177/0042085911431472

70.

Sleeter

C. E.

(2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169. https://doi.org/10.1177/0042085916668957

71.

Taie

Lewis

(2023). Teacher Attrition and Mobility: Results from the 2021–22 Teacher Follow-Up Survey to the National Teacher and Principal Survey. First Look. NCES 2024–039. National Center for Education Statistics.

72.

Teemant

Borgioli Yoder

Sherman

B. J.

Santamaría Graff

(2021). An equity framework for family, community, and school partnerships. Theory Into Practice, 60(1), 28–38. https://doi.org/10.1080/00405841.2020.1827905

73.

United States Department of the Treasury. (2023). “Post 5: Racial Differences in Educational Experiences and Attainment.” Featured Stories https://home.treasury.gov/news/featured-stories/post-5-racial-differences-in-educational-experiences-and-attainment

74.

Valenzuela

(2016). Teaching for critical consciousness. In Growing critically conscious teachers: A social justice curriculum for educators of latino/a youth (pp. 39–66). Teachers College Press.

75.

Villegas

A. M.

Irvine

J. J.

(2010). Diversifying the teaching force: An examination of major arguments. The Urban Review, 42(3), 175–192. https://doi.org/10.1007/s11256-010-0150-1

76.

Welsh

R. O.

(2022). Schooling levels and school discipline: Examining the variation in disciplinary infractions and consequences across elementary, middle, and high schools. Journal of Education for Students Placed at Risk (JESPAR), 27(3), 270–295. https://doi.org/10.1080/10824669.2022.2041998

77.

Zeichner

Bier

(2012). The turn toward practice and clinical experience in US teacher education. Beiträge Zur Lehrerbildung, 30(2), 153–170. https://doi.org/10.36950/bzl.30.2.2012.9687

78.

Zenkov

Pytash

K. E.

(2018). Clinical experiences in teacher education. Routledge.

79.

Zygmunt

Cipollone

Tancock

Clark

(2018). Community-engaged teacher preparation. In Oxford Encyclopedia of Global Perspectives on Teacher Education. Oxford University Press.

80.

Zygmunt

Clark

Clausen

Mucherah

Tancock

(2016). Transforming teacher education for social justice. Teachers College Press.