Beyond Educator Preparation

doi:10.1017/9781009285841.025

20 - Beyond Educator Preparation

What Are School–University Partnerships and How Can They Contribute to Racial Equity?

from Part III - Equity and Student Learning in School–University Partnerships

Published online by Cambridge University Press: 05 November 2025

Elizabeth E. Smith and

Lindsey M. Cain

Edited by

Janna Dresden ,

JoAnne Ferrara ,

Jane E. Neapolitan and

Diane Yendol-Hoppey

Edited in association with

Jori S. Beck ,

Morgan Z. Faison ,

Sonia E. Janis ,

Kathleen Provinzano and

Logan Rutten

Show author details

Janna Dresden: Affiliation:
University of Georgia
JoAnne Ferrara: Affiliation:
Manhattanville University
Jane E. Neapolitan: Affiliation:
Towson University
Diane Yendol-Hoppey: Affiliation:
University of North Florida
Jori S. Beck: Affiliation:
Old Dominion University
Morgan Z. Faison: Affiliation:
University of Georgia
Sonia E. Janis: Affiliation:
University of Georgia
Kathleen Provinzano: Affiliation:
Binghamton University
Logan Rutten: Affiliation:
University of North Dakota

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Summary

Through school–university partnerships (SUPs), individuals and organizations collaborate across the long-standing boundaries that exist between preschool through high school (p-12) and postsecondary education. Partnerships between institutions of higher education and schools take many forms and exist for many purposes; SUPs are boundary-spanning collaborative efforts that require individuals and groups to cross systemic divides in the United States educational system (Burns & Baker, 2016; Zeichner, 2010). In the first half of this chapter, we explore a broad definition for SUPs, define types of SUPs and briefly trace their development since the late 1800s. In the second half of this chapter, we apply three aspects of critical race theory (CRT) to SUPs, considering how SUPs might be facilitated to intentionally pursue racial equity.

Keywords

school–university partnerships racial equity critical race theory

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Type: Chapter
Information: The Cambridge Handbook of School–University Partnerships , pp. 323 - 340

DOI: https://doi.org/10.1017/9781009285841.025 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2025

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