Community schools, an equity-oriented reform strategy, has expanded significantly in recent years. To achieve their goals, community schools engage partners that operate outside the traditional K-12 realm. School–University partnerships are one key example of collaboration that have a transformative potential to impact the effectiveness of community schools. While these partnerships hold great potential to advance the vision and mission of community schools, there are also many barriers to the development, sustainability, and growth of meaningful partnerships between universities and community schools. This chapter provides an overview of the community school strategy, outlines both opportunities and challenges in partnerships between universities and community schools, and highlights examples from the field to illustrate some key learnings to establishing sustained partnerships. This chapter aims to contribute to a more open and honest discussions around community school and university partnerships for education equity.

This chapter examines how emotions contribute to the development of violent extremism, drawing on research into emotional drivers of violent intergroup behavior. We first introduce the concept of emotion and explain the role of cognitive appraisals of events in shaping emotions. Then, to position emotions within the context of hostile intergroup relations, we demonstrate how social identities and group processes impact emotional experience. In the main section of this chapter, we consider the roles of several discrete emotions that motivate distinct types of behaviors relevant to violent extremism. Using a broad framework of the radicalization process, we suggest that: (1) humiliation, shame, and anger in response to self- or group-relevant experiences are pertinent pre-radicalization as they create a desire to reestablish a positive self- or group-image and to restore a sense of justice; (2) contempt, disgust, and hatred, as emotions that exclude their targets from moral consideration and motivate their eradication, develop during active radicalization; and (3) positive emotions, such as love, joy, and pride, which increase commitment and motivate others, characterize the engagement stage. We draw out implications of our analysis for policymakers, stressing the importance of responding to the unfulfilled emotional needs that motivate violent extremism.

As hybrid spaces for enacted practice, school–university partnerships (S-UPs) are complex systems for leadership and educational change. Therefore, in this chapter I explore various educational leadership theories–from a wide perspective encompassing paradigms, conceptual frameworks, and constructs as described in the literature on educational leadership – and work to identify coherence among the complexity in order to provide guiding principles (from theories) for SUP leadership practice and scholarship. Among the discussions of theory and practice in educational leadership scholarship, tensions and even contradictions are identified when considering enacted practice of educational leaders. Embracing tensions to meet complexity with complexity, I highlight a framework with theories as guideposts for leaders in SUPs to engage and live in a dynamic way to best meet the needs and purposes of SUPs through complexity leadership.

Historical records and recent events suggest that conspiracy theories and violent extremism are closely associated. However, empirical research examining this link has only recently gained momentum. The present chapter provides an overview of this fast-growing research field. We first discuss theoretical explanations of the link between conspiracy theories and violent extremism, as well as the hypothetical mechanisms underpinning it. Next, we summarize the empirical evidence so far along three main research lines: (a) evidence from radicalized groups and individuals; (b) evidence from general population studies focusing on support for, and intentions to engage in, violent extremism; (c) evidence from the general population focusing on extreme political attitudes. We conclude by formulating recommendations for policy and practice.

Previous research has underscored the significance of intergroup threat perceptions in fostering prejudice and hostility toward out-groups. Nevertheless, the degree to which different types of threats – symbolic, realistic, numerical, existential, and meta-threat – remains insufficiently explored. This chapter provides a theoretically informed review of the role of these diverse threat types and synthesizes recent empirical studies demonstrating that perceptions of threat can precipitate extreme forms of out-group hostility, including violent extremism. The evidence suggests that threat perceptions not only incite violent hostility across various cultural contexts but also provoke violent defensive reactions among both majority and minority groups aiming to protect their valued traditions, scarce resources, and societal status and to avoid the perceived dread of extinction. We further discuss how cultural narratives, media portrayals, and political rhetoric shape these threat perceptions, which may fuel the process of radicalization and lead to a spiral into violent extremism. Our objective is to present a detailed analysis that can lay the groundwork for devising strategies to alleviate perceived threats leading to violent extremism. Accordingly, we propose prevention and intervention strategies designed to diminish perceived threats and curtail their violent ramifications.

This chapter examines the effects that international military interventions and foreign military occupations have on violent extremism with a particular focus on how interventions and occupations foster psychological processes associated with radicalization and patterns of political violence. The chapter begins by providing definitions for the key terms and then surveys the main strands of literature on how international interventions and foreign occupations may provoke violent extremist responses. In particular, the chapter discusses evidence that military interventions and occupations enhance grievances and feelings of national humiliation among affected populations, prompting them to support political violence. International military interventions and occupations can also foster violent extremism by facilitating othering of foreigners, by worsening human rights standards, and by producing a strategic environment conducive to political violence. The chapter also examines how interventions and occupations may foster vicarious radicalization outside of the intervened-in or occupied country, thereby increasing the threat of political violence globally. The discussion of the literature is expanded to acknowledge that certain studies in the literature depict a relationship of greater complexity or nuance. It discusses some key limitations in the literature on international military interventions, foreign occupations, and violent extremism. Finally, it concludes with implications for scholars and practitioners.

Part VII of the handbook explores funding, policy, and politics as a means to build and sustain school–university partnerships (SUPs). How partnerships evolve over time involves many factors. At the heart of partnership work is a shared vision and commitment to a set of values that support mutually beneficial outcomes. Even with the best of intentions, too often these qualities are not enough to move SUPs beyond an initial stage of development. While these elements are critical to partnership success, it’s important to acknowledge that unless funding, policy, and politics are in place to support SUPs in their efforts, barriers will derail their ability to operate and organize in new ways.

There are several types of school–university partnerships (SUPs) situated within various educational structures with varying missions. However, these SUPs may have many general visions that are more similar than disparate. Regardless of the specific type of SUP, areas of funding, policy, and politics may affect the development and maintenance of these SUPs. The recent and current external funding opportunities that relate to SUPs are discussed. Educational polices of both K-12 and universities related to SUP development are examined. Also, national, state, and local political shifts may have an impact on the SUP development cycle. These issues of funding, policy, and politics also may intersect within the day-to-day implementation of a SUP. Suggestions for aggregating the influence of different types of SUPs to inform policy and dealing with barriers are provided. Understanding the cyclical development of SUPs in response to funding, policy, and political changes in the K-12 or university is discussed

While generative AI enables the creation of diverse content, including images, videos, text, and music, it also raises significant ethical and societal concerns, such as bias, transparency, accountability, and privacy. Therefore, it is crucial to ensure that AI systems are both trustworthy and fair, optimising their benefits while minimising potential harm. To explore the importance of fostering trustworthiness in the development of generative AI, this chapter delves into the ethical implications of AI-generated content, the challenges posed by bias and discrimination, and the importance of transparency and accountability in AI development. It proposes six guiding principles for creating ethical, safe, and trustworthy AI systems. Furthermore, legal perspectives are examined to highlight how regulations can shape responsible generative AI development. Ultimately, the chapter underscores the need for responsible innovation that balances technological advancement with societal values, preparing us to navigate future challenges in the evolving AI landscape.

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).

As evidenced in the four chapters in Part IV: Leadership in School–University Partnerships, leadership in a multifaceted school–university partnership (SUP) is complicated, complex, and nuanced. As Snow observed in her chapter, SUP leadership is made extremely complex because it is connected to teaching and learning – and humans who “are not logical creatures, but association making creatures who are capable of logic” (Davis & Sumara, 2006, p. 35, as cited in Snow). The chapters illustrate that there are a variety of thoughtful ways to explain, delineate, and describe the nature of SUP leadership. In one chapter, Henning applied design theory to leadership processes during SUP startups while Snow utilized complexity theory frameworks to contextualize ongoing collaborative efforts. Provinzano and Mayger explored the roles of principals who guide collaboration in community school partnerships and Roselle and colleagues analyzed the potential contributions of teacher leaders. Even though the authors come from different perspectives, commonalities – explicit and inferred – emerge from their analysis. This part provides a multitude of ideas that could be explored and unpacked, but three concepts – third spaces, boundary spanners, and brokers – offer important and meaningful ways to describe and understand SUP leadership practices.

In this part, seven individual authors and teams of authors explored inquiry and innovation in school–university partnership (SUP) research. Inquiry is central to professional development schools (PDSs), and has even been dubbed the “signature pedagogy” (Yendol-Hoppey & Franco, 2014) of PDS. Specifically, the authors in this part of the handbook explore the use of inquiry and action research within PDS and SUP research systematically through studying years of scholarly work. Several of them also explore the meaning of innovation in PDS and SUP research – however, as they demonstrate, sometimes this innovation is slow, or not particularly novel. These chapters were grouped together to connect research to innovation, and illustrate potential paths forward for scholars working in this field.

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.

In this chapter, our goal was to synthesize research from the last ten years on School–University partnerships that utilized theoretical frameworks. We open the chapter by operationalizing the term theoretical framework and distinguishing it from the term conceptual framework. We then describe our search process for the a priori systematic literature review that we conducted including our search terms. We provide a continuum of theory integration (from low to medium to high integration) that we found within the twenty-four articles we reviewed, and we also describe the various theoretical “families” represented in this review including context-specific teacher preparation and place-based learning, critical theories, post-colonial and decolonizing theories, and sociocultural theories. We conclude the chapter with an emphasis on hope for School–University partnerships.

This chapter advocates for schools and universities to work together to create a state of policy readiness for local-level partnerships. Here, policy is defined as the formalization of norms and structures that undergird the partnership and set the conditions for a thriving and sustainable collaboration. This chapter presents several policy readiness factors for school–university partnerships (SUPs), exemplified through a case study of the Indiana University Purdue University Indianapolis and Indianapolis Public Schools SUP. This chapter starts with a discussion of how Kingdon’s Multiple Streams Framework can help school and university leaders proactively engage in the policy readiness process. Next it offers a framework for policy readiness for all levels of local school/university partnerships. Finally, it provides evidence of a long-term sustainable partnership in practice.

Randi Weingarten, tireless advocate for community schools, states, “Improving student learning and educational equity require strong, consistent, and sustained collaboration among parents, teachers, school boards, superintendents and administrators, business leaders and the community” (Weingarten, 2013). The authors of the four chapters in this section argue that institutions of higher education (IHEs) are best suited to not only be partners in such collaboratives, but to actively pursue, develop and facilitate them, including educating their staff and evaluating these efforts for success. Since the mid-1960s, colleges and universities have taken on more central roles in a wide array of community partnerships, seeing their jobs as increasingly “mission driven” (Harkavy & Puckett, 1994, p. 313). Building on the early work of John Dewey and Jane Addams, among others, and with the leadership of the University of Pennsylvania’s Netter Center, many universities have found community schools to be among the best ways to focus this mission for a democratic, just society.