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  • 8 - Commentary: From Mission to Metaphors and Questions in Between

  • from Part I - The History and Conceptual Foundations of School–University Partnerships
  • Edited by Janna Dresden, University of Georgia, JoAnne Ferrara, Manhattanville University, Jane E. Neapolitan, Towson University, Diane Yendol-Hoppey, University of North Florida
  • Edited in association with Jori S. Beck, Old Dominion University, Morgan Z. Faison, University of Georgia, Sonia E. Janis, University of Georgia, Kathleen Provinzano, Binghamton University, Logan Rutten, University of North Dakota
  • Book:
    The Cambridge Handbook of School–University Partnerships
    Published online:
    05 November 2025
    Print publication:
    07 August 2025, pp 133-136

  • Summary

    This chapter explores the transformative potential of pre-service teachers (PSTs) partnering with community activist organizations (CAOs) as part of their teacher preparation program. Through summer internships with CAOs, PSTs gain insights into community cultural wealth, systemic oppression, and issues facing marginalized communities. This engagement enables PSTs to develop a racial and social justice lens and understand their future students’ strengths and challenges. The chapter presents how these experiences inform curriculum development, leading to community-responsive pedagogy. It highlights enduring understandings PSTs gain from CAO partnerships, emphasizing the wisdom of local communities, collective action, diverse forms of activism, the joy of community engagement, and integration of community issues in curriculum. Policymakers are encouraged to support such partnerships to equip educators for socially just teaching. Further research is suggested to explore long-term impacts and best practices in CAO engagement.