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  • 4 - From Holmes to Here

  • 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 65-80

  • Summary

    Nearly thirty years ago, the Holmes Partnership Group (1995) envisioned educators of color as essential to school–university partnerships (SUPs), to the transformation of teacher education, and to achieving equity in public schools. This chapter asserts that the Holmes Partnership Group linked together culture, pedagogy, and the proportional representation of educators of color as a core conceptual foundation of SUPs. Using their final report, Tomorrow’s Schools of Education, as a key SUP policy and governance document, the author provides a retrospective examination of literature on today’s racially and ethnically diverse PK-20 educator pipeline as connected to the goals of cultural pluralism within a democracy and equitable access and opportunity in student learning. The chapter concludes with implications for future research that connects SUPs, social justice teacher education, and the well-being and sustainability of educators of color.