Partnering with Communities - Research and Resources

This special issue examines nine different teacher education programs and how they prepare their student teachers to support school/family partnerships.

Yosso uses critical race theory to present community cultural wealth as an alternative concept to cultural capital, noting the "the potential of community cultural wealth to transform the process of schooling."

This literature review examines the existing literature on the outcomes of efforts to prepare educators for family and community engagement.

This study "reports on a small-scale curriculum change, aiming to foster pre-service teachers’ awareness of the importance of FSP, to broaden their concepts and support them in identifying learning goals for the future."

This article argues that teacher education must include "a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning." The author suggests accomplishing this by "incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms," and provides a case study of one such program.

"In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and designing/implementing--that center and leverage community issues, knowledge, and voice"