Community Members as Architects of Imagination and Agents of Authority in Teacher Education

• In Event: Community-Based Teaching and Teacher Education as Transformative Praxis for Educational Equity

Abstract

Objective
This case study documents the decade-long evolution of a mid-sized, midwestern university’s nationally recognized program of community-engaged teacher preparation (Authors, 2016) specifically examining the construct of radical reciprocity (Authors, 2021) within the contexts of university policy and practice. How authority for the work of preparing culturally responsive and community sustaining future teachers (Gay, 2010, Ladson-Billings, 1995; Paris & Alim, 2017) has been resourcefully repositioned into the hands of community members dedicated to ensuring an equitable and socially just education for their children is examined and extolled as a promising paradigm.

Theoretical Framework
Zeichner’s (2015) examination of the means through which to democratize teacher education is employed to frame the complexities of university/community collaboration, and to reconsider and ultimately redefine the construct of structural, disciplinary, cultural, and interpersonal power (Gist, 2022) within such alliances. The additional constructs of restoration and restitution are elevated to propose a radically revolutionary paradigm through which the community holds authority for the professional development of preservice and practicing teachers, along with the autonomy to unilaterally define the parameters of university participation in the community.

Method and Data Sources
The history and evolution of a 13-year, nationally recognized program of community-engaged teacher preparation is presented, with specific attention to the policies, practices, organizational oversight, and university/community commitments within which it has operated (Authors, 2016; 2021). Following a period of tumult and the transference of program authority from the university to members of a historically minoritized community, recent data illustrates the benefits of this novel approach to preservice and practicing teachers, university faculty, members of the community, and to students who are the beneficiaries of this effort.

Results
The successful transference of program authority from the university to the community is presented as evidence of a new paradigm in the preparation of community teachers (Murrell, 2001). A newly formed community institute, while nevertheless working in partnership with the university, now possess unilateral authority and autonomy over its operation and has expanded its vision of authentic, community-engaged professional development to both preservice and practicing teachers, along with the university teacher education faculty with whom they work in solidarity. Ramifications for program sustainability are optimistically offered.

Significance
The development and enhancement of a more culturally responsive and community sustaining force of future educators is paramount if the urgency of a more socially just and equitable education for all students is to be achieved. While niche programs of educator preparation have addressed this need (see Authors, 2021; Lee et al., 2013; Lees, 2016; McDonald et al., 2011; Zeichner, 2006; 2010), the field of teacher education, overall, remains stubbornly tethered to tradition and has been resistant to reform. The present study represents a revolutionary shift in educator preparation, positioning members of a marginalized community as principal architects of professional development for pre-service and practicing teachers through the elevation of community cultural wealth (Yosso, 2005) and funds of knowledge (Moll et al., 1992) as critical and requisite cognizance for all educators.

Authors

• Eva M. Zygmunt, Ball State University

• Wilisha Scaife, Ball State University

• Kristin Cipollone, University at Buffalo - SUNY