Historical and Conceptual Foundations of SUPs (School-University Partnerships) for Democracy, Student Learning, and Racial Equity

• In Event: Surveying the Landscape of Research on School-University Partnerships

Abstract

Purpose
This year’s conference theme suggests that if we are to reconstruct new realities of hope and justice, we must deconstruct how our historical understandings of race have deeply influenced educational reforms of the present day. The purpose of this session is to provide a discussion about the historical and conceptual foundations of school university partnerships (SUPs), as one such education reform, as well as the benefits and enduring challenges of utilizing SUPs to support the goals of democracy, equity, and student learning.

Conceptual Framework
The concept of SUPs was born out of outcries for improving the U.S. educational system that arose from the Civil Rights Movement as well as critical responses to the report, A Nation at Risk (1983). In particular, the work of John I. Goodlad (2004) and his National Network for Educational Renewal (NNER), laid the philosophical and practical groundwork for SUPs that focused on citizenship in a social and political democracy. The professional development school (PDS), conceptualized by The Holmes Group (1986), a group of deans from research universities, envisioned a more specific collaborative model that would increase racial and ethnic diversity.

Methods and Data Sources
The authors will present a meta-synthesis of the landscape of research and directions for future research across two sections (History and Conceptual Foundations of School University Partnership Research and Democracy, Equity, and Student Learning) of the upcoming edited volume, the Cambridge Handbook of School University Partnership Research.

Preliminary Findings
Using the lens of diversity, equity, and social justice, a review of the chapters in the History & Conceptual Foundations section of the handbook revealed several salient themes and issues. These include (1) a shift in the purpose/mission of SUPs; (2) identification and application of theoretical frameworks in research; (3) a common lexicon used in research and development of SUPs; (4) resources to sustain innovative practices; and (5) a diverse teacher workforce to serve diverse and inclusive schools. A review of the chapters in the Democracy, Equity, and Student Learning section revealed the following salient themes and issues: (1) further evidence linking partnerships, organizational and teacher change, and student learning, (2) implementation of anti-racist teacher education, and (3) a call for critical, transdisciplinary frameworks in SUP research.

Scholarly Significance
In light of enduring threats to undermine our democracy, erase historical truths, and roll back the gains made since the groundwork for SUPs was initiated, we must continuously examine how our historical understandings of race have constrained our approaches to both research and practice and have, in addition, perpetuated racial inequity. To reconstruct SUPs as systems of racial equity, this session situates the historical and conceptual foundations of SUPs within the broader purpose and mission of democracy, racial equity, and student learning.

Authors

• Morgan Faison, University of Georgia

• Jane E. Neapolitan, Towson University