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<p>Promising research suggests that pairing educators with community leaders helps candidates access local histories, community networks, and cultural wealth. Here we analyze the experiences of College of Education (COE) students in a program in which they work with anchor community institutions to confront issues partners identify as pressing. Our sample included 25 pre- and in-service teachers, counselors, and educational leaders. Findings indicate that participation helped educators: (1) feel “part of something larger”—connected to legacies of community- and educator-led struggles for justice (including to COE missions foregrounding social justice), (2) see justice work as accessible, manageable, and sustainable, and (3) apply university learning in minoritized communities to bridge demographic and research/practice divides. Though limited to self-report and cross-sectional data, results are promising given the need to prepare educators, often outsiders, to partner effectively with communities to confront structural inequities plaguing urban schools.</p>

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Community-Based Justice Work to Prepare Urban Teachers, Counselors, and Educational Leaders

  • 期刊论文

  • 发表日期：

    2026年2月12日

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  • Joby Gardner,
  • Thomas Noel,
  • Rebecca E. Michel,
  • Shanita Bigelow,
  • Qianhui Hub,
  • Monica Estrada

摘要

Promising research suggests that pairing educators with community leaders helps candidates access local histories, community networks, and cultural wealth. Here we analyze the experiences of College of Education (COE) students in a program in which they work with anchor community institutions to confront issues partners identify as pressing. Our sample included 25 pre- and in-service teachers, counselors, and educational leaders. Findings indicate that participation helped educators: (1) feel “part of something larger”—connected to legacies of community- and educator-led struggles for justice (including to COE missions foregrounding social justice), (2) see justice work as accessible, manageable, and sustainable, and (3) apply university learning in minoritized communities to bridge demographic and research/practice divides. Though limited to self-report and cross-sectional data, results are promising given the need to prepare educators, often outsiders, to partner effectively with communities to confront structural inequities plaguing urban schools.