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Toward a Critical Theory of Partnership, or CritPartnership

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Title: Toward a Critical Theory of Partnership, or CritPartnership
Language: English
Authors: Kala Burrell-Craft, Jori S. Beck
Source: Teacher Education Quarterly. 2025 52(1):54-76.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: College School Cooperation, Partnerships in Education, Critical Race Theory, Race, Racism, Power Structure, Social Justice, Teacher Education Programs, Cooperation, Ethnicity, Language Usage, Gender Identity, Disabilities, Self Concept, Professional Development Schools
ISSN: 0737-5328
Abstract: In school-university partnership work, critical theories such as third space and funds of knowledge have been whitewashed by the predominantly white, female teacher and teacher educator workforces. In this essay, we present an intentionally and explicitly critical framework based on critical race theory, CritPartnership, that can guide school-university partnership work focused on race, racism, and power. We convey the need for this framework through a brief review of germinal reports on school-university partnership work as well as an example of how a critical framework (third space) has been whitewashed. We present the five tenets of CritPartnership and apply them to two school-university partnership models: professional development schools and teacher residencies. We conclude with suggestions for applying the theory to partnership work and our hope for CritPartnership research.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.ccte.org/teq
Accession Number: EJ1484055
Database: ERIC
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  Data: Toward a Critical Theory of Partnership, or CritPartnership
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Quarterly%22"><i>Teacher Education Quarterly</i></searchLink>. 2025 52(1):54-76.
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: In school-university partnership work, critical theories such as third space and funds of knowledge have been whitewashed by the predominantly white, female teacher and teacher educator workforces. In this essay, we present an intentionally and explicitly critical framework based on critical race theory, CritPartnership, that can guide school-university partnership work focused on race, racism, and power. We convey the need for this framework through a brief review of germinal reports on school-university partnership work as well as an example of how a critical framework (third space) has been whitewashed. We present the five tenets of CritPartnership and apply them to two school-university partnership models: professional development schools and teacher residencies. We conclude with suggestions for applying the theory to partnership work and our hope for CritPartnership research.
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        StartPage: 54
    Subjects:
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: Critical Race Theory
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      – SubjectFull: Race
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      – SubjectFull: Racism
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      – SubjectFull: Power Structure
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      – SubjectFull: Social Justice
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Cooperation
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      – SubjectFull: Ethnicity
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      – SubjectFull: Language Usage
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      – SubjectFull: Gender Identity
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      – SubjectFull: Self Concept
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      – SubjectFull: Professional Development Schools
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