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 |
| 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. |
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| ISSN: | 0737-5328 |
