Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children.
The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing.
Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education.
Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.
Mikkaka Overstreet, Ph.D. (2015), University of Louisville, is an Assistant Professor of Literacy Education at East Carolina University. Her research reflects work with preservice and practicing teachers to empower and engage students through culturally responsive education.
Lori Norton-Meier, Ph.D. (1998), University of Iowa, is a Professor of Literacy Education at the University of Louisville. She has published extensively about the power of teacher learning when given the opportunity to engage in the act of inquiry.
List of Figures and Tables
Notes on Contributors
1 Introduction: Making the Case for the Study of the “Messy Realities” in the Preparation of Teachers
Mikkaka Overstreet and Lori Norton-Meier 2 From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships: Contemporary Shifts in Addressing the Complex Lives of Students and Educators in Diverse Settings
Ann Larson and Amy Lingo 3 Mentoring and Third Space in the Academy: The Complexities of Community Engaged Scholarship in Clinical Partnerships
Lori Norton-Meier 4 Navigating Synergic Boundaries: A Collaboration between an Urban Elementary School and a School-Based Mathematics Methods Course
Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster Bridging the Theme: Relationships Matter
Mikkaka Overstreet and Lori Norton-Meier 5 Ball Pythons, Bartering and Building Community
Mikkaka Overstreet Bridging the Theme: Stories Matter
Mikkaka Overstreet and Lori Norton-Meier 6 From Saviors to Safety Nets: How a Unique Semester Helped Pre-Service Teachers Think More Deeply about Their Field Placements and Coursework
Tammi R. Davis Bridging the Theme: Identity Matters
Mikkaka Overstreet and Lori Norton-Meier 7 Approaching Educational Equity with White Pre-Service Teachers through an Intersectional Understanding of Self
Bianca Nightengale-Lee Bridging the Theme: Reflective Action Matters
Mikkaka Overstreet and Lori Norton-Meier 8 Positioning Students as Writers: A Discourse Analysis in Teacher Education
Emily Zuccaro Bridging the Theme: Inquiry Matters
Mikkaka Overstreet and Lori Norton-Meier 9 Perspectives from a First-Year Teacher
Anetria Swanson Bridging the Theme: Argument Matters
Mikkaka Overstreet and Lori Norton-Meier 10 Conclusion: Lessons Learned from Research and Practice on the Path to “Ideological Becoming”
Lori Norton-Meier and Mikkaka Overstreet
Anyone interested in the preparation of teachers and work in clinical partnerships in school settings.