ABSTRACT
This chapter reflects on the successes of collaborating with school partners across institutional boundaries. It exposes the ways in which the collaborative work reproduces traditional epistemological hierarchies in teacher education. The chapter reviews interview transcripts and develops an interview guide for the second interview, which was semi-structured. It analyzes both interview transcripts for themes that repeated across interview data and narratives. The chapter draws to developing a foundations course that focused on urban education, culturally relevant pedagogy, and family and community engagement in partnership with Woodland Hills High School faculty. Every year, Jane arranged for a variety of guest speakers from the school for question and answer sessions that connected to course readings, including teachers, administrators, instructional coaches, parent liaisons, and family and community members. Jane's long-time history with the school and its community as resident, teacher, and now administrator was not only beneficial to the students but to authors as well.
