Abstract
Critical school-community-university partnerships are central to activism for racial justice. Drawing on the scholarship of anti-racist activist leadership and community-school-university partnerships, this critical co-constructed auto-ethnographic comparative case study explores two such cases in Toronto, Ontario, Canada: the York University Faculty of Education Summer Institute (FESI) and the Nubian Book Club (NBC). As insiders-outsiders, the authors analyze various forms of data, such as informal observations, structured conversations between them, and program documents to understand the knowledges and possibilities that emerge in critical community-school-university partnerships and how leadership in these partnerships influence education for racial justice. Both cases resist, refuse, and subvert hegemonic educational discourses, legitimize fugitive and other marginalized knowledges, and imagine future possibilities for racial justice in schooling. This study concludes with recommendations for school districts, universities, and communities to engage in an activism-learning-action trifecta towards racial justice in education.
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