Camille Wilson discusses RPPs as justice-driven vehicles for educational change
Professor Camille M. Wilson authored a piece for the William T. Grant Foundation’s written reflections on Research-Practice Partnerships in Education: The State of the Field. Drawn from interviews with dozens of research-practice partnerships (RPPs) leaders and a literature review spanning hundreds of recent empirical studies, Research-Practice Partnerships in Education: The State of the Field offers a snapshot of the RPP landscape at a pivotal moment.
Wilson’s contribution, “Research-Practice Partnerships for Racially Just School Communities,” discusses bringing together university researchers with practitioners and community members to help ensure that the processes and outcomes of research directly enrich educational practice and policy in ways that community members most desire.
As an RPP principal investigator, Wilson shares insights from her work on the Urban Learning and Leadership Collaborative (ULLC), funded by the Spencer Foundation. Wilson writes, “This work exemplifies the power, potential, and importance of RPPs that are consciously constructed for transformative and antiracist purposes—an intent that will hopefully drive future RPPs in education and in numerous other fields. Indeed, persistent inequities and instantiations of racial injustice in education warrant the increased use of RPPs as justice-driven vehicles for educational change.”
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