Reimagining pathways for educational equity in school-based partnerships: an early childhood case study

Purpose In the context of the ongoing national teacher shortage crisis and the escalating attacks on diversity, equity and inclusion (DEI) initiatives that threaten teacher quality and equitable learning opportunities for historically marginalized student populations (e.g. early childhood, special education and English learners), this article reports findings from a mixed-methods, action-oriented and equity-centered study of the Paraprofessional Teacher Education Option (PTEO) at an Illinois university. The program is designed to mitigate the teacher shortage, diversify the early childhood educator pipeline and elevate teacher quality in rural communities through an inclusive, community-based licensure pathway. Design/methodology/approach Grounded in Dr. Tara Yosso's (2005) Community Cultural Wealth (CCW) framework, this study recognizes and values the aspirational, navigational, social, linguistic, familial and resistant capital that rural paraeducators bring to the teaching profession. Rather than framing these educators as “nontraditional” or “deficient,” the PTEO approach repositions their lived experiences, community knowledge and professional resilience as critical assets for transforming early childhood education. Findings Findings reveal that state grants and scholarship funds targeting structural barriers, combined with flexible advising, mentoring and culturally responsive academic pathways, were pivotal to the program’s success. The PTEO's innovative credit transfer and credentialing processes exemplify an asset-based, equity-driven model that bridges macro-level state policy constraints with the micro-level realities of individual learners’ lives. The program expanded opportunities for predominantly female paraeducators facing systemic income inequities and created a replicable model for advancing racial, gender and geographic equity in teacher preparation. Originality/value Ultimately, this article contributes to a growing body of scholarship that calls for transformative, justice-oriented approaches to teacher education – approaches that not only prepare teachers but also disrupt deficit narratives and center the CCW of educators from marginalized and rural communities.