Educating for hope: University-kindergarten -community partnership

• Through the voices of children and adults ( N = 40), this paper aims to explore this unique University- school –community, context-informed model. This paper will focus on: • Exploring the contribution of the model to nurturing intercultural understanding and respect, building an inclusive community of concern, to researching sustainable education within specific contexts. • Demonstrate alternative ways for creating knowledge and challenging power relations by involving children from a very young age and their teachers, in knowledge production, conflict resolution, conducting research and confronting university authorities in the fight for their rights. • Describe the relevance of the context-informed model for university-school partnerships to support local and indigenous contexts while creating a community of concern. • The findings highlight three central themes: (1) participants' views on the concept of a community of concern, (2) the negotiation of power relations, conflict and diversity, and (3) participants' perspectives on the partnership between the kindergarten and the university. This paper examines the relationship between the The Hebrew University of Jerusalem and the "Diversity Kindergarten", a kindergarten located on its campus. It explores how collaboration between these two institutions influences their practices and creates shared spaces for innovation, inclusion and mutual growth. Using qualitative methods such as interviews, focus groups and participatory approaches, the study captures the voices of 40 participants, children, parents, kindergarten staff, students and university staff. The findings highlight three central themes: (1) participants’ views on the concept of a community of concern, (2) the negotiation of power relations, conflict and diversity, and (3) participants’ perspectives on the partnership between the kindergarten and the university. These thematic insights were accompanied by tangible outcomes, such as policy changes that recognised children as community members; intercultural practices, including celebrating different holidays, fostering inclusion and mutual learning; and ongoing dialogue between the kindergarten and the university that reshaped attitudes toward diversity and collaboration. The findings also reveal that the context-informed model (Roer-Strier and Nadan, 2020), which focuses on understanding the contexts affecting community life, particularly among marginalised populations, serves as a framework for supporting local and indigenous contexts while building a community of concern. While the collaboration highlights significant opportunities for innovation and inclusion, it also reveals challenges such as cultural differences and unequal power dynamics. This study provides valuable insights into the potential of university–school–community partnerships to promote sustainable, inclusive and transformative educational experiences.