Engaging Disadvantaged and Marginalized Populations in the Systemic Transformation Process: Implications for Systemic Educational Change Theories and District-Level Policies

• In Event: DSC - Examples of Implementing Systemic Change

Short Description

Marginalized and disadvantaged student bodies in public school districts have very different cultures of learning from mainstream learning communities. Policies and practices in schools tend to isolate these student bodies for convenience in administration and instruction, and little consideration is given to whether these experiences of isolation from the larger community are positive or negative. This paper discusses the importance of including the disadvantaged student population in educational systemic change efforts and discusses their role within an educational change process. The paper also provides recommendations for systemic change theories and change efforts that can help disadvantaged and students to become active agents of educational change processes.

Authors

• Sunnie Watson, Purdue University

• William Watson, Purdue University