Radical Possibilities of Transforming Schools With Local Stakeholders: A Formative Intervention Study for Expansive Learning

• In Event: Marriott Roundtable Session 70
  In Roundtable Session: Equity by Design: STEM, Narrative, and Assessment

Abstract

Utilizing cultural-historical activity theory, we conducted a formative intervention study, Learning Lab, that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school. Learning Lab united local stakeholders, specially those who have been historically excluded from school’s decision-making activities. Stakeholders examined their discipline system and outcomes (e.g., racial disparities) co-designed a new system that was culturally responsive to diverse experiences and goals of their community. Members successfully identified contradictions and disturbances in the existing system and engaged in systemic re-design via critical dialogue. Learning Lab provided an ecologically valid process of facilitating collective knowledge production to transform marginalizing systems from the ground-up and re-imagine schools as spaces of equity, collaboration, and innovation.

Authors

• Aydin Bal, University of Wisconsin - Madison

• Kemal Afacan, Artvin Coruh University

• Halil Ibrahim Cakir, Giresun University

• Tremayne Clardy, Madison Metropolitan School District

• Dosun Ko, University of Wisconsin - Madison

• Larry D Love, University of Wisconsin - Madison