Toward the Fourth-Generation Cultural-Historical Activity Theory: A Formative Intervention at an Elementary School

• In Event: Pushing on the Contours of Cultural Historical Research Methodologies

Abstract

Disproportionality in school discipline practices including office discipline referrals and suspensions have been documented in the U.S. Utilizing the formative intervention methodology and the theory of expansive learning, we conducted a yearlong formative intervention in an elementary school that reported racial disproportionality in school discipline outcomes. Findings revealed that members formed a diverse and inclusive working group that represented families, community organizations, and educators. The members worked collaboratively to question their existing school practices including the disproportionate representation of African American students in school discipline. The members also analyzed the root causes of the problems that existed in their school discipline system. We discuss both possibilities and challenges regarding inclusive knowledge production and systemic transformation process at local schools.

Authors

• Kemal Afacan, Artvin Coruh University

• Aydin Bal, University of Wisconsin - Madison

• Halil Ibrahim Cakir, Giresun University

• Dosun Ko, Wichita State University

• Dian Mawene, University of Wisconsin - Madison

• Hyejung Kim, Binghamton University - SUNY