Inclusive Future Making Through Critical Implementation Praxis to Address Racial Disproportionality in School Discipline

• In Event: Disrupting School Discipline and Teacher Entitlement With CHAT

Abstract

Employing a cultural-historical lens to concept formation as a guiding framework, this qualitative study examines the critical implementation praxis driven by the school community to improve the newly designed behavioral support system at Northwoods High School. The school participated in the Indigenous Learning Lab project, a research-practice partnership aimed at designing and implementing an inclusive behavioral support system with the tribal community. This study focuses on the implementation phase of the project, exploring participants’ efforts to mitigate disproportionate disciplinary outcomes negatively affecting American Indian students, both with and without disabilities. The findings indicate that the school community engaged in critical implementation praxis in two ways: 1) critical reflections on germ-cell ideas, and 2) implementation actions within specific sociocultural realities.

Authors

• Jahyun Yoo, University of Wisconsin - Madison

• Aydin Bal, University of Wisconsin - Madison