“Democratic” collaboration for school turnaround in Southern Arizona

Abstract

PurposeThe purpose of this study is to examine the democratic nature of collaboration and related principal influences in one successful Southern Arizona elementary school in a changing demographic and border context in the US Southwest and where the principal did not share the same ethnic identity/cultural background.Design/methodology/approachThis case study, using Furman's ethic of community framework, draws upon a secondary analysis of existing qualitative data from one urban elementary school as part of a larger multi‐case study. Participants included the Principal, Assistant Principal, eight teachers, and six parents.FindingsFindings revealed limitations in democratic collaborative processes associated with school turnaround on account of principal pressure for compliance with personal agendas and packaged curricular reform expectations. Top‐down managerial practices sacrificed inclusion of stakeholders, community relationship building, and room for more authentic democratic grassroots innovation.Originality/valueFurman's ethic of community enabled deeper analysis of democratic processes at a level typically not articulated in other case studies associated with the International Successful School Principalship Project (ISSPP).