Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study

Abstract

Students from racially minoritized backgrounds have been disproportionately subject to exclusionary school discipline in the United States. Utilizing cultural-historical activity theory and the formative intervention methodology, we conducted a yearlong formative intervention, Learning Lab , in an elementary school with significant racial disproportionality in school discipline. Teachers, family members, administrators, support staff, and community members with diverse and often opposing histories and goals worked together to critically examine their existing behavioral support system and racial disparities in practices, assumptions, processes, and outcomes from multiple perspectives. We utilized the method of expansive learning actions to analyze qualitative data from ten subsequent sessions. Our findings showed that local stakeholders successfully formed and sustained a diverse working group that represented families, educators, researchers, and community members. Learning Lab members worked collaboratively to question their existing school practices and to examine the root causes of racial disproportionality through historical and empirical analyses. We discuss both possibilities and challenges regarding inclusive knowledge production and the systemic transformation process at local schools.