Abstract
Much attention of late has been given to the town meeting as a concept for effecting community involvement. As the public is perceived to be apathetic and the school desirous of commitment, town meetings are attractive vehicles. And yet, these activities seem to be taking place without regard for what a town meeting is and has been for over 300 years. This article considers the town meeting as a vehicle for active reflection within school communities. The article draws upon the history of the town meeting as a means to understanding the institution. It then considers how a particular New England public school district has used town meetings effectively as a vehicle for reform. The article challenges us to respect the history of this democratic institution and acknowledge it for its original thinking. Doing so reveals a powerful vehicle for school change.
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