Abstract
Abstract The approach and case example described in this article build on and extend the role of student voice and authentic youth–adult partnerships in prior work of the National Center for Culturally Responsive Educational Systems (2009), a national technical assistance and dissemination center funded by the U.S. Department of Education’s Office of Special Education Programs. I describe and illustrate how the conceptual tools of critical consciousness, systemic change, and transformative student voice are applied to a process of critical civic inquiry within one school community where students and adults come together to identify issues of racial inequity that need to be addressed through policy and practice shifts, along with ongoing work to remedy these issues.
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