Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders

Autor/inn/en	Bal, Aydin; Afacan, Kemal; Clardy, Tremayne; Cakir, Halil Ibrahim
Titel	Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders
Quelle	In: Cognition and Instruction, 39 (2021) 3, S.275-305 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bal, Aydin) ORCID (Afacan, Kemal) ORCID (Cakir, Halil Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2021.1891070
Schlagwörter	Urban Schools; Middle Schools; Behavior Modification; Student Behavior; Behavior Problems; Discipline; Positive Behavior Supports; Holistic Approach; Student Diversity; Change Strategies; Cultural Relevance; Punishment; Decision Making; Racial Bias; Ethnicity; Disproportionate Representation; Intervention; Stakeholders; Program Effectiveness; State Policy; Educational Policy; Cooperative Planning; Laboratories; Maps; Wisconsin + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Disziplin; Holistischer Ansatz; Lösungsstrategie; Bestrafung; Decision-making; Entscheidungsfindung; Racial discrimination; Rassismus; Ethnizität; Politics of education; Bildungspolitik; Laboratory; Laboratorium; Map; Karte
Abstract	This article presents a formative intervention study, called "Learning Lab" that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been historically excluded from schools' problem-solving activities to address an inner contradiction that they face--racial disproportionality in school discipline. Learning Lab members excavated and analyzed the school's discipline system with its activities and disturbances and designed a new school-wide behavioral support system that is responsive to diverse experiences, perspectives, practices, and goals of their school community. A qualitative analysis of the Learning Lab process was conducted related to the development of the new system. Members examined outcomes in the existing discipline system, identified daily manifestations of the inner contradiction and collectively designed a culturally responsive system. The study showed the "how" of a systemic design and transformation process that helped develop a deeper understanding of educational change as a form of collective learning. The study demonstrated how a secondary artifact (system mapping) might facilitate movement from problem-definition to envisioning new possibilities. Given the inability of top-down education policies to impact sustained systemic transformation in schools, Learning Lab provides an ecologically valid collective knowledge-production and systemic design process that shows the possibilities of transforming marginalizing systems from the ground-up and collectively envisioning schools as spaces of solidarity, emancipation, and innovation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01