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

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dc.authorid0000-0002-8171-8334en_US
dc.contributor.authorAfacan, Kemal
dc.contributor.authorBal, Aydın
dc.contributor.authorJ.Artiles, Alfredo
dc.contributor.authorÇakır, Halil İbrahim
dc.contributor.authorKo, Dosun
dc.contributor.authorMawene, Dian
dc.contributor.authorKim, Hyejung
dc.date.accessioned2021-10-19T07:19:49Z
dc.date.available2021-10-19T07:19:49Z
dc.date.issued2021
dc.departmentAÇÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractStudents 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.
dc.identifier.citationAfacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., & Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture and Social Interaction, 100569.en_US
dc.identifier.doi10.1016/j.lcsi.2021.100569
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://hdl.handle.net/11494/3528
dc.identifier.volume31en_US
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorAfacan, Kemal
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofLearning, Culture and Social Interaction
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectRacial disproportionalityen_US
dc.subjectSchool disciplineen_US
dc.subjectFormative interventionen_US
dc.subjectCultural-historical activity theoryen_US
dc.subjectExpansive learningen_US
dc.titleInclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention studyen_US
dc.typeArticle

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