Living the Vision: A Disadvantaged and Marginalized Alternative School’s Perspective on School Culture and Educational Change

The United States’ educational system have responded to school reform needs over the last several decades, but had little success in producing meaningful change. In this paper, we argue that there is a need to engage in a more inclusive social discourse to address the problems in the educational system in the United States. This two year critical ethnographic study examines a disadvantaged alternative school and it’s members’ perspectives on school culture and school change. Through a discussion about the district-wide, systemic change effort that has been implemented in their school district, participants share perspectives on what schools can do in order to meet disadvantaged and marginalized students’ needs. Through a process of listening to the voices of these marginalized and disadvantaged students, we hope to enrich the discussion of educational change. 

The United States’ educational system have responded to school reform needs over the last several decades, but had little success in producing meaningful change. In this paper, we argue that there is a need to engage in a more inclusive social discourse to address the problems in the educational system in the United States. This two year critical ethnographic study examines a disadvantaged alternative school and it’s members’ perspectives on school culture and school change. Through a discussion about the district-wide, systemic change effort that has been implemented in their school district, participants share perspectives on what schools can do in order to meet disadvantaged and marginalized students’ needs. Through a process of listening to the voices of these marginalized and disadvantaged students, we hope to enrich the discussion of educational change.