Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School

Abstract

While many school leaders seek feedback from different constituent groups, few bring together students, teachers, and parents in decision-making conversations. The purpose of this participatory action research study was to better serve a culturally diverse international middle school population by increasing the equity of voice in decision-making. This study was conducted with a group of Co-Practitioner Researchers (CPRs) that included students, parents, teachers, and administrators. Over three iterative cycles, the CPR team planned, cofacilitated, and gathered data from Community Learning Exchanges (CLEs) that brought members of each constituent group together to discuss a topic slated for reform, homework. The findings of this project support the conclusion that when conscious efforts are made to bring members of different constituent groups together for conversations in ways that honor wisdom and context, people better understand each other's perspectives and shifts in thinking occur. At the same time, ideas about themselves, others, and the school also shift, leading to changes in practices, philosophies, and policies about the topic as well as the inclusion of more voices in decision-making. These findings have implications for educational leaders interested in equitable and sustained reform. A new framework is presented that illustrates the ways in which leaders can bring constituents from different backgrounds and positions within the community together to have authentic conversations that result in learning from one another, co-construction of common goals, and co-facilitation of enacting those goals.