摘要：The United States’ educational system have responded to school reform needs over the lastseveral decades, but had little success in producing meaningful change. In this paper, weargue that there is a need to engage in a more inclusive social discourse to address theproblems in the educational system in the United States. This two year critical ethnographicstudy examines a disadvantaged alternative school and it’s members’ perspectives on schoolculture and school change. Through a discussion about the district-wide, systemic changeeffort that has been implemented in their school district, participants share perspectives onwhat 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.
