Counterstorytelling collaborative solutions to improving academic performance in rural communities of color : an oral history of Texas school turnaround.


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The experiences of school communities that undergo systematic school turnaround and improvement still need to be studied. The silenced voices of school communities' reform experience contribute to gaps in knowledge regarding the impacts of policy interventions on turnaround outcomes. Using a Community Oral History Methodology, this study investigates the lived experiences of a school community under school turnaround reform. The multiple case study analysis of six school community members' memories comprises the findings of this study. A Phenomenological Transcendental Analysis of the findings reveal that a school community’s sociocultural values school turnaround interventions impact the outcome of school turnaround reform rather than increase student achievement. The findings of this study show the importance of a culturally plural place-based approach to implementing school turnaround improvement systems. The discussion aims to provide policymakers with the broader impact that culture has on policy design and implementation. The scholarly significance of this study is garnered from the development of discursive inroads between communities and policymakers/educators to communicate their understandings of what is best for their children’s learning needs. Moreover, current educators in similar community contexts engage in school turnaround to learn and reflect on the impact of turnaround interventions on their community’s experience to develop a community–specific approach in their respective school systems.