From a Territorialized to a Transformative Space
Reimagining Inclusive Educational Decision-Making Space
Bibliographic Data
| ID | 22416893 |
|---|---|
| Authors | Dian Mawene (0000-0003-3908-3942, University of Wisconsin–Madison, corresponding author) |
| Year | 2026 |
| Publication date | 2026-07-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048261461446 |
| OpenAlex | W7168247296 |
| Language | EN |
| References cited | 34 |
This study examines how inclusive educational decision-making can be reimagined by centering the voices of students, parents, and community members often excluded from policy processes. Conducted in a predominantly White New England school district, a Learning Lab intervention engaged 16 diverse stakeholders in collaborative inquiry. Grounded in critical spatial theory and inclusive education, the inductive analysis revealed three key practices in educational decision-making: disrupting spatial norms of policy design, challenging administrators’ tendencies to maintain existing structures, and emphasizing process over product. The findings show how deterritorializing decision-making fosters more equitable policies and catalyzes systemic change. This research informs education policy, education leadership, and inclusive education through participatory, justice-oriented approaches to school improvement.
Community education · Critical theory · Grounded theory · Transformative learning · Educational Environments and Student Outcomes · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies
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Designing for Rightful Presence in STEM
Student voice in secondary schools
Social Design Experiments
The Bind of Unilateral Power Dynamics and Youth Voice in School Politics
From Individual to Collective Logics of Thriving
Inclusive Education in the 21st Century Disruptive Interventions
Disrupting What Passes as Inclusive Education
Learning lab as a utopian methodology for future making
Collective Transformative Agency
Feminist Politics in the Age of Recognition
Designing for equitable civic engagement
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
Fostering inclusion
Students as agents of school change for inclusive education
Working in boundary practices
Challenging Adultism
Culturally Responsive School Discipline
Creating Thirdspace
| Highly cited | No |
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