This analysis of postupheaval educational change examines the extent to which massive changes in a school system's sociocultural environment lead to changes in the structure and practice of schooling. Framed broadly within systems theory and complexity theory, this examination of two cases of postupheaval educational change—post-1989 Czech Republic and post-Katrina New Orleans—reveals striking similarities. In each case, school systems witnessed immediate decentralization and increased outside influence. Also in each case, some groups were able to successfully leverage social upheaval into positive educational change. These groups appear to have been successful when they had a coherent vision of a new system already in place when upheaval struck or if they had particular aspects of the old system that they sought to rectify. A discussion of the theoretical implications for educational change in highly turbulent social contexts and recommendations for reformers in New Orleans conclude the article.
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