Abstract
In this study, I examine partnerships between districts and school improvement organizations (SIOs) focused on instructional reform, investigating how these partnerships conceptualize and negotiate equity in practice. Using a qualitative comparative case study design of nine district–SIO partnerships across the country, I find that partnerships’ equity approaches in practice were related to how critically reflective they were as a partnership. Partnerships represented a spectrum of criticality that ranged from an emphasis on equality and standardization with limited interrogation of equity to an emphasis on oppression-combating approaches to equity and prioritization of critical reflection. The findings signal that in district–SIO partnerships, both ideas and individuals are powerful in shaping equity sensemaking and often impede more expansive ways of conceptualizing equity.
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