#1170: Reflecting on the Process of School Change through Leadership and Teacher Narratives: A study of a first-generation school in Southern India

This paper examines the role of school leadership in enacting innovative pedagogies within a first-generation, low to middle-income public school in India. In partnership with the Critical Action Learning Exchange (CALE), teachers have been supported to design and enact inquiry-oriented lessons that engage students in personally and culturally meaningful learning. Leadership and teacher interviews were analyzed as narratives, and overarching themes illuminated the critical dispositions that enabled curricular innovations for the past few years. These findings provide a depth of insight into our experience with culturally responsive school reform in a South Asian context.