Creating Openings for Inquiry and Action: Exploring Historical and Policy Contexts toward Educational Change

Building on several years of involving youth in inquiry and action related to education, this research explores how studying current conditions of schools in relation to history and policy initiatives often destabilizes the tendency by youth to view such conditions as normative, or given. Our discussion underscores how creative expressions of what "is" and what "might be" by youth draw a wider public into deliberation and action toward a more humanizing and equitable education.