Creating Promising Futures Through Social Construction
This dissertation questions if our traditions in public education are continuing to serve us well. It explores how asset based conversations made possible through a process of Appreciative Inquiry might help a community to examine its schools, determine what is of greatest value to continue doing, and generate possibilities for action and innovation in order to better prepare students for a future world. At the same time this dissertation explores how the thinking and daily work of two school district administrators is influenced by their experience as co-researchers engaged in a study of Appreciate Inquiry and systems change. It is based on evidence gathered from one school district located in the Province of British Columbia, Canada.