The Contract Negotiation Stage of a School-Based,Cross-Cultural Organizational Consultation: A Case Study

This article draws on organizational and cross-cultural consultation tenets, to analyze the contract negotiation of a school reform initiative by focusing on the contracting and cross-cultural issues that emerge at that stage. A case from one school presents illustrative examples generated and grounded by qualitative methodology using participant observation, semistructured interviews, extant records, and researcher logs. Themes related to contract negotiation that were derived from the analysis include conflicting expectations and beliefs; dissatisfactions with procedures and policies; lack of empowerment; pedagogical dissonance; and feelings of blame, inadequacy, and racism. This case highlights problems that can occur in school-based, cross-cultural organizational consultation when a rigid adherence to the content of consultation overshadows the consultation process. It is suggested that framing consultation as a coconstructed, participatory process that includes consensual contract negotiation may promote successful school reform. This is significant when the consultants and consultees do not share common cultural reference points. It is argued that consultants who value cultural reciprocity between themselves and consultees while being intentional in their use of process skills have the best potential to effect sustainable school-based change.