“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

The Politics of Student Voice: The Power and Potential of Students as Policy Actors

2021 ◽  
Vol 36 (1) ◽  
pp. 3-18
Author(s):  
Anjalé D. Welton ◽  
Katherine Cumings Mansfield ◽  
Jason D. Salisbury
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Student Voice ◽  
The Political ◽  
Politics Of Education ◽  
Policy And Practice ◽  
Theory To Practice ◽  
Education Association ◽  
Political Realities ◽  
Opening Up

Historically and contemporarily students have been critical to bringing issues of justice in education policy to the fore. Yet, there have been limited formal spaces that elevate student voice scholarship in educational policy. In response, this Politics of Education Association (PEA) Yearbook Issue of Educational Policy aims to serve as a platform for opening up new areas for investigation, especially connections between theory to practice specific to student voice in educational policy and the politics of education. This collection of feature articles and research briefs offer diverse examples of how students are influencing change in education policy and practice, while also presenting the political realities and tensions that emerge when students participate in policy leadership activities.

scholarly journals Use of Incremental Model in Analyzing Bangladesh Education Policy 2010

2022 ◽  
Vol 05 (01) ◽  
Author(s):  
Nusrat Jahan Arefin ◽  
Keyword(s):  
Public Policy ◽  
Education Policy ◽  
Educational Policy ◽  
Educational System ◽  
Policy Decisions ◽  
Policy And Practice ◽  
National Education ◽  
Incremental Model ◽  
Essential Components ◽  
The Government

Education is one of the essential components in developing a scholarly society capable of facing the demands and challenges of the twenty-first century. Education policy refers to the principles of government policymaking in the educational sector and the set of laws and norms that govern the operation of the educational system. It focuses on the effects of educational policy decisions and alternatives in the real world. It investigates the link between educational policy and practice. Even though our educational system has shortcomings, we are improving daily. Bangladesh is fully committed to the EFA goals, the Millennium Development Goals, and universal declarations. Every child between the ages of six and eighteen is entitled to free education under Article seventeen of the Bangladesh Constitution. As a result, the "National Education Policy 2010" was created using the incremental model of one of the most used public policy frameworks. The government makes incremental public policy decisions based on earlier actions. All of the model's functions are divided into distinct groups. Our educational system underwent significant changes over a long period. The incremental model's important aspects are time progression and social demand.

YPAR Dreams Deferred? Examining Power Bases for YPAR to Impact Policy and Practice

2021 ◽  
pp. 089590482110199
Author(s):  
Melanie Bertrand ◽  
Brian D. Lozenski
Keyword(s):  
Decision Making ◽  
Action Research ◽  
Participatory Action Research ◽  
Empirical Evidence ◽  
Decision Makers ◽  
Youth Participatory Action Research ◽  
Power Bases ◽  
Participatory Action ◽  
Policy And Practice ◽  
New Policies

Practitioners and scholars have argued that youth participatory action research (YPAR) challenges systemic injustice in education, as youth and adults research mechanisms of oppression and propose recommendations. However, oftentimes YPAR does not lead to new policies, as institutional decision-makers ignore youth’s moral pleas and empirical evidence. In this conceptual article, we propose a consideration of the ways in which YPAR can mobilize power bases using youth organizing and institutionally sanctioned decision-making. We argue that being attuned to power bases provides YPAR groups a more reliable means, in comparison to moral pleas, to move from YPAR findings to shifts in policy and practice.

Opportunities for youth participatory action research to inform school district decisions

2020 ◽  
Vol 16 (2) ◽  
pp. 317-329
Author(s):  
Alison K. Cohen ◽  
Emily J. Ozer ◽  
Michelle Abraczinskas ◽  
Adam Voight ◽  
Ben Kirshner ◽  
...  
Keyword(s):  
Decision Making ◽  
Action Research ◽  
School District ◽  
Education Policy ◽  
Participatory Action Research ◽  
Local Control ◽  
Policy Decision ◽  
Youth Participatory Action Research ◽  
Multiple Sources ◽  
Participatory Action

BackgroundYouth participatory action research (YPAR) is an equity-focused approach intended to generate local knowledge and democratise the production of research evidence. Aims/objectivesWe explore the promise and challenges of YPAR to inform education policy decision making. We focus on California’s Local Control Funding Formula (LCFF)’s Local Control and Accountability Plan (LCAP) initiative, which requires districts to engage with diverse stakeholders to make decisions. We provide a case example of California’s Stockton Unified School District. Stockton currently uses the Peer Leaders Uniting Students’s YPAR curriculum to inform their LCAP work. Key conclusionsYPAR offers opportunities for new insights, and can be implemented successfully at scale. While Stockton was doing YPAR before LCFF and LCAP existed, they enabled Stockton to expand its YPAR programming, with the goal of using YPAR evidence to provide useful information for educational decision making, policies, and programmes. For example, one YPAR project focused on student tardiness and, using data from multiple sources, proposed lengthening the passing period so that it was physically possible to walk to class in the time permitted. Here, YPAR supports those people most affected by education policy ‐ the students ‐ to have the power to inform decisions that affect them. YPAR can broaden the set of evidence and perspectives that decision makers review to inform policy decisions. We encourage researchers and practitioners to study and create policy structures that support using YPAR to inform policy. We also encourage policy makers to develop more policies that can facilitate the use of YPAR, in education and beyond.

scholarly journals We Have Something to Say: Youth Participatory Action Research as a Promising Practice to Address Problems of Practice in Rural Schools

2021 ◽  
Vol 41 (3) ◽  
pp. 43-54
Author(s):  
Darris Means ◽  
Sydney Blackmon ◽  
Elizabeth Drake ◽  
Paris Lawrence ◽  
Angel Jackson ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Postsecondary Education ◽  
School Administrators ◽  
School Library ◽  
Youth Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Action Research Project ◽  
Problems Of Practice

The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education.

scholarly journals Ethnicity, Exclusion, and Exams: Education Policy and Politics in Burundi from the Independent Republics to the Civil War (1966–1993)

2021 ◽  
pp. 000203972110235
Author(s):  
Emily Dunlop
Keyword(s):  
Education Policy ◽  
Political Institutions ◽  
Important Case ◽  
Potential Mechanism ◽  
Social Hierarchies ◽  
Ethnic Inequalities ◽  
Policy Goals ◽  
Inequality In Education ◽  
Perceptions Of Inequality ◽  
Ethnicity And Politics

Education policy can embed ethnic inequalities in a country. Education in Burundi, with its historically exclusive political institutions and education, represents an important case for understanding these interactions. In this article, I interview twelve Burundians about how they experienced and perceived ethnicity and politics in their schooling from 1966 to 1993. I argue that education contributed to tangible and perceived social hierarchies based on ethnic inequalities. I show that this exclusion reflected both overt and covert policy goals, through proxies used to identify ethnicity in schools and through the exclusive nature of national exams at the time, which promoted members of the Tutsi minority at the expense of the majority Hutus. This study has implications for understanding how perceptions of inequality in education manifest as grievances against the state. It sheds light on the importance of understanding covert education policy as a potential mechanism for generating exclusion and contributing to conflict.

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