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.

“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

Improbable frequency? Advocating queer–feminist pedagogic alliances within Irish and European higher education contexts

2016 ◽  
Vol 24 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Aideen Quilty
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Social Norms ◽  
Identity Politics ◽  
The Political ◽  
Policy And Practice ◽  
Educational Programmes ◽  
European Higher Education

Heterosexist ideology underpins education policy and practice almost universally. It has the effect of rendering invisible and disrespecting practitioners and students of other sexual and non-gender conforming identities. Much explicitly queer work has challenged this normalising and frequently oppressive higher education terrain. To maximise this queer potential this article proposes re-positioning queer within and through a practice and pedagogy of feminism. The broad-based identity politics of feminism and the anti-identitarian politic of queer may appear a slightly improbable alliance. The article argues, however, that intersectional approaches which reinforce queer integrity, challenge oppressive social norms and simultaneously re-emphasise the importance of the political through an identity politics heavily influenced by feminism, are not just possible but necessary. In seeking to explore what unites feminism and queer educationally, the article makes three observations relating to history, pedagogy and activism. It references two particular LGTBQ Irish and European educational programmes, which it argues highlight this sense of the probable in terms of queer–feminist educational alliances. Such alliances can continue to challenge in material ways sustained educational constructions of heterosexuality as normal, natural and moral and in so doing provide a platform for empowerment and change.

“We Are the Ones in the Classrooms—Ask Us!” Student Voice in Teacher Evaluations

2012 ◽  
Vol 82 (1) ◽  
pp. 153-162 ◽  
Keyword(s):  
Teacher Evaluation ◽  
Education Policy ◽  
Student Voice ◽  
Teacher Evaluations ◽  
Student Feedback ◽  
Advisory Council ◽  
Classroom Teaching ◽  
Policy And Practice ◽  
National Debate

In the heated national debate over teacher evaluation, the voices of students—those most affected by education policy and practice—are rarely included. In this article, youth from the Boston Student Advisory Council speak back to this trend, recounting their successful campaign to include student feedback in teacher evaluations in Boston and across Massachusetts. They argue for the importance of including students in evaluation reform and demonstrate practical methods for students, teachers, parents, and administrators to work together to support and improve classroom teaching.

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.

scholarly journals Where Critical Policy Meets the Politics of Education: An Introduction

2018 ◽  
Vol 33 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Sarah Diem ◽  
Michelle D. Young ◽  
Carrie Sampson
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Federal State ◽  
Politics Of Education ◽  
Critical Education ◽  
Critical Policy Analysis ◽  
Introductory Article ◽  
Holistic Understanding ◽  
State And Local ◽  
Critical Policy

The study of educational politics and policy through a critical frame allows for a more nuanced, holistic understanding of the complexities associated with education policy, from creation through implementation to evaluation. The contributions to this special issue of Educational Policy illustrate the work of critical education policy scholars engaged in research focused at the federal, state, and local levels. In this introductory article, we introduce basic elements of critical policy analysis (CPA), including fundamental ontological and epistemological claims and their implications for investigating educational policy. From this foundation, we preview the articles included in this collection, highlighting their frameworks, methods, and focus.

scholarly journals Exploring the Politics of Collective Bargaining and Unions in Education

2018 ◽  
Vol 32 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Casey E. George ◽  
W. Kyle Ingle ◽  
Ben Pogodzinski
Keyword(s):  
Education Policy ◽  
Collective Bargaining ◽  
Educational Policy ◽  
Politics Of Education ◽  
Special Issue

In this article, we rationalize the relevance of the special issue’s theme for the 2018 Politics of Education Association’s special issue of Educational Policy—the politics of unions and collective bargaining in education. Furthermore, we provide an overview of the structure of the special issue and brief summaries of the articles accepted for publication therein. We conclude with a discussion of the broad implications of these articles for education policy.

scholarly journals Toward a Global Political Sociology of School Choice Policies

2019 ◽  
Vol 34 (1) ◽  
pp. 261-280 ◽  
Author(s):  
Bob Lingard
Keyword(s):  
School Choice ◽  
Political Sociology ◽  
The State ◽  
The Political ◽  
Politics Of Education ◽  
Conceptual Clarification ◽  
Education Association ◽  
Policy Work

This paper on the political sociology of school choice policies has been written as a supplement to the essays in the 2020 Politics of Education Association Yearbook and locates them in cognate literatures. In addition, the papers are situated against the changing political and global contexts of such policies, as global pressures, discourses, and policyscapes have been recently challenged to some extent by the rise of new nationalisms and ethno-nationalism in many nations across the globe. School choice policies are linked with practices of marketization, privatization, and commercialization and some conceptual clarification is proffered. Policy is defined as referring to processes, framing discourses, and specific texts. Statecraft (logics and working of the state) has been reconstituted by these changes, with one important often over-looked element of this craft being scalecraft (work creating the scales of policies), that is, policy work on constituting local, national, regional, and global relationships and scales.

scholarly journals Can School Day Policy Have an Impact for Indonesia? Response to Maria Dita Kristiana’s article, “Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy”, Journal of Law and Legal Reform, 1(1), pp. 5-24

2020 ◽  
Vol 1 (2) ◽  
pp. 197-200
Author(s):  
Ayon Diniyanto
Keyword(s):  
Reference Material ◽  
Education Policy ◽  
Legal Reform ◽  
The Political ◽  
Politics Of Education ◽  
Previous Edition ◽  
School Day

This paper is a commentary on Maria Dita Kristiana's article, entitled Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy, published in Journal of Law and Legal Reform, 1 (1), pp. 5-24 (previous edition). The author emphasizes this comment on aspects relating to the method used by the author, and criticism of the relevance of the theory used. The article, written by Maria Dia Kristiana, can be used as reference material for further research relating to the political politics of education in Indonesia

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