Understanding democratic education policy queerly: Toward a queer democratic framework

The aim of this paper is to bring together concepts and commitments from both liberal and queer theories with the purpose of designing an integrated framework for equity-focused education policy analysis and implementation. In essence, we aim to build a conceptual bridge between queer and liberal democratic theories and to develop what we call a “queer democratic framework” for policy analysis and implementation. We use the case of the Fair Accurate Inclusive and Respectful Education Act (FAIR) throughout this paper as an exemplar of how queer policy analysis and implementation change the terms of the policy discussion. We argue that as an example of a policy that comes out of liberal democratic theory, FAIR can only go so far. It is symbolic and positive, but cannot reach emancipatory aims in practice without queer analysis and implementation.

Model Analisis Kebijakan Pendidikan

Education was very important in human intelligence. This article aimed to describe the model of education policy analysis. This research used a qualitative approach in library studies. The results showed that the education policy model consisted of three things namely (1) formulation model, (2) analysis model, and (3) implementation model. The formulation model consists of institutional models, system models, mixed investigation models, process models, elite theory models, rational models, critical models, strategic models, deliberative models. Meanwhile, the education policy analysis model consists of a prospective, retrospective, and integrative models. The implementation model consists of top-down and bottom-up models. The results of education policy analysis used in Indonesia use more political policy analysis models based on political assumptions. Keywords: Educational Model, Policy of Educational Model, Policy Education

Learning from Teaching Graduate Students How to Design Climate Change Education Programs

This chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.