An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity

Weaver‐Hightower, Marcus B.

doi:10.3102/0013189x08318050

Cited by 160 publications

(128 citation statements)

References 48 publications

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“…According to an ecological view, "the policy process is created and constructed, and it is always already manipulated by those with the greatest social, political, cultural, and economic resources" (Weaver-Hightower, 2008, p. 157). As such, the historic, economic, and cultural inflections shaping TFA's growth is brought to the forefront (Weaver-Hightower, 2008).…”

Section: Evaluating Tfa's Diversity Initiative: a Critical Policy Framentioning

confidence: 99%

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

White

2016

EPAA

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This article examines the paradox of Teach For America's diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure-as an alternative certification program and an influential policy actor via its leadership model for education reform-requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA's policy orientations with its diversity values by leveraging TFA's policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements. Keywords: diversity; Black teachers; displacement; turnover; Teach For America, teachers of color Education Policy Analysis Archives, Vol. 24 No.16 2 Teach For America y su paradójica iniciativa sobre la diversidad: Raza, política, y el Desplazamiento de docentes negros en las escuelas urbanas Resumen: En este artículo se examina las paradójicas mejoras de Teach For America en el área de diversidad en Estados Unidos y su apoyo a las políticas que contribuyeron a la disminución de los docentes negros en las comunidades urbanas. TFA ha negado las afirmaciones de que su expansión se conecto con el desplazamiento de esos docentes, pero su estructura dual-como un programa de certificación alternativa y como actor político influyente a través de su modelo de liderazgo para reformas educativas-requiere un análisis crítico de la repercusión de sus compromisos políticos en docentes negros. Propongo un modelo para entender mejor las orientaciones políticas de TFA y sus valores sobre diversidad mediante el análisis de la influencia política de TFA y su apoyo para mejorar condiciones de trabajo de los maestros de escuelas urbanas, proyectos de mejoras de escuelas, y la organización docente vinculados a movimientos que reclamas una justicia social amplia. Palabras clave: diversidad; docentes negros; desplazamiento; volumen de negocios; Teach For America, Profesores de minorías étnico-raciales Teach for America e sua paradoxal iniciativa sobre diversidade: Raça, política, e o deslocamento de professores negros nas escolas urbanas Resumo: Este artigo descreve e é examina as paradoxais melhorias de Teach For America na área de diversidade nos Estados Unidos e seu apoio às políticas que contribuíram para o declínio de professores negros em comunidades urbanas. TFA nega alegações de que sua expansão foi relacionados com o deslocamento desses professores, mas a sua estrutura dual-como programa de certificação alternativa e como um ator político influente através do seu modelo de liderança para a reforma educativas-exige uma análise crítica do impacto dos compromissos políticos de TFA sobre os professores negros. Proponho um modelo para entender melhor as orientações políticas de TFA e os valores sobre noção de diversidade, analisando a influência política do TFA e ...

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Section: Evaluating Tfa's Diversity Initiative: a Critical Policy Framentioning

confidence: 99%

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

White

2016

EPAA

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“…Moreover, LLL is often described as an individual process that takes place in a competitive world, and this vision conflicts with some singular features of mobile technologies, devoted to supporting communication processes in collaborative frameworks Lewis et al, 2010). However, it is probable that the situation is even more complex, as we face an increasingly changeable educational landscape (Hodgson & Spours, 2009;Weaver-Hightower, 2008). …”

Section: Mobile Technologies and Lifelong Learningmentioning

confidence: 99%

What have we learnt about mobile LifeLong Learning (mLLL)?

Seta

Kukulska‐Hulme²,

Arrigo

2013

International Journal of Lifelong Education

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Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an evershifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.

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“…As indicated earlier, an ecosystem is, in part, about the relationships between individuals and institutions in a given community or social system and the interdependent nature of these relationships (Weaver-Hightower, 2008). In many ways we can examine the efficacy of an ecosystem through our understanding of these relationships, with respect to how individuals and institutions work to bring shared goals to fruition.…”

Section: Collective Impact: Using Ecosystemic Approaches To Solving Imentioning

confidence: 99%

We’re All in This Together: How one University Drew on Collective Impact Principles to Advance Student Success in Higher Education

Jones¹,

Croft²,

Longacre³

2017

MUJ

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Student attrition rates in higher education are an ongoing concern in the U.S, and are costly to students themselves, colleges and universities, and the economy in terms of dollars and human potential. Thus, the need to identify solutions to student attrition is pressing for both students who are enrolled in institutions of higher education today, and for multiple generations of students yet to enroll. This article discusses collective impact as a model of intervention at an urban university and the quest to promote institutional efficacy around student retention and graduation strategies in partnership with internal (on-campus) and external (off-campus) constituents.

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An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity

Cited by 160 publications

References 48 publications

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

What have we learnt about mobile LifeLong Learning (mLLL)?

We’re All in This Together: How one University Drew on Collective Impact Principles to Advance Student Success in Higher Education

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