Brokering knowledge mobilization networks: Policy reforms, partnerships, and teacher education

Abstract

Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multidirectional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on the curriculum implementation literature to complicate our understandings of knowledge mobilization (KMb). Policy implementation, we suggest, can be understood as one specific type of KMb. We draw on different models for KMb and curriculum implementation and develop a relational model for KMb. Utilizing our model we critically reflect on the specific successes and challenges encountered while establishing, building, and sustaining the capacity of our KMb network. Our findings suggest that faculties of education are uniquely positioned to act as secondary brokers for the implementation of policy reforms within public education systems. To this end, we discuss how a relational KMb network is a “best practice” for establishing and sustaining partnerships among policy makers, educational researchers, and public school practitioners.

Researchers Supporting Schools to Improve Health: Influential Factors and Outcomes of Knowledge Brokering in the COMPASS Study

“…Knowledge brokering is a knowledge exchange strategy that “links researchers and decision‐makers, facilitating their interaction so that they are better able to understand each other's goals and professional culture, influence each other's work, forge new partnerships and use research‐based evidence.” The underlying rationale for knowledge brokering is that “interpersonal contact improves the likeliness of behavior change.” 15(p 534) Knowledge brokering is particularly useful when there is adequate time and frequent communication to develop rapport with knowledge users . Knowledge brokering is increasing in public health and education ; however, the need for evaluation has been emphasized …”

Investigating the challenges and opportunities of a bilingual equity knowledge brokering network: A critical and reflective perspective from university partners

“…For the minority language education, this entailed assists decision-school leaders and teachers understanding the complex and multi-layered issues related to the ways the multiple social categories intersect at the individual students’ experiences all the while recognizing the established institutional norms and practices that perpetuate inequities in schools. The Network was established based on a relational model for knowledge brokering of teacher educators, teachers, school administrators, and teacher candidates (Ng-A-Fook et al, 2015). In this way, the Network emphasized the establishment of “a relational knowledge network that sought to disrupt the assumed linear and top-down transfer of knowledge from universities to teachers and served to promote and mobilize evidence-based research, social innovation, and best practices” (Ng-A-Fook et al, 2015: p. 11 ).…”

Research utilization in higher education rulemaking: A multi-case study of research prevalence, sources, and barriers

“…Another important context involves the networks of research users and policymaking participants (Head, 2015). The extent and kinds of evidence used in particular cases are often influenced by the networks and relationships of those involved (Cooper & Levin, 2010;Farley-Ripple & Grajeda, 2020;Head, 2015;Ng-A-Fook, Kane, Butler, Glithero, & Forte, 2015). These relationships may be between researchers and policymakers directly, but often other entities will serve as intermediaries who are neither policymakers nor researchers but work to connect policymakers with useable research findings (Cooper, 2014;Cooper et al, 2009;Cooper & Shewchuk, 2015;Farley-Ripple et al, 2018;Lubienski et al, 2014;Malin & Lubienski, 2015;Naidorf, 2014;Nutley et al, 2007;Rodway, 2015;Scott, Lubienski, DeBray, & Jabbar, 2014;Tseng & Nutley, 2014).…”

“…Another important context for research use in rulemaking involves the professional positions of the regulatory policymaking participants, as the networks and relationships of researchers, policymakers, and intermediaries can influence the extent and nature of research use in decision making (Cooper & Levin, 2010;Farley-Ripple & Grajeda, 2019;Ng-A-Fook et al, 2015). Table 3 indicates the professional positions of non-federal negotiators -that is, negotiated rulemaking participants who were not representing the Department of Education -in the five casestudy rules.…”