Global education policy mobilities and subnational policy practice

McKenzie, Marcia; Aikens, Kathleen

doi:10.1080/14767724.2020.1821612

Cited by 24 publications

(18 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Broadly, then, this study yields novel scholarly insights into educational policy influence and mobility at the state (i.e., subnational) level (McKenzie & Aikens, 2020), and supports prediction about the nature and prospects of future state-level policy mobility: We know a good deal about the policies favored by SiX's adversaries and can assume their continuation on/near this trajectory. We also know SiX has been identified as a top potential adversary, and we now can see that is it at quite some distance from fulfilling its potential in the educational realm.…”

Section: Discussionsupporting

confidence: 62%

“…In short, as we reveal, the task of countering adversaries on this terrain requires more than copying their longer-standing work. Third, this study contributes to burgeoning research into subnational policy mobility (McKenzie & Aikens, 2020). In education policy scholarship, much more scholarly attention has aimed toward understanding global policy mobility; this is especially problematic in federal systems like the US and Australia, given that subnational governments (including, in the US, states) therein maintain chief responsibility for schooling (Beech et al, 2021;Savage, 2020).…”

Section: The State Innovation Exchange and Educational Policymentioning

confidence: 97%

See 1 more Smart Citation

The State Innovation Exchange and educational policy

Malin¹,

Tan²

2022

EPAA

View full text Add to dashboard Cite

Especially since 2010, conservative interests’ dominance at advancing their preferred policies across U.S. states has been clear, with large and escalating impacts in education. Although adversaries on the political left remain in catch-up mode, there have been auspicious developments. This study focuses on one of these, seeking to understand a uniquely positioned progressively state-focused policy organization called State Innovation Exchange (SiX). It was aimed to a) provide a valuable case study of perhaps the leading organization in this space, focusing on understanding its education policy footprint; b) further understandings of conflicts, tensions, and responses on the political left relative to education policy; and c) generate insights into contemporary sub-national policy mobility. We interviewed nine key stakeholders and analyzed electronic materials to address two research questions. Findings demonstrate SiX fulfills four main purposes: 1) building and sustaining cross-state progressive power; 2) acting as a counter; 3) fostering progressive leader development; and 4) advancing progressive policies/ideas. SiX shows an economics-focused agenda emphasizing working- and middle-class families, and education policy has not been a major, consistent area of emphasis. SiX does, however, play unique roles in education (as in other areas) by connecting state legislators and supporting their work. Specific to education, we surfaced some challenges SiX has faced in building alignment around a shared vision. We suggest, if SiX or a similarly situated organization can develop a clear education philosophy and policy agenda, it will be more effective at advancing its preferred policies, and in countering those being advanced by adversaries. Absent such shifts, we project continued conservative dominance of education policy at the state level.

show abstract

Section: Discussionsupporting

confidence: 62%

Section: The State Innovation Exchange and Educational Policymentioning

confidence: 97%

The State Innovation Exchange and educational policy

Malin¹,

Tan²

2022

EPAA

View full text Add to dashboard Cite

show abstract

“…Recommendations for future and continued action in schools include: (1) establishing connections with local, national, or international networks and associations; (2) integrating climate action within and across domains; and (3) involving diverse peoples, knowledges, and perspectives in local action. Chopin et al, 2018;Colorado Association of School Boards, 2019;Greater Victoria School District, 2018;Hargis et al, 2018;Israelson, 2019;Pearson, 2014;Portland Public Schools, 2016;Rainbow District School Board, 2019;Saskatchewan Environmental Society, 2019;Schools for Climate Action, n.d.;CBC, 2019a;Thomson, 2016;Toronto School District Board, 2014) Ministries of education can particularly support climate action through policies, curriculum frameworks, and subject-specific curricula (McKenzie & Aikens, 2020). Many ministries are already responding to the climate crisis in unique ways.…”

Section: Discussionmentioning

confidence: 99%

“…Ministries of education can particularly support whole institution climate action through curricular frameworks and other policy initiatives. Prior SEPN research suggests that each level of education policy is important in ensuring that sustainability policies and practices are strong at local levels (McKenzie & Aikens, 2020). A recent census of sustainability-specific policies within Canadian ministries of education found that 54% of provinces and territories had such policies, usually in relation to curriculum (Beveridge et al, 2019).…”

Section: 5mentioning

confidence: 99%

“…School divisions have also responded to the climate crisis in other creative ways, including professional development for teachers and administrators, declaring climate emergencies, supporting climate strike participation, passing climate action resolutions, policies and plans, encouraging schools to include CCE at all grade levels, and developing monthly environmental challenges for staff and students (CBC, 2019a;Colorado Association of School Boards, 2019;Israelson, 2019;Rahim, 2019;Rainbow District School Board, 2019;Schools for Climate Action, n.d;CBC, 2019a;Toronto District School Board, 2010). Eco-certification program support is also growing in popularity among school divisions, with SEPN finding 43% of school divisions participating in this programming (McKenzie & Aikens, 2020). Some suggestions for future and continued action are provided in Figure 3.7.…”

Section: 6mentioning

confidence: 99%

See 1 more Smart Citation