Orchestrating policy ideas: philanthropies and think tanks in US education policy advocacy networks

Lubienski, Christopher; Brewer, T. Jameson; Londe, Priya Goel La

doi:10.1007/s13384-015-0187-y

Cited by 50 publications

(45 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The authors thus argue that parental fundraising further aggravates inequities between schools. In contrast to research from the US that focuses on advocacy for school choice (Lubienski, Brewer, & LaLonde, 2015;Lubienski, Scott, & DeBray, 2011), their research sheds light on a grassroots advocacy group for public education that has promoted resistance to this new trend of education privatization because they believe it undermines the long-held commitment within public education to equity between schools. After that, Gaztambide-Fernández and Parekh examine specialty arts programs of choice in Toronto's public secondary schools.…”

Section: Contributions In This Special Issuementioning

confidence: 89%

Introduction to the special issue: Studying school choice in Canada

Lubienski

Yoon

2017

EPAA

Self Cite

View full text Add to dashboard Cite

Abstract:In this article, we introduce the special issue that illuminates issues in school choice and education marketization in contemporary Canada. We begin with a discussion of the proliferation of market models across the globe and the kind of questions that have arisen as public policymakers, philanthropists, and other private interests have embraced and advanced market-oriented reforms. Then we turn to Canada, and briefly discuss the scholarly literature on education privatization and school choice in the past two decades. After that, we present the five articles, highlighting how each piece contributes to a deeper understanding of the changing landscape of choice and competition, as Education Policy Analysis Archives Vol. 25 No. 37 SPECIAL ISSUE 2 well as how these changes impact schools and communities in a diverse, multicultural country. We conclude by discussing the importance of continuing empirical research in order to inform important debates about how to best meet the needs of the students in a democratic society. Keywords: school choice; education privatization; education marketization; Canada; democracy Una introducción a la edición especial: El estudio de opciones escolares en Canadá Resumen: En este artículo, presentamos una edición especial que ilumina los problemas con las opciones escolares y la mercantilización de la educación en Canadá hoy en día. Comenzamos con una discusión de la proliferación de los modelos del mercado en todo el mundo y el tipo de preguntas que han surgido a medida que los formuladores de pólizas públicas, filántropos y otros intereses privados han adoptado y avanzado reformas orientadas al mercado. Luego nos dirigimos a Canadá y discutimos brevemente la literatura académica sobre la privatización de la educación y las opciones escolares en las últimas dos décadas. A continuación, presentamos los cinco artículos, destacando cómo cada pieza contribuye a una comprensión más profunda del paisaje cambiante de las opciones escolares y la competencia, así tal como estos cambios impactan a las escuelas y las comunidades en un país diverso y multicultural. Concluimos discutiendo la importancia de continuar la investigación empírica para informar importantes discusiones sobre cómo satisfacer mejor las necesidades de los estudiantes en una sociedad democrática. Palabras-clave: opciones escolares; privatización de la educación; mercantilización de la educación; Canadá; democracia Uma introdução à dossier especial: O estudo da escolha da escola no Canadá Resumo: Neste artigo, apresentamos uma edição especial que ilumina os problemas com opções escolares e mercantilização da educação no Canadá hoje. Começamos com uma discussão sobre a proliferação de modelos no mercado mundial e no tipo de questões que têm surgido como formuladores de políticas públicas, filantropos e outros interesses privados adotaram reformas avançadas e orientadas para o mercado. Então, nós fomos para o Canadá e discutir brevemente a literatura acadêmica sobre a privatização de opções de educação e escola nas ú...

show abstract

Section: Contributions In This Special Issuementioning

confidence: 89%

Introduction to the special issue: Studying school choice in Canada

Lubienski

Yoon

2017

EPAA

Self Cite

View full text Add to dashboard Cite

show abstract

“…They note the rise of new policy actors, including philanthropic organizations and foundations (e.g., Ferris, Hentschke, & Harmssen, 2008), think tanks (e.g., Lubienski, Brewer, & La Londe, 2016), forprofit companies, and new non-profit organizations (e.g., Bulkley & Burch, 2011); how these new actors interact in policy networks (e.g., Ball & Exley, 2010); and the waning influence and engagement of traditional policy actors in education policy making (DiMartino & Scott, 2013).…”

Section: Advocacy For and Resistance To The Privatization Of Educationmentioning

confidence: 99%

Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada

Winton

Milani

2017

EPAA

View full text Add to dashboard Cite

Fundraising and collecting fees are ubiquitous in Ontario, Canada's public schools. Critics assert that these practices perpetuate and exacerbate inequities between schools and communities. In this article we present findings from a critical policy analysis of an advocacy group's efforts to change Ontario's fees and fundraising policies over the past two decades. Rhetorical analyses of 110 texts finds that the group constructed the problem of each policy similarly, targeted the same audiences, and utilized many of the same strategies to appeal to logos,

show abstract

“…Of course, it must be noted that this petitioning of national and state authorities assumes that these authorities are indeed still relevant to the school. Greater moves towards Charter schools in the USA, in the context of increasing neoliberal and libertarian agendas (Kretchmar, Sondel, & Ferrare, 2014;Lubienski, Brewer, & La Londe, 2016;Tanner, 2013), and the very presence of the PISA for Schools test itself, would appear to suggest that schools (and teachers), rather than systems, are increasingly positioned as the most important educational unit. This means that national and state-level authorities may, in the context of this enhanced global-local nexus, have a diminished ability to intervene in all schools, with this logic presuming that schools and teachers are, by extension, solely responsible for the performance of their students, outside of broader socioeconomic and cultural influences.…”

Section: Teachers 'Talking Back': Using Pisa For Schools To Challengementioning

confidence: 99%

Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Lewis

2017

EPAA

View full text Add to dashboard Cite

This paper examines the Organization for Economic Cooperation and Development's (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community -the Global Learning Network (GLN) -of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine 'what works' in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how 'world-class' schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can 'talk back' to national and state authorities, and potentially promote more 'authentic' understandings of, and possibilities for, schooling accountability. Keywords: PISA for Schools; OECD; Global Learning Network; best practice; professional learning communities; topologyComunidades de práctica y PISA para escuelas: Aprendizaje comparativo o un modo de gobernanza educativa? Resumen: Este artículo examina la Organización para la Cooperación Económica y el Desarrollo (OCDE) PISA para escuelas, una nueva variante del Programa Internacional de Evaluación de Alumnos (PISA) que compara el desempeño a nivel de la escuela en lectura, matemáticas y ciencias con sistemas Internacionales (por ejemplo, Shanghai-China, Finlandia). Específicamente, centrarse aquí en una comunidad de aprendizaje profesional -la Red Global de Aprendizaje (GLN) -de los Estados Unidos Que las escuelas y distritos participaron en el PISA voluntariamente para escuelas, y como Esto, sin duda, normativamente ayuda a determinar 'lo que funciona' En la educación. Dibujo sugestivamente a través de un pensamiento diversificado en torno a modos contemporáneos de gobernanza, y espacios topológicos y relaciones asociadas a la globalización emergente, e informó por medio de entrevistas con 33 actores políticos en todo el PISA para ciclo político Escuelas, mis análisis sugieren que GLN Permite la OCDE a la OCDE Discursivamente y normativamente Restringir Cómo se definen las escuelas y los sistemas de "clase mundial" y sus políticas y prácticas. escolaridade prestação de contas Sin embargo, y teniendo en cuenta las capacidades productivas de las ...

show abstract

Orchestrating policy ideas: philanthropies and think tanks in US education policy advocacy networks

Cited by 50 publications

References 17 publications

Introduction to the special issue: Studying school choice in Canada

Introduction to the special issue: Studying school choice in Canada

Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada

Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Contact Info

Product

Resources

About