Evidencia de uso y coaliciones de acción política: organizaciones intermediarias y filantrópicas en Denver, Colorado

Autores/as

  • Janelle Scott University of California, Berkeley
  • Huriya Jabbar University of Texas, Austin
  • Priya Goel University of Illinois, Urbana-Champaign
  • Elizabeth DeBray University of Georgia, Athens
  • Christopher Lubienski University of Illinois, Urbana-Champaign

DOI:

https://doi.org/10.14507/epaa.v23.2079

Palabras clave:

organizaciones intermediarias, filantropía, fundaciones

Resumen

La creciente participación de filántropos en el área de política educativa ha contribuido a la aparición de un sector dinámico de organizaciones intermediarias (OI), entidades que tienen un número de funciones en reformas escolares, incluyendo la promoción, consulta, diseño de políticas, formación docente alternativa y preparación de lideres y de investigación. En los últimos años, muchas organizaciones intermediarias han convergido en coaliciones que estimulan políticas educativas de incentivos como las leyes "gatillo", escuelas charter, vales educativos, y el pago por mérito docente o sanciones a menudo ligadas a métricas de valor añadido de desempeño de docentes. Este artículo se basa en datos recogidos durante varios años sobre el uso y difusión de la investigación de usando métodos mixtos. Este artículo, examina el papel de las fundaciones en una coalición de acción política en Denver, Colorado, un sitio clave para diversas reformas por incentivos, incluyendo el pago por rendimiento a los maestros y escuelas chárter. Encontramos que las OI y sus redes afiliadas intermediaban la producción y el uso de investigaciones, a menudo para orientar el gobierno y grupos de políticos, periodistas, y cada vez más, bloggers influyentes y las comunidades de redes sociales. Esta función de intermediación posiciona fundaciones como el “centro" de la producción, promoción y utilización de investigación.

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Biografía del autor/a

Janelle Scott, University of California, Berkeley

Janelle Scott is a Chancellor's Associate Professor at the University of California at Berkeley in the Graduate School of Education, Goldman School of Public Policy, and African American Studies Department. Scott's research on the politics of K-12 schooling investigates elite and grassroots advocacy and interest groups, venture philanthropy, and the politics of research utilization around market oriented reforms, including school choice, and teacher evaluation and compensation. He work also considers how market-based educational reforms affect democratic accountability and equity in schools and school districts. She was a Spencer Foundation Dissertation Year Fellow and a National Academy of Education/Spencer Foundation Postdoctoral Fellow. With Co-Principal Investigators Elizabeth DeBray and Christopher Lubienski, and funding from the William T. Grant Foundation, she is currently studying the politics of research production, promotion, and utilization in the case of incentivist educational reforms.

Huriya Jabbar, University of Texas, Austin

Huriya Jabbar is an Assistant Professor at the University of Texas, Austin. She studies the social and political dimensions of market-based reforms in education, including school choice and incentive pay, and how policymakers at the local state, and federal levels use research on such reforms. Her dissertation research on marketization and competition in New Orleans, Louisiana was awarded a National Academy of Education/Spencer Foundation Dissertation Year Fellowship, and the Outstanding Dissertation Award from the Politics of Education Association and Division L of AERA. 

Priya Goel, University of Illinois, Urbana-Champaign

Priya G. La Londe is an advanced doctoral student of P-12 education policy and leadership at the University of Illinois Urbana-Champaign. She studies data and research use, comparative and international studies of market-based reforms, and social justice education. Priya earned a MBA and M.S. in Education Organization & Leadership from UIUC and a B.S. in Early Childhood Education and Sociology from DePaul University. Prior to her work at UIUC, Priya was a teacher and school leader in Chicago, New Delhi and Shanghai. 

Elizabeth DeBray, University of Georgia, Athens

Elizabeth DeBray is a Professor in the Department of Lifelong Education, Administration & Policy in the College of Education, University of Georgia. She received her Ed.D. from Harvard University. Her research interests are the politics of federal education policy, policy implementation, and interest group politics, including the role of intermediary organizations in disseminating research and information about education reforms.

Christopher Lubienski, University of Illinois, Urbana-Champaign

Christopher Lubienski is Professor of Education Policy and Director of the Forum on the Future of Public Education at the University of Illinois, where he studies the political economy of education reform. He is also Sir Walter Murdoch Distinguished Adjunct Professor at Murdoch University in Western Australia. His most recent book, The Public School Advantage: Why Public Schools Outperform Private Schools (with Sarah Theule Lubienski) was published by the University of Chicago Press in 2013.

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Publicado

2015-12-06

Cómo citar

Scott, J., Jabbar, H., Goel, P., DeBray, E., & Lubienski, C. (2015). Evidencia de uso y coaliciones de acción política: organizaciones intermediarias y filantrópicas en Denver, Colorado. Archivos Analíticos De Políticas Educativas, 23, 124. https://doi.org/10.14507/epaa.v23.2079

Número

Vol. 23 (2015)

Sección

Knowledge Mobilization in Education

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