Poder, brokers e agendas: Novas direções para o uso da análise de redes sociais na política educacional

Autores

  • Emily Hodge Montclair State University http://orcid.org/0000-0003-4165-8039
  • Joshua Childs The University of Texas at Austin
  • Wayne Au University of Washington - Bothell

DOI:

https://doi.org/10.14507/epaa.28.5874

Palavras-chave:

análise de redes sociais, redes de políticas, política educacional, organizações

Resumo

Nesta dossiê, Pesquisando Políticas Educacionais do Século 21 através da Análise de Redes Sociais, os autores usam a análise de redes sociais (SNA) para explorar as redes de políticas, ampliar a literatura atual de abordagens sociológicas para SNA e / ou incorporar novas lentes para interpretar as redes de políticas de ciências políticas ou outras disciplinas acadêmicas. Esta introdução editorial fornece primeiro uma visão geral das redes de políticas e sua relevância na educação. Em seguida, os editores descrevem o trabalho existente aplicando as ferramentas do SNA à política educacional e destacam áreas pouco estudadas antes de descrever os artigos incluídos neste número. Esses artigos aplicam SNA a uma variedade de questões de política educacional, incluindo políticas de grande escala, como a Every Student Succeeds Act and the Common Core State Standards, escolas licenciadas e a relação entre atores do sistema e não-sistema. Os artigos destacam várias aplicações do SNA, incluindo como o SNA pode ser usado para avançar a teoria, bem como descrever e prever redes de políticas.

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Biografia do Autor

Emily Hodge, Montclair State University

Emily M. Hodge, Ph.D., is an assistant professor in the Department of Educational Leadership at Montclair State University. She received her PhD from the Department of Education Policy Studies at the Pennsylvania State University. Her work uses qualitative methods and social network analysis to understand the changing nature of strategies for educational equity. Recent projects have explored how educational systems, schools, and teachers negotiate the tension between standardization and differentiation in the context of the Common Core State Standards, and the varied strategies state education agencies are using to support standards implementation.

Joshua Childs, The University of Texas at Austin

Joshua Childs is an assistant professor of Educational Policy and Planning (EPP) in the Department of Educational Leadership and Policy. Joshua received his PhD in Learning Sciences and Policy at the University of Pittsburgh. Joshua's research focuses on the role of interorganizational networks, cross-sector collaborations, and strategic alliances to address complex educational issues. Specifically, his work examines collaborative approaches involving community organizations and stakeholders that have the potential to improve academic achievement and reduce opportunity gaps for students in urban and rural schools.

Wayne Au, University of Washington - Bothell

Wayne Au is an educator, activist, and scholar who focuses on issues of race, class, and power in schooling. He is a professor in the School of Educational Studies at the University of Washington - Bothell, where he currently serves as dean of diversity and equity. Au is an editor of the social justice teacher magazine Rethinking Schools and the author or editor of numerous other publications, including Teaching for Black Lives, Rethinking Ethnic Studies, and A Marxist Education: Learning to Change the World.

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Publicado

2020-08-17

Como Citar

Hodge, E., Childs, J., & Au, W. (2020). Poder, brokers e agendas: Novas direções para o uso da análise de redes sociais na política educacional. Arquivos Analíticos De Políticas Educativas, 28, 117. https://doi.org/10.14507/epaa.28.5874

Edição

v. 28 (2020)

Seção

Researching 21st Century Education Policy Through Social Network Analysis

Licença

Copyright (c) 2020 Emily Hodge, Joshua Childs, Wayne Au

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.