Critical Educational Policy Analysis: Attending to Equitable Power Analysis in Scholar-Practitioner Knowledge Co-Creation

Session Type: Symposium

Abstract

In this session, co-presenters collectively call for the continued (re)centering of power analysis in educational policy theory and praxis. Presenters will share three critical policy analyses (CPA) and one educational policy literature review that interrogate racialized processes and power (mal)distribution in educational systems. The papers focus on the racialized practices in school discipline policy and school improvement planning policy, power dynamics in collaborative district-level policymaking, and how policy scholars have advanced Black liberatory practices. Led by practitioner chair/discussants, this session will engage audience members in discussion to bridge CPA theory and praxis using a tool developed by co-presenter #4. This session will reinvigorate conversations about CPA, offer multiple examples of CPA, and deepen connections between educational policy researchers and practitioners.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Policies, Mattering, and Praxis

Chairs

• Qiana Sorrell, Minneapolis Public Schools

• Jewell Reichenberger, Minneapolis Public Schools

Papers

• The Racialization of School Discipline Policy - Racquel L. Armstrong, Arizona State University

• Historicizing School Improvement Planning Policy - Latrice Marianno, Southern Illinois University - Edwardsville

• Dimensions of Power in Public-Private Partnerships - Meghan Comstock, University of Maryland

• Black Liberatory Educational Policy: A Systematic and Unapologetic Literature Review on the Advancement of Black Teachers’ Pedagogies and Practices - Nathaniel D. Stewart, University of Minnesota