Navigating Political Dynamics in Research-Practice Partnerships: A Case Study from Chile

• In Event: Comparing Political Dynamics of Research Practice Partnerships (RPPs): Insights From Latin America and the United States

Abstract

This paper examines how political factors affect decision-making and priorities within a Research Practice Partnership (RPP) involving university researchers, school and municipal practitioners from two Chilean municipalities, and a state educational department. It explores the political aspects of RPP operations, highlighting challenges, limitations, and insights gained from navigating the sociocultural and political complexities influencing the internal dynamics of RPPs.
Yamashiro et al. (2022) propose a comprehensive framework for understanding political dynamics in RPPs, emphasizing the importance of boundary infrastructure, including spanners, practices, and objects. These elements facilitate collaboration and manage political dynamics within partnerships, acknowledging that boundary infrastructure is porous to the sociocultural and political context, meaning external factors significantly influence internal dynamics and processes.
The Chilean educational system is undergoing major reforms to improve accountability and decentralize education by shifting responsibilities from municipalities to new entities called SLEPs, similar to US school districts. Our RPP is navigating these complexities, with municipalities transitioning to SLEPs next year. Additionally, accountability policies focusing on standardized testing and performance metrics are affecting RPPs, shaping their priorities and decision-making processes.
We employed a qualitative approach, utilizing ethnographic processes and in-depth semi-structured interviews. Deductive and inductive data analysis helped us understand the dimensions of our collaborative processes. Using Yamashiro et al. (2022) conceptual framework, we analyze the dynamics of politics, equity, and learning in RPPs within the Chilean context.
The data informing this paper include field notes and artifacts from the RPP steering committee meetings, whole network meetings, and school visits during 2023 and 2024. To assess the development of our RPP, interviews were carried out with members of the steering committee, principals, and leadership team members at three intervals, assessing RPP goals development and RPP health, and complementing qualitative data from artifacts and field notes (Patton, 2014; Creswell & Poth, 2018).
Our RPP had a robust boundary infrastructure that remained porous to the sociopolitical context. Over two years, this RPP facilitated monthly work sessions with the steering committee, monthly workshops with the network, monthly support visits to school and teacher leaders, and co-implemented PLCs in nine participating schools. The intensity of ongoing reforms significantly impacted the conditions for collaborative practice between researchers and practitioners. At the district and municipal levels, several members left, and new actors, such as SLEP, joined the process. School climates and cultures were highly stressed by systemic transformations. In some cases, the RPP promoted trust-building, dialogue, and cooperation aligned with the new educational reform, while in others, it was seen as an additional task and distraction. The network prioritized an improvement goal, and each school identified a specific practice problem to address within the network's priority, helping to manage political and micropolitical challenges.
This study adds to RPP literature by exploring how political factors shape internal dynamics and decision-making within these partnerships, focusing on Chile's educational reforms and accountability pressures. It highlights challenges and opportunities in shifting political landscapes, emphasizing the need for addressing power dynamics, building trust, and fostering collaboration for RPP success and sustainability.

Authors

• Bárbara Zoro, Pontificia Universidad Catolica de Valparaiso

• Marcela Pena Ruz, Universidad de Chile

• Fernanda Goni, Universidad de Chile