Teachers and Educational Policy Advocacy: A Review of the Research on Capacity, Agency, and Implications

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Advocacy, Governance, and Educational Opportunities

Abstract

Grounded in the belief that policy matters to education and teachers matter to policy, this paper reviews research literature related to pre-service and practicing teacher advocacy around educational policy at local, state, and federal levels. Our primary organizing question is, “How can educational research inform our understanding of how K12 teachers can advocate in public policy?” Our primary learnings include that the field must develop advocacy as part of the wisdom of practice of teaching, recognize policy and advocacy as part of teachers’ professional practice, and understand teacher policy advocacy will be most successful when all educators make sustained connections with other like-minded, advocacy-oriented practitioners.

Authors

• Annalee G. Good, University of Wisconsin - Madison

• May Hara, Framingham State University

• Gerald Dryer, University of Wisconsin - Madison

• Jonathan Liam Harper, University of Wisconsin - Madison