Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education (original) (raw)
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Interest in how to better connect research to policy and practice is gaining momentum globally. Also gaining widespread agreement is the view that intermediary organizations have an important role to play in facilitating multi-stakeholder partnerships between researchers, practitioners and policymakers in order to increase the mobilization of research and its impact in public service sectors. Knowledge mobilization (KMb) includes efforts to strengthen linkages between research, practice and policy in public service sectors. This special issue explores a range of intermediary organizations, networks and initiatives in order to showcase how research-practice-policy gaps are being addressed in different contexts. stakeholder networks.
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The present article addresses the production and global dissemination of ‘policy relevant knowledge’. It not only unpacks the methodological assumptions of a particular type of knowledge production – known as impact evaluations – but also analyses the issue of knowledge mobilisation within the political economy of the global education policy field. Having a critical understanding of impact evaluations is crucial because they are widely regarded as the most valid informational basis from which to make policy decisions. The importance of grasping the methodological limitations and political-economic dynamics that afflict knowledge production and mobilisation is demonstrated through the case of Colombia’s well-known charter school programme. By employing a strategy that has been labelled bibliographic ethnography, this article not only takes a critical look at the knowledge base that has been produced on this programme but also maps the way that evaluations of this charter school programme, despite their limitations, have been cited and invoked in academic and organisational publications to project this programme internationally. The article concludes by offering a theoretically-informed discussion of how we should understand the trajectory of impact evaluations (and other knowledge products) as they cross multiple personal, organisational, political, and discursive contexts.
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The interpretive-critical analysis focuses on the micro-contexts of teacher formation policies and practices for enhancing Technological-Pedagogical Fluency (TPF) with Open Educational Resources (OER). Within this framework, public policy devices are analyzed in light of universal principles such as the right to education, democratization of knowledge, and lifelong learning. The thematic delimitation, the data and the conclusions are systematized under the methodological structure of three cartographic matrices typical of an action-research: Dialogic-Problematizing Matrix (DPM), Thematic-Organizing Matrix (TOM) and ThematicAnalytical Matrix (TAM). The results highlight the plurality of local perceptions, translations, and (re)interpretations of policies related to educational technologies and Open Educational Resources (OER). The discursive practices demarcate naive typologies in curvatures ranging from negationist to futurologist. As an outcome, the affirmative proposition emphasiz...
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This chapter considers how knowledge change impacts differently on different stakeholders, specifically teachers, policymakers and teacher educators. We consider how each group might lay claim to a particular dimension of knowledge and how that might impact on professionalism and practice using a triad of theorised lenses to explore some of the key areas. In particular, we are interested here in the polarity of compliance and resistance evident in knowledge in education, and the ways in which teacher educators are uniquely positioned in changing that to a discourse of possibility, developing teachers as 'transformative intellectuals' (Giroux in Teachers as intellectuals: towards a critical pedagogy of learning. Greenwood Publishing Group, London, 1988). Teacher educators are thus understood as agents of knowledge change reflecting the shared values of all stakeholders to democracy in education. Keywords Stakeholders Á Teacher research Á Policy and professional knowledge Discourse Á Change agents Á Transformative intellectuals
2018
There are few tools that exist to measure knowledge mobilization (KMb), the process of connecting research to policy and practice across diverse organizations and sectors. This article reports on a comparison of KMb efforts of 105 educational organizations: faculties of education (N = 21), research brokering organizations (N = 44), school districts (N = 14), and ministries of education (N = 26). This study used a tool that analyzed KMb efforts along two dimensions—research dissemination strategies (e.g., products, events, and networks) and research use indicators (e.g., different types of strategies, ease of use, accessibility, collaboration, and mission)—using data available on organizational websites. Findings show that research brokering organizations and faculties of education are producing stronger knowledge mobilization efforts than school districts and ministries of education; however, even faculties and research brokering organizations often have modest efforts. Most KMb eff...
The Importance of Teacher Agency and Expertise in Education Reform and Policymaking
Revista Portuguesa de Educação, 2019
O artigo sustenta que a agência e o conhecimento profissional dos professores são frequentemente negligenciados nos sistemas educativos internacionais e que, instigando a sua maior capacidade de ação e melhor aproveitando e usando o seu conhecimento coletivo, os sistemas educativos podem tornar-se mais bem-sucedidos e mais igualitários. Sumariam-se vários argumentos para que as entidades responsáveis pela educação nos seus países apoiem o incremento de uma genuína capacidade de ação dos professores, no que respeita às suas experiências de ensino e de desenvolvimento profissional, bem como lhes confiram uma voz mais ativa, coletivamente, na conceptualização e implementação de políticas educativas. O objetivo do artigo é apoiar esta capacidade de ação dos professores e demonstrar os benefícios de usufruir do seu saber e experiência, em articulação com os objetivos do sistema de proporcionar a todas as crianças um ensino por professores bem preparados e uma educação de elevada qualidad...
As educational research becomes privatized, commodified and commercialized, research relevance increasingly means being incorporated into neoliberal ideological and economic agendas. Within this social context, qualitative research in particular is often deemed less relevant (if not irrelevant) because it does not provide prescriptions for best practices or claim to offer "proof" that a given policy will lead to specific outcomes. The authors suggest that notions of research's relevance to policy and practice may be too narrow a way of thinking about how qualitative scholarship might enter policy discourse. Instead, they propose that scholars advance a new common sense, in which "policy knowledge" is understood as more useful-indeed, more relevant-than mere policy prescription. In their view, impacting the very framing of policy will require that scholars expand their notion of the audiences for educational research, and be more epaa aape Education Policy Analysis Archives Vol. 22 No. 11 SPECIAL ISSUE 2 creative at reaching a diverse range of stakeholders, including not only policymakers, but also journalists, youth and community activists, and teachers.
Knowledge Management and the Political–Pedagogical Project in Brazilian Schools
Sustainability
Knowledge Management as a strategy to improve the quality of the institutional environment can be related to the coordination of activities that create, store and share knowledge. School Management has to deal with different tasks, such as planning, organization, leadership, guidance, monitoring and evaluation of all the processes necessary to ensure the promotion of students’ learning and training. In this context, the Political–Pedagogical Project assists School Management, since it is an important document for the school organization, containing the school’s identity as well as the plan to achieve the best teaching and learning process for the school community. In this sense, the objective of this research was to demonstrate how the Political–Pedagogical Project can promote Knowledge Management at the school level. The methodology used was exploratory and bibliographic research. The results obtained in this paper show that the Political–Pedagogical Project strengthens School Mana...
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
Higher Education, 2011
The goal to enhance the impacts of academic research in the 'real world' resonates with progressive visions of the role of universities in society, and finds support among policy makers who have sought to enhance the 'transfer', 'translation', 'uptake', or 'valorization' of research knowledge in several areas of public services. This paper reports on an exploratory study of the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing on data from semistructured interviews with senior administrators of 13 faculties of education, the analysis reveals several themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant to faculty administrators, scholars, and policymakers interested in understanding the role of academic institutions in the mobilization of research knowledge to the broader education community.