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Dissent From Within: How Educational Insiders Use Protest to Create Policy Change
Frank D. Grossman*
* To whom correspondence should be addressed. E-mail: fgrossm1{at}swarthmore.edu.
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Abstract |
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This article utilizes social movement theory to analyze policy change created by site-based educators. The author uses a qualitative case study to examine how an organization comprised of teachers and administrators in New York State used protest to protect a waiver, which exempted students in their schools from having to pass statewide graduation exams. The author finds that the educators’ ability to mobilize resources and to strategically frame their struggle in a manner that resonated with policymakers allowed the educator activists to capitalize on emerging controversies surrounding the state’s assessment system and create policy change. This article provides a framework to understand how marginalized actors within systems of schooling organize to create change. Such a framework is becoming increasingly relevant as educators attempt to create space for local practice in the current top-down policy environment.
First published on June 2, 2009
Educational Policy 2009, doi:10.1177/0895904809335110
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