Policy Studies in Education (EDEM 695)

"Power is an essential aspect of education policy and the policy process.  It is also a “contested concept”—one that people from different philosophical or ideological perspectives define differently.  Some thinkers believe that all human activities are shaped by power, while others deny that power really exists."  Francis Fowler

Official Course Description:

 Focuses on issues in the field of policy studies with specific reference to the formulation, analysis, and assessment of educational policies. Particular focus on strategic policy implementation, analysis of unintended policy consequences and responsive policy-making.

We will cover critical, analytic approaches to constructing and understanding educational policies. We will engage in scholarly discussion, analytical activities, and applied practice.

Learning Objectives / Outcomes

• Familiarize students with the educational policy process, especially at the provincial and local level.

• Give students several analytical frameworks to use in analyzing educational politics and policy.

• Apply policy frameworks and theory to current political issues in education .

• Give students the opportunity to develop interpersonal, leadership, and conflict management skills by working in small groups.

• Teach students how to use social media and the web to locate political information social policy in their city and/or province.

There are many models and texts on developing/understanding educational policy. The last time I taught the course in Janaury 2021. I decided to Dr. Alexander's text (Policy Analysis for Educational Leaders).  For this semester I have decided to update and to focus on the challenge of providing education in a post-pandemic world. 

All of the readings will be posted on Perusall and can be accessed through myCourses.

However, I retained Dr. Alexander's template on writing policy, since it's pretty straight forward. You will use the following template for your major assignment:

1.  Define the Problem

2.  Make the Case

3.  Establish Your Driving Values

4.  Develop the Alternatives

5.  Weigh the Options

6.  Make Recommendations

7.  Persuade Your Audience

8.  Implement the Solution

9.  Evaluate Outcomes

I find that the easiest way to understand policy studies is to think of it as a problem ('real' or 'imagined') that needs to be solved.  Once 'the problem'  is viewed through the lens of politics, power, and values; then solutions may be researched and proposed.

**** Selected readings and articles (posted on Perusall) and will be accessed through MyCourses.  I have also created a course reserve for the class (through the McGill library that should help to research your policy presentation/project. Here are a few examples, to wet your appetite, one of the biggest challenges when teaching educational policy is deciding what to assign as compulsory and/or optional readings:

Hope you join me on this great adventure. We will spend time exploring Quebec, Canadian,  and/or US  major policy initiatives based on the class interests. 

Sam Bruzzese

Twitter: @sam_bruzzese Email: sam.bruzzese@mcgill.ca Website: http://sbruzzese.org

If you have any questions please contact me via email or Twitter: @sam_bruzzese

Suggested Typical Weekly Class Breakdown:

1. • • 1. Welcome & review (45 to 60 minutes)

          • BREAKOUT 1: small group discussion on readings & previous class topics, the 'big' ideas, etc.

            • Your weekly small group role: facilitator (  ) notetaker: (  ) presenter: ( ) time keeper: (  )

            • Large group sharing (presenter)

       2. Weekly topic and/or group presentation (45 to 60 minutes)

          • BREAKOUT 2: activity based on weekly topic OR working on major policy 

          • Large group sharing (presenter)

       3. Wrap-Up & 'exit' ticket (15 to 30 minutes)

          • what worked, what didn't, etc.

          • Questions & comments

In the first class we will decide if presentations start in week 5. I have a different format which would delay student projects/presentations to the last 4/5 weeks of the course. We will decide during the first class. Both models have different advantages and disadvantages.

Administrators and teachers in schools of education and leadership programs need a new language capable of asking new questions and generating more critical spaces open to the process of negotiation, translation, and experimentation. 

At the very least, educators need a language that is interdisciplinary, that moves skillfully among theory, practice, and politics. This is a language that makes the issues of culture, power, and ethics primary to understanding how schools construct knowledge, identities, and ways of life that promote nurturing and empowering relations. 

We need a language in our leadership programs that defends schools as democratic public spheres responsible for providing an indispensable public service to the nation; a language that is capable of awakening the moral, political, and civic responsibilities of our youth. (Giroux, 1992, p. 8)