Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Administration Quarterly Pub Date : 2021-08-16 DOI:10.1177/0013161X211034485

Michael A. Szolowicz, R. Aaron Wisman

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引用次数: 1

Abstract

Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.

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红色教师运动：探知督学政治中的角色与象征

目的：近年来，教师领导的新一轮政治行动爆发，导致美国多个州停工。这项研究考察了在两个具有代表性的州，督学们是如何驾驭这场“红色换教育”运动的。方法：作为一个多站点、嵌入式的案例研究，我们从公开文件和对主管的半结构化访谈中汲取经验。我们采用演绎方法进行数据分析，寻求对本文所采用的理论框架的分析概括。调查结果：“红色换教育”动机的教师工作行为确实给督学造成了政治困境。监管人员通过利用商业经理、教学领导者和政治家的角色来解决这一困境，这些角色通过象征性政治来表达，包括分配责任和模糊地支持红色教育事业。监督的回应与社会制度主义的同构租户是一致的。启示：考虑到现代监管的政治性质，监管人员可能会从政治战略和策略的准备中受益。

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来源期刊

Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

3.00%

发文量

期刊介绍： Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.