Digital Meritocracy: Intermediary Organizations and the Construction of Policy Knowledge

Chang, Ethan

doi:10.1177/0895904818802116

Cited by 11 publications

(9 citation statements)

References 66 publications

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“…Scholarship about the impact of neoliberal education restructuring holds important implications for CBES (Baldridge, 2019). Recent research about CBES has included the study of neoliberalism, governmentality, and race—pushing the field of education to consider the dangers of neoliberal control over community-based youth programming via mentoring programs, technological innovation programs, college preparation, and organizing spaces (Baldridge, 2014; Chang, 2020; Clay, 2019; Kwon, 2013; Nygreen, 2017; Singh, 2018). This work also connects to scholarship on trends in philanthropy that are often rooted in Whiteness and paternalism (Brown, 2016; Kohl-Arenas, 2015) and creates complicated relationships with organizations that can lead to mission drift or contradictions in the racial framing of youth work or difficult decisions based on the “strings” attached to philanthropic giving illustrated earlier by Gia (Gilmore, 2007; Kohl-Arenas, 2015).…”

Section: Where Do We Go From Here?mentioning

confidence: 99%

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

Baldridge

2020

Educational Researcher

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Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in education requires interrogating the multiple systems of oppression that impact young people’s lives. It also demands examination of the sociopolitical context of youth work, including how race logics and economic pressures inform the construction of CBES and how these forces surface and intersect with market logics and educational policy reform. Building on existing scholarship on community-based youth work and my current research, I present the youthwork paradox, a framework that captures the complexity of the field and its relationship to structural forces and larger systems of oppression. I detail how this paradox does not always lead to dichotomous discourses; rather, CBES can encompass many logics at once. To illuminate the usefulness of this framework for deeper theorizing of community-based youth work, I ground this concept in an empirical case focused on Black youth workers.

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Section: Where Do We Go From Here?mentioning

confidence: 99%

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

Baldridge

2020

Educational Researcher

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“…Learn Qual 1, 2, 4 Small Time-lagged – 1 1, 2, 3, 4 Hashim 2020 Soc. Capital Mixed 1, 3 Medium Cross-sect Betw., Formal 3 3, 4 Chang 2020 KMb Qual 1, 4, 5 Small Time-lagged – 3, 4 3, 4 Farley-Ripple & Grajeda 2020 KMb Mixed 1, 2, 3 Medium Cross-sect – 1, 2 1, 2, 3, 4 Cooper et al 2020 KMb concept - - - – 4 - Brown 2020 KMb Quant 2, 3 Large Cross-sect – 1 1, 2, 3 Davidson & Penuel 2020 Soc. Learn Qual 1 Medium …”

Section: Resultsmentioning

confidence: 99%

Bridging gaps: a systematic literature review of brokerage in educational change

Rechsteiner,

Kyndt,

Compagnoni

et al. 2023

J Educ Change

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Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors (brokers) link loosely coupled or disconnected individuals (brokering). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.

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“…In many instances, these organizations play convener roles where they help facilitate partnerships and resources that are found within networks (Childs & Scanlon, 2022). Intermediary organizations can be important for connecting schools to organizational resources that could lead to expanded teaching and learning opportunities that benefit students and staff (E. Chang, 2020).…”

Section: Teaching Notesmentioning

confidence: 99%

Be There and Be Present: An Interorganizational Network to Improve School Attendance

Childs

Grooms

2022

Journal of Cases in Educational Leadership

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This case study explores a county-wide initiative to improve school attendance through a successful network collaboration among organizations within Allegheny County, Pennsylvania. The network was a collaboration between nonprofit, for-profit, governmental, and educational leaders who sought to raise awareness about the effects of chronic absenteeism on student outcomes. Educational leaders and, specifically, district and school level administrators are often navigating the different programs and interventions that could lead to improved student attendance, while also dealing with factors that are outside of their control. Educators studying this case will examine the reasons why students become chronically absent and strategies that factor in collective action to see improvement in attendance rates.

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Digital Meritocracy: Intermediary Organizations and the Construction of Policy Knowledge

Cited by 11 publications

References 66 publications

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

Bridging gaps: a systematic literature review of brokerage in educational change

Be There and Be Present: An Interorganizational Network to Improve School Attendance

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