Fowler- Chapters 2 and 5

Chapter 2- Power and Education Policy

What is power?-- the ability to affect the behavior of another actor.  Power is not absolute.  Someone with power in one setting can then be powerless in another setting.

Discourse- the language and talking in order to reach a policy decision (or just having a discussion)

• text
• social events
• social practice

Three Dimensional Model of Power- explicit uses of power, mobilization of bias, shaping of consciousness

Explicit use of Power- if not directly observable, then readily deduced from observable evidence

• Types of power- force (physical or psychic force to damage a self-concept), economic dominance, authority (authority depends on legitimacy), and persuasion (convincing that the desired behavior is good

Mobilization of Bias- in regards to race, parental involvement, gender, class, etc

Shaping of Consciousness

• Many social constructs are important in shaping this-- family, language, media, school, religion

Important quote-- "Achieving a policy goal often requires building power.  People build power by obtaining more, or different, power resources" (p. 38)

There are certainly dangers in power, and Fowler recommends discursive power ethically with respect, commitment to valid information, and freedom of choice.  

Chapter 5- Values and Ideology

This chapter focuses on the importance of people's own ideas, but recognizes that leaders in today's schools have to understand the surrounding politics, so they can think intelligently about education policy.

Ideas, beliefs, and values are important

1. shape how people define policy problems
2. constrain people's ability to perceive possible solutions (limit)

General Social Values

1. Order
2. Individualism
3. liberty
4. equality
5. fraternity
6. efficiency
7. economic growth
8. quality

Values in US Politics

• 1950s-1980s- everyone acted in self-interest
• Self-interest values- economic, power
• 1980s- present- act in both self-interest and other values like personal principles-- ideological, philosophical, or religious.  Fowler believes people are more like this, but it may, unfortunately, be too optimistic.  
• Social values- order, individualism
• Democratic values- liberty (freedom, choice), Equality (opportunity and./or results), fraternity (perceive closeness with others, sense of responsibility for them, can turn to others for help)
• Economic values- efficiency and economic growth

There are cyclical shifts in dominant values-- Low's policy type perspectives.  There is a constant search for balance.

Ideology certainly affects policy, particularly with politics

• Conservatism
• Business- motivated by self/economic interest
• Religious- resurgence of religious fundamentalism 
• Tea Party- less government, lower taxes, greatly reduced national debt
• Liberalism
• New Democrats- skeptical of entitled groups, especially those designed to give help to disadvantaged-- addressing symptoms instead of causes
• Progressive Democrats- suspicious of bug business and large companies, want to enhance power of ordinary citizens

Another section discusses how school leaders are caught in the ideological crossfire.  This is highly problematic at every level-- and in many cases, politics (particularly religion) does not have its place in the school system (my opinion...)  I don't know how to keep it out, but it always seems to seep in...