1. Chapter 2: Power and Education Policy Dr. Dan Bertrand LEEA 554

2. DEFINING POWER The play of power shapes the outcome of the policy process. Power is an essentially contested concept. – One’s understanding of it is shaped by one’s theory of human nature and society. “A” has power over “B” to the extent that “A” cqn get “B” to do something that otherwise “B” would not do.

3. Questions Does A have to be consciously aware of excercising power over B ? Does B have to be consciously aware of A’s power? Can A’s exercise of power cause B not to act? Has A exercised power if B believes that what A wants is good and eagerly agrees to do it? Is it ethical to exercise power over another?

4. A DEFINITION OF POWER The ability of an actor to affect the behavior of another actor. Actor could be a superintendent, principal, governor, union president, school board, state legislature. The willingness to exercise power include the willingness to deploy resources.

5. Type of Power Relationships Symmetrical – Actors who have a similar degree of power – Shared power Assymetrical – Actors with significantly different amouts of resources. – May use persuasion or bargaining – More powerful may use force, appeals to authority or reward/punishment.

6. DISCOURSE and POWER Discourse – has three aspects – Text- written, spoken or combination – Discourse practice that governs the production of the text. Rules and traditions of meetings – Chairman usually runs the meeting – Social Practice Embeds both test and discourse practice

7. 3 Dimensions of Power 1 st - Explicit exercises of power 2 nd - Mobilization of Bias3 rd - Shaping of Consciousness Mechanisms Mechanism Force-physical and psychicCustomsCommunication Processes Economic DominanceNormsMyths Authority- patriarchal, legal, competent, charismatics Org. StructureSymbols Persuasion-socialization, rational, manipulative Procedure, rules Power resources- material, social, knowledge Traditions

8. 2 nd Dimension- Mobilization of Bias Implicit power. Few or none of the actors may realize the power is being exercised. Bias limits the participation of certain groups or restricts issues that can be raised for debate. Types- parental involvement, minority children, women

9. ACTIVITY News Story for Analysis- Union takes up tenure fight. P. 49-50

10. 3 rd Dimension Shaping of Consciousness Social institutions shape consciousness – Family – Mass media Unusual disempowerment – Apathy leads to laying blame with the victims.

11. Analyzing Power Relationships PRINCE analysis – Issue statement examples Appropriate- Pass a bond issue to build a middle school next year. Inappropriate- More funding for schools. Appropriate-Defeat HB128 to limit choice of textbooks. Inappropriate- Keep legislators out of textbook selection. – See page- 40-44

12. Activity Read Case Study- page 48-49 Do PRINCE ANALYSIS for this case.

13. Ethical Issues Power as a Means and End Individual Means- to achieve a personal goal. Individual End- to achieve a sense of importance. Means for a Group- to advance the goals of a group. End for a Group- to enhance power because the group likes being influential.

14. Activity Do a PRINCE Analysis of an issue in your district.