Description
How academics and researchers can influence education policy: putting research in a policy context, finding unexpected allies, interacting with politicians, and more.
Scholarly books and journal articles routinely close with policy recommendations. Yet these recommendations rarely reach politicians. How can academics engage more effectively in the policy process? In Teach Truth to Power, David Garcia offers a how-to guide for scholars and researchers who want to influence education policy, explaining strategies for putting research in a policy context, getting “in the room” where policy happens, finding unexpected allies, interacting with politicians, and more.
Countering conventional wisdom about research utilization (also referred to as knowledge mobilization), Garcia explains that engaging in education policy is not a science, it is a craft—a combination of acquired knowledge and intuition that must be learned through practice. Engaging in policy is an interpersonal process; academics who hope to influence policy have to get face-to-face with the politicians who create policy. Garcia’s experience as trusted insider, researcher, and political candidate make him uniquely qualified to offer a roadmap that connects research to policy. He explains that academics can leverage their content expertise to build relationships with politicians (even before they are politicians); demonstrates the effectiveness of the research one-pager; and shows how academics can teach politicians to be champions of research.
Table of Contents
Acknowledgments ix
1 Setting the Context 1
I The Shift 25
2 Who Sets Policy? 27
3 Politicians and Knowledge 45
4 Problems with Research 71
5 Research Use in Policymaking 97
6 Asked, Brought, Inside, Outside 117
II Learning the Craft 141
7 Build Relationships with Politicians Before they are Politicians 143
8 The Influence of Unexpected Allies 151
9 Leveraging the Research to Predict Policy Outcomes 159
10 From Practical Problems to The Ask 167
11 The Research One-Pager 179
12 Answers, Advocacy, Activism, and Frameworks 187
13 Teach to Champion 203
14 A Renewed Role for Academics 209
References 217
Index 233
