Citation

Grossman FD. Educ. Policy 2010; 24(4): 655-686.

Copyright

(Copyright © 2010, SAGE Publishing)

DOI

10.1177/0895904809335110

PMID

unavailable

Abstract

This article utilizes social movement theory to analyze policy change created by site-based educators. The author uses a qualitative case study to examine how an organization comprised of teachers and administrators in New York State used protest to protect a waiver, which exempted students in their schools from having to pass statewide graduation exams. The author finds that the educators' ability to mobilize resources and to strategically frame their struggle in a manner that resonated with policymakers allowed the educator activists to capitalize on emerging controversies surrounding the state's assessment system and create policy change. This article provides a framework to understand how marginalized actors within systems of schooling organize to create change. Such a framework is becoming increasingly relevant as educators attempt to create space for local practice in the current top-down policy environment.