{"title":"Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency","authors":"Michael A. Szolowicz, R. Aaron Wisman","doi":"10.1177/0013161X211034485","DOIUrl":null,"url":null,"abstract":"Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"716 - 746"},"PeriodicalIF":2.4000,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X211034485","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.