Research, action, activism: Critical solidarities & multi-scalar powers Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 1/18/2019 Facebook: /EPAAA Revisions received: 3/8/2019 Twitter: @epaa_aape Accepted: 3/8/2019 SPECIAL ISSUE COLLABORATIVE RESEARCH FOR JUSTICE education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 27 Number 57 May 20, 2019 ISSN 1068-2341 Research, Action, Activism: Critical Solidarities & Multi-Scalar Powers Celina Su City University of New York United States Citation: Su, C. (2019). Research, action, activism: Critical solidarities & multi-scalar powers. Education Policy Analysis Archives, 27(57). http://dx.doi.org/10.14507/epaa.27.4450 This article is part of the special issue, Collaborative Research for Justice and Multi-Issue Movement Building, guest edited by Ronald D. Glass & Mark R. Warren. Abstract: In this essay, I draw upon my work with the Urban Research Based Action Network (URBAN) to argue for several key principles in research for social justice: reflexivity, especially regarding our work in fraught academic institutions, and engaging multiple w ays of knowing. These principles are essential to forming critical solidarities across constituencies, to recognizing and addressing issues of power at multiple scales —local, national, global, and to imagining ourselves as protagonists in our collective fu tures. Keywords: social justice; research; epistemologies; reflexivity; critical solidarities; multi -scalar powers Investigación, acción, activismo: Solidaridad crítica y poderes multi -escalares Resumen: En este ensayo, recurro a mi trabajo con URBAN (Urban Research Based Action Network) para defender varios principios clave en la investigación de la justicia social: reflexividad, especialmente en relación con nuestro trabajo en instituciones académicas comprometidas y el compromiso de múltiples formas de conocer. Estos principios son http://epaa.asu.edu/ojs/ http://dx.doi.org/10.14507/epaa.27.4450 Research, Action, & Activism 2 esenciales para la formación de solidaridades críticas entre los distritos electorales, para reconocer y abordar cuestiones de poder en múltiples escalas - local, nacional, global, y para imaginarnos como protagonistas en nuestros futuros colectivos. Palabras-clave: justicia social; la investigación; epistemologías; reflexividad; solidaridad crítica; poderes multi-escalares Pesquisa, ação, ativismo: Solidariedades críticas e poderes multi -escalares Resumo: Neste ensaio, recorro ao meu trabalho com a URBAN (Urban Research Based Action Network) para defender vários princípios-chave em pesquisa para a justiça social: reflexividade, especialmente em relação ao nosso trabalho em instituições acadêmicas engajadas e engajamento de múltiplas formas de conhecer . Esses princípios são essenciais para a formação de solidariedades críticas entre os distritos eleitorais, para reconhecer e abordar questões de poder em múltiplas escalas - local, nacional, global, e para nos imaginarmos como protagonistas em nossos futuros coletivos. Palavras-chave: justiça social; pesquisa; epistemologias; reflexividade; solidariedades críticas; poderes multi-escalares Research, Action, and Activism This essay originated as a set of remarks made at the Urban Research Based Action Network’s national conference in 2016, convening scholars, activists, and artists to reflect upon collaborative approaches to research for social justice. How do we build enough trust to work together productively? In our research for action, how do we not only effectively grapple with current injustices, but also articulate radical futurities to work towards? Over the past year, we’ve listened to calls for critical research that helps workers, immigrants, students, and others to revamp campaigns that have traditionally targeted governmental policies— but must now tackle complex webs of decentralized private-public partnerships. For example, I’ve listened to activists wonder how to organize undocumented workers here in New York, while trying to connect with workers in the Philippines to demand better working conditions from multinationals, and asking the URBAN Research Network to help them rethink how government should be framed. From these conversations, we came to the conference theme of building critical solidarities, constantly negotiated, and speaking truth to multi- scalar powers at local, national, and global levels, and in multiple policy arenas at once. Inspired by abolition geographies, radical inter-disciplinarities, unusual methodological pairings, and on-the-ground concerns, we hope to engage critical refusals of neoliberal disempowerment and surveillance as the new normal. We recognize that we do this from within a fraught institution, on fraught land. The Lenape are the first known people who lived in what is now Manhattan, and some say that Broadway was the longest Native American trail in the US… This gives another twist to our laments on the loss of Broadway as the “Great White Way,” yikes, even as grievances about the Disney-fication of our public spaces remain valid. Literally, we stand in what used to be an emblem of commerce, the former flagship B. Altman Department Store from 1906 to 1989. And then, there’s the academy. CUNY, for instance, works with over 540,000 students a year. More than three-quarters are students of color. 40% are the first in their families to attend college, come from households with incomes below $20,000, or both. Public institutions like CUNY, the University of Wisconsin, the University of California system, and the University of Massachusetts play special roles in American democracy, ostensibly operating with motives other Education Policy Analysis Archives Vol. 27 No. 57 3 than power and profit. But we’re under attack through corporatization and a profound, anti- intellectual disbelief in—or refusal of—our students’ ability to think critically. This divestment from and privatization of our public institutions only intensifies the academy’s history of colonizing knowledge, of commodifying it, of attempting to reduce knowledge to a routinized and codified product. We know the academy tends to legitimize certain forms of knowledge. Many of the recent social science guidelines on this are pretty anti- democratic, implemented without due discussion, and they especially affect those of us who do policy-oriented work that values local knowledge, protest, and infra-, below-the-radar politics alongside technical knowledge. Even as our socially engaged work is devalued, universities use it to advertise their community relations, to burnish reputations. So we fight to not only be taken seriously, but to simultaneously resist co-optation, to keep administrations accountable as best we can, demanding that if they’re going to use us for a splash of color on their subway ads, they better walk their talk and provide resources. We try to work in but not of the systems we navigate, as Stefano Harney and Fred Moten write (2013). We keep contesting the main frames used in popular debates, calling out stereotypes, drawing upon evidence, amplifying the perspectives of those who are most affected. And we keep contesting the criteria by which we’re judged, so that dominant discourses don’t become hegemonic. We carve out enclaves of resistance in which different ways of knowing constitute resources, not oppositional stances. We could also consider Nancy Fraser’s calls to challenge the false binaries of the politics of recognition, of identity, versus those of redistribution (1998). As Michelle Fine has written, economic disadvantage and cultural oppression travel together, in circuits of dispossession (Weis & Fine, 1993, 2012). After all, what demarcates a “typical,” “mere” cook from a “true” chef, a teacher from a professor, a secretary from an administrator, a bookkeeper from an accountant, except pervasive devaluation of tasks coded as “feminine” by gender or sexuality, or to be performed by people of color, with material, financial consequences and persistent harm to bodily integrity, dignity, and control. True circuits of solidarities demand work in which cultural recognition, economic equality, and meaningful representation operate not in lockstep but in tandem, in a dance. For them to be meaningful, to not devolve to lowest common denominators, our solidarities have to be multiple in number, specific to contexts. I’m inspired here by Eve Kosofsky Sedgwick’s articulation of reparative critique (Sedgwick, 2003). By contrasting reparative critique with “paranoid” fixations on “exposing and problematizing hidden violences in the genealogy of the modern” citizen, Sedgwick doesn’t imply that the violence isn’t real, or that the work isn’t important. She writes, “There’s plenty of hidden violence… [but] also… an ethos where [hypervisible] violence [is] offered as… exemplary spectacle.” With this passage, I remember Freddie Gray, killed by Baltimore police officers during a euphemistically named “rough ride.” This is hypervisible, fast violence. When Gray passed, he’d been trying to address what Rob Nixon calls “slow violence,” gradual and often invisible killings (2011). In his 2008 lawsuit against his absentee landlord, Gray testified, “The windows, [lead] paint was peeling off the windows.” Scientists state that blood lead levels of 5 micrograms per deciliter cripple cognitive development, decrease IQ, impair memory. In June 1991, when Gray was 22 months old, his blood carried 37 micrograms (McCoy, 2015). Right now, there are an estimated 10,000 children exposed to lead paint in Baltimore (Woods, 2016). In Touching Feeling, her last book before she died of breast cancer, Sedgwick avows that reparative critiques can be just as sharp as paranoid ones. She writes, “I’m a lot less worried about being pathologized by my therapist than about my vanishing mental health coverage—and that’s Research, Action, & Activism 4 given the… luck of having health insurance at all.” Alongside deconstruction, she encourages scholars to engage in other ways of knowing as well, less oriented around suspicion, more oriented around dynamic, historically contingent ways of documenting and theorizing the issues that drive our work, to be open to hope, to mistakes—that are “sexy, creative, cognitively powerful” (2003, p. 141). This is a gathering where we should be encouraged to make mistakes, to surprise, to refuse easy answers and instead ask better questions. As such, we academics in the room should definitely not be designated as the experts. Because we are a beautiful group, with activists, artists, and scholars from different disciplines, it might also help to be mindful of our different vocabularies—academic jargon, nonprofit acronyms, art and design terms. Each of us brings different bodies of knowledge, or knowledges. Which brings to mind some lyrics by Kendrick Lamar (2011): I know some rappers using big words to make their similes curve My simplest shit be more pivotal// So won’t you bear witness while I bare feet So you can walk in my shoes and get to know me Lamar’s words here are wise, even if I probably spend half of my waking life trying to find the right simile or metaphor. We may not suddenly stop using all vocabulary words from our work, but we’ve all engaged in acts of simultaneous translation, from English to Spanish, from legalese to English, from the written to the visual. These translations are gifts to connect us. Let’s listen to recognize each other, but also listen to the silences, bear in mind those who aren’t here—youth, for instance, the incarcerated, those who couldn’t take time away from their jobs. Let us also be mindful of typically invisible axes of inclusion and exclusion—mental illness, sexual violence, disability. When the Centers for Disease Control report that one of every 5 American women is raped in their lifetime, it is not up to these women to serve as our teachable moments (Smith et al., 2018). We individuals live through these experiences, but our collective problems concern policies, institutions. This demands us to constantly keep multiple units of analysis in mind, to always trouble systems of oppression, bring attention to intersectionalities, so that we don’t homogenize groups of people, tokenize representatives in the room, essentialize identities, or conflate the individual with the systemic, with the political. Keeping multiple scales in mind prompts some pretty hardcore contradictions. Can we cry with joy at our gay weddings, for example, and refuse romanticized, bourgey notions of gay marriage as the ultimate LGBTQ rights campaign, and protest marital status as a qualifier for child welfare benefits, hospital visits, survival? When we protest police brutality, we’re not talking so much about individual officers but the police state and the prison industrial complex. When we battle gentrification, we aren’t just talking about gentrifiers, but speculative real estate developments made easy, and profit-driven corporate-state policies that made displacement inevitable. As we continue our local, national, and global work, let us hold onto contradictions, rather than sweeping them under our rugs. I’m looking forward to our work together. Classes, deadlines, meetings, protests, family emergencies, and so much else—We know it’s difficult for you to take time out to share, strategize, and reflect here. We don’t take this for granted. There’s no best way to articulate themes, but we organized panels according to policy areas to keep our conversations grounded. We’re excited to have small group discussions, while building Education Policy Analysis Archives Vol. 27 No. 57 5 community across nodes. We’re here for a short time, with a packed agenda, so we didn’t envision the panels as lectures but as starting points, sparkplugs for something more, something lasting. Here we are. The poet Claudia Rankine writes, “one meaning of here is, ‘In... the presence of’ …It also means to hand something to somebody—Here you are…. Here both recognizes and demands recognition…. A hand must extend and a hand must receive” (2004, p. 131). I’m thrilled that we are here, that I am here, in your presence. Welcome. **** What remains with me after this gathering? Scholars, students, activists, and artists grounded conversations in concrete work, and this lent urgency to questions of knowledge production: When do stories constitute data, and when is “data” used to marginalize counter- narratives? Under what conditions does data inform wisdom? The first panel began with a skit, with roles played by both activists and researchers. A community organizer played a young boy who simply would not, or perhaps could not, sit still. His teacher, increasingly frustrated, asked a police officer to remove him from the classroom. This powerful, affectively disconcerting piece—some participants were in tears, and the conference had barely started—did more than draw upon and legitimize lived experience as knowledge. It also highlighted contours of the school-to-prison pipeline, jolting us to remember why we were there. Together, our disparate ways of knowing and positionalities catalyzed into something askance, so that many of us viewed our work with a somewhat unfamiliar, refracted lens. Other speakers cited statistics on the racial disparities in our public schools, in residential patterns, and in deportation rates. But speakers also troubled seemingly straightforward statistical, “big data” sets, by questioning their ownership, their capture, and their public legibility. One artist, drawing upon Afrofuturism studies and along the lines of Octavia Butler or Ursula K. Le Guin’s speculative fiction, compelled us—especially people of color—to imagine ourselves as protagonists in our collective futures, and to articulate the world we are working towards, not just what we are working against. Some of us were stumped. “I always talk about the prison industrial complex; I can’t imagine what comes after,” I heard. I am as grateful for what did not go according to plan as what did. A few hours into the conference, one of the few youth present, a Somali refugee teenager living in Maine, politely interrupted proceedings to tell us that she felt compelled to write and recite a poem based on what she had heard that morning. I also learned that in such intentional spaces, we can make room for generative conflicts, for constructive contestations—to acknowledge our differences as resources, rather than weaknesses, and to remain as mindful of consensus as masked domination as we might be of disagreements. Some of the panelists, for instance, commented that as they listened to others speak, they had changed their minds a bit. That this occurred without rancor speaks volumes about the generosity of spirit each participant brought to the gathering. What remains with me is a mode of research imbued with vulnerability, pain, joy, and resistance, and a sense of belonging in a community committed to healing justice. About the Special Issue This article is part of a special issue of EPAA, Collaborative Research for Justice and Multi-Issue Movement Building: Challenging Discriminatory Policing, School Closures, and Youth Unemployment that was edited by Ronald David Glass and Mark R. Warren and curated by the Urban Research Based Action Network (URBAN). This special issue reflects the network’s commitment to producing and utilizing research for justice that combines rigorous scholarship with the arts to engage both the head and heart so as to deepen and express our social justice values in our scholarship. In http://epaa.asu.edu/ojs/article/view/2623 http://epaa.asu.edu/ojs/article/view/2622 http://epaa.asu.edu/ojs/article/view/2621 https://urbanresearchnetwork.org/ https://urbanresearchnetwork.org/ Research, Action, & Activism 6 addition to the cases highlighted in the title of the special issue, there are also essays that interrogate the limits and possibilities of universities for supporting collaborative research for justice, that explore the role that URBAN has played in fostering the formation of both an academic field as well as experiments in fusing knowledge production with knowledge mobilization and community organizing to build movements for justice, and that argue for multi- modal forms of knowing to build the critical solidarities needed to speak truth to multi-scalar powers at local, national, and global levels. These provocative essays are integrated with graphics that explore themes of how collaborative research for justice is related to advocacy and research rigor, how it must navigate institutional barriers and create institutional supports, and how it can play a powerful role in policy development and change. One graphic on the ethics of collaborative community-based research is also integrated with a video commentary. Additional videos feature scholars and activists sharing key lessons about turning points in their careers, accounts of how they put their research to work for justice, and advice they have for the next generation. Another video features scholar-activists reflecting on their experiences as publicly engaged scholars. Taken together, this special issue provides robust guidance for putting truth seeking to work on behalf of and in partnership with the least advantaged communities. References Fraser, N. (1998). From redistribution to recognition? Dilemmas of justice in a “post-socialist” age. Feminism and politics, 430-460. Harney, S., & Moten, F. (2013). The undercommons: Fugitive planning & black study. New York: Automedia. Lamar, K. (2011). Poe Man Dreams (His Vice). On Section.80. Top Dawg. McCoy, T. (2015). Freddie Gray’s life a study on the effects of lead paint on poor blacks. Washington Post. Retrieved from https://www.washingtonpost.com/local/freddie-grays-life- a-study-in-the-sad-effects-of-lead-paint-on-poor-blacks/2015/04/29/0be898e6-eea8-11e4- 8abc-d6aa3bad79dd_story.html Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor. Cambridge, MA: Harvard University Press. Rankine, C. (2004). Don’t Let Me Be Lonely. Saint Paul, MN: Graywolf Press. Sedgwick, E. K. (2003). Touching feeling: Affect, pedagogy, performativity. Durham: Duke University Press. Smith, S. G., Zhang, X., Basile, K. C., Merrick, M. T., Wang, J., Kresnow, M.-j., & Chen, J. (2018). The National Intimate Partner and Sexual Violence Survey: 2015 Data Brief – Updated Release. Retrieved from Atlanta, Georgia: https://www.cdc.gov/violenceprevention/pdf/2015data- brief508.pdf Weis, L., & Fine, M. (1993). Beyond silenced voices: Class, race, and gender in United States schools: State University of New York Press. Weis, L., & Fine, M. (2012). Critical bifocality and circuits of privilege: Expanding critical ethnographic theory and design. Harvard Educational Review, 82(2), 173-201. Woods, B. (2016). Baltimore warns that children are at risk of lead poisoning from paint. Guardian. http://epaa.asu.edu/ojs/article/view/4470 https://urbanresearchnetwork.org/a-multi-modal-interrogation-of-collaborative-research-for-justice/ https://www.youtube.com/watch?v=YdQbsmN_wfc&feature=youtu.be https://www.youtube.com/watch?v=YdQbsmN_wfc&feature=youtu.be https://www.youtube.com/watch?v=D0G7xWPyQxc https://www.youtube.com/watch?v=AjxS7-FeovM&t=57s https://www.youtube.com/watch?v=9j4jwq02rLY https://www.youtube.com/watch?v=Mg1vzFVoxwU https://www.washingtonpost.com/local/freddie-grays-life-a-study-in-the-sad-effects-of-lead-paint-on-poor-blacks/2015/04/29/0be898e6-eea8-11e4-8abc-d6aa3bad79dd_story.html https://www.washingtonpost.com/local/freddie-grays-life-a-study-in-the-sad-effects-of-lead-paint-on-poor-blacks/2015/04/29/0be898e6-eea8-11e4-8abc-d6aa3bad79dd_story.html https://www.washingtonpost.com/local/freddie-grays-life-a-study-in-the-sad-effects-of-lead-paint-on-poor-blacks/2015/04/29/0be898e6-eea8-11e4-8abc-d6aa3bad79dd_story.html https://www.cdc.gov/violenceprevention/pdf/2015data-brief508.pdf https://www.cdc.gov/violenceprevention/pdf/2015data-brief508.pdf Education Policy Analysis Archives Vol. 27 No. 57 7 About the Author Celina Su City University of New York csu3@gc.cuny.edu Celina Su is the Marilyn J. Gittell Chair in Urban Studies and a Professor of Political Science at the City University of New York. Her publications include Streetwise for Book Smarts: Grassroots Organizing and Education Reform in the Bronx (Cornell University Press). She has received several distinguished fellowships, including a Berlin Prize and a Whiting Award for Excellence in Teaching. From 2015 to 2018, she served as Lead Co-Chair of the URBAN Research Network. About the Guest Editors Ronald David Glass University of California, Santa Cruz rglass@ucsc.edu Ronald David Glass is Professor of Philosophy of Education at the University of California, Santa Cruz, USA, and Director of the Center for Collaborative Research for an Equitable California (CCREC). His recent work focuses on the ethics of research, and the foundations of his philosophy have investigated ideological (trans)formation, education as a practice of freedom, and the role engaged research and public learning processes in struggles for justice. Mark R. Warren University of Massachusetts Boston Mark.Warren@umb.edu Mark R. Warren is Professor of Public Policy and Public Affairs at the University of Massachusetts Boston. Mark is the author of several books on community organizing for racial equity and educational justice, including Lift Us Up Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement. He is a co-founder and co-chair of the Urban Research Based Action Network (URBAN). Guest Associate Editors: Lindsay Morgia (University of Massachusetts, Boston) and Ben Teresa (Virginia Commonwealth University) http://urbanresearchnetwork.org/ http://urbanresearchnetwork.org/ mailto:rglass@ucsc.edu https://ccrec.ucsc.edu/ mailto:Mark.Warren@umb.edu https://www.liftusupmovement.org/ https://www.liftusupmovement.org/ https://urbanresearchnetwork.org/ Research, Action, & Activism 8 SPECIAL ISSUE COLLABORATIVE RESEARCH FOR JUSTICE education policy analysis archives Volume 27 Number 55 May 20, 2019 ISSN 1068-2341 Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons.org/licenses/by-nc-sa/3.0/. All other uses must be approved by the author(s) or EPAA. EPAA is published by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University Articles are indexed in CIRC (Clasificación Integrada de Revistas Científicas, Spain), DIALNET (Spain), Directory of Open Access Journals, EBSCO Education Research Complete, ERIC, Education Full Text (H.W. Wilson), QUALIS A2 (Brazil), SCImago Journal Rank; SCOPUS, SOCOLAR (China). Please send errata notes to Gustavo E. Fischman fischman@asu.edu Join EPAA’s Facebook community at https://www.facebook.com/EPAAAAPE and Twitter feed @epaa_aape. http://www.doaj.org/ http://www.doaj.org/ mailto:fischman@asu.edu https://www.facebook.com/EPAAAAPE Education Policy Analysis Archives Vol. 27 No. 57 9 education policy analysis archives editorial board Lead Editor: Audrey Amrein-Beardsley (Arizona State University) Editor Consultor: Gustavo E. Fischman (Arizona State University) Associate Editors: David Carlson, Lauren Harris, Eugene Judson, Mirka Koro-Ljungberg, Scott Marley, Molly Ott, Iveta Silova (Arizona State University) Cristina Alfaro San Diego State University Amy Garrett Dikkers University of North Carolina, Wilmington Gloria M. Rodriguez University of California, Davis Gary Anderson New York University Gene V Glass Arizona State University R. Anthony Rolle University of Houston Michael W. Apple University of Wisconsin, Madison Ronald Glass University of California, Santa Cruz A. G. Rud Washington State University Jeff Bale University of Toronto, Canada Jacob P. K. Gross University of Louisville Patricia Sánchez University of University of Texas, San Antonio Aaron Bevanot SUNY Albany Eric M. Haas WestEd Janelle Scott University of California, Berkeley David C. 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Lochmiller Indiana University Tina Trujillo University of California, Berkeley Chad d'Entremont Rennie Center for Education Research & Policy Christopher Lubienski Indiana University Federico R. Waitoller University of Illinois, Chicago John Diamond University of Wisconsin, Madison Sarah Lubienski Indiana University Larisa Warhol University of Connecticut Matthew Di Carlo Albert Shanker Institute William J. Mathis University of Colorado, Boulder John Weathers University of Colorado, Colorado Springs Sherman Dorn Arizona State University Michele S. Moses University of Colorado, Boulder Kevin Welner University of Colorado, Boulder Michael J. Dumas University of California, Berkeley Julianne Moss Deakin University, Australia Terrence G. Wiley Center for Applied Linguistics Kathy Escamilla University ofColorado, Boulder Sharon Nichols University of Texas, San Antonio John Willinsky Stanford University Yariv Feniger Ben-Gurion University of the Negev Eric Parsons University of Missouri-Columbia Jennifer R. Wolgemuth University of South Florida Melissa Lynn Freeman Adams State College Amanda U. Potterton University of Kentucky Kyo Yamashiro Claremont Graduate University Rachael Gabriel University of Connecticut Susan L. Robertson Bristol University Miri Yemini Tel Aviv University, Israel Research, Action, & Activism 10 archivos analíticos de políticas educativas consejo editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editores Asociados: Armando Alcántara Santuario (Universidad Nacional Autónoma de México), Angelica Buendia, (Metropolitan Autonomous University), Alejandra Falabella (Universidad Alberto Hurtado, Chile), Antonio Luzon, (Universidad de Granada), José Luis Ramírez, (Universidad de Sonora), Paula Razquin (Universidad de San Andrés), Maria Alejandra Tejada-Gómez (Pontificia Universidad Javeriana, Colombia) Claudio Almonacid Universidad Metropolitana de Ciencias de la Educación, Chile Ana María García de Fanelli Centro de Estudios de Estado y Sociedad (CEDES) CONICET, Argentina Miriam Rodríguez Vargas Universidad Autónoma de Tamaulipas, México Miguel Ángel Arias Ortega Universidad Autónoma de la Ciudad de México Juan Carlos González Faraco Universidad de Huelva, España José Gregorio Rodríguez Universidad Nacional de Colombia, Colombia Xavier Besalú Costa Universitat de Girona, España María Clemente Linuesa Universidad de Salamanca, España Mario Rueda Beltrán Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Xavier Bonal Sarro Universidad Autónoma de Barcelona, España Jaume Martínez Bonafé Universitat de València, España José Luis San Fabián Maroto Universidad de Oviedo, España Antonio Bolívar Boitia Universidad de Granada, España Alejandro Márquez Jiménez Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Jurjo Torres Santomé, Universidad de la Coruña, España José Joaquín Brunner Universidad Diego Portales, Chile María Guadalupe Olivier Tellez, Universidad Pedagógica Nacional, México Yengny Marisol Silva Laya Universidad Iberoamericana, México Damián Canales Sánchez Instituto Nacional para la Evaluación de la Educación, México Miguel Pereyra Universidad de Granada, España Ernesto Treviño Ronzón Universidad Veracruzana, México Gabriela de la Cruz Flores Universidad Nacional Autónoma de México Mónica Pini Universidad Nacional de San Martín, Argentina Ernesto Treviño Villarreal Universidad Diego Portales Santiago, Chile Marco Antonio Delgado Fuentes Universidad Iberoamericana, México Omar Orlando Pulido Chaves Instituto para la Investigación Educativa y el Desarrollo Pedagógico (IDEP) Antoni Verger Planells Universidad Autónoma de Barcelona, España Inés Dussel, DIE-CINVESTAV, México José Ignacio Rivas Flores Universidad de Málaga, España Catalina Wainerman Universidad de San Andrés, Argentina Pedro Flores Crespo Universidad Iberoamericana, México Juan Carlos Yáñez Velazco Universidad de Colima, México javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/816') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/819') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/820') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/4276') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/1609') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/825') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/797') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/823') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/798') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/555') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/814') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/2703') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/801') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/801') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/826') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/802') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/3264') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/804') Education Policy Analysis Archives Vol. 27 No. 57 11 arquivos analíticos de políticas educativas conselho editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editoras Associadas: Kaizo Iwakami Beltrao, (Brazilian School of Public and Private Management - EBAPE/FGV, Brazil), Geovana Mendonça Lunardi Mendes (Universidade do Estado de Santa Catarina), Gilberto José Miranda, (Universidade Federal de Uberlândia, Brazil), Marcia Pletsch, Sandra Regina Sales (Universidade Federal Rural do Rio de Janeiro) Almerindo Afonso Universidade do Minho Portugal Alexandre Fernandez Vaz Universidade Federal de Santa Catarina, Brasil José Augusto Pacheco Universidade do Minho, Portugal Rosanna Maria Barros Sá Universidade do Algarve Portugal Regina Célia Linhares Hostins Universidade do Vale do Itajaí, Brasil Jane Paiva Universidade do Estado do Rio de Janeiro, Brasil Maria Helena Bonilla Universidade Federal da Bahia Brasil Alfredo Macedo Gomes Universidade Federal de Pernambuco Brasil Paulo Alberto Santos Vieira Universidade do Estado de Mato Grosso, Brasil Rosa Maria Bueno Fischer Universidade Federal do Rio Grande do Sul, Brasil Jefferson Mainardes Universidade Estadual de Ponta Grossa, Brasil Fabiany de Cássia Tavares Silva Universidade Federal do Mato Grosso do Sul, Brasil Alice Casimiro Lopes Universidade do Estado do Rio de Janeiro, Brasil Jader Janer Moreira Lopes Universidade Federal Fluminense e Universidade Federal de Juiz de Fora, Brasil António Teodoro Universidade Lusófona Portugal Suzana Feldens Schwertner Centro Universitário Univates Brasil Debora Nunes Universidade Federal do Rio Grande do Norte, Brasil Lílian do Valle Universidade do Estado do Rio de Janeiro, Brasil Flávia Miller Naethe Motta Universidade Federal Rural do Rio de Janeiro, Brasil Alda Junqueira Marin Pontifícia Universidade Católica de São Paulo, Brasil Alfredo Veiga-Neto Universidade Federal do Rio Grande do Sul, Brasil Dalila Andrade Oliveira Universidade Federal de Minas Gerais, Brasil