Understanding the political context of "new" policy issues : the use of the expanded after-school programs
By: BRECHER, Charles
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Contributor(s): BRAZILL, Caitlyn | WEITZMAN, Beth C | SILVER, Diana.
Material type: 
ArticlePublisher: Cary : Oxford University, apr. 2010Subject(s): Educação | Pós-Graduação | Política Educacional | StakeholderJournal of Public Administration Research and Theory - JPART 20, 2, p. 335-355Abstract: This article uses the Advocacy Coalition Framework to identify the stakeholders and their coalitions in the arena of after-school policy, which drew much new attention beginning in the early 1990s in many American cities. Using evidence from case studies in five cities, we show how the framework can be extended beyond stakeholder analysis to include identification of core and secondary value conflicts and of opportunities for policy analysis to help strengthen coalition and pressures for change. Coalition in each of the cities differ over core values relating to the purposes of after-school programs (academic versus "fun"), but policy analysts can promote common goals by developing options to deal with the secondary conflicts over the relative importance of facilities versus program content, the modes of collaboration between public schools and community based organizations, and the incentives for public school teachers to engage in staffing after-school programs
This article uses the Advocacy Coalition Framework to identify the stakeholders and their coalitions in the arena of after-school policy, which drew much new attention beginning in the early 1990s in many American cities. Using evidence from case studies in five cities, we show how the framework can be extended beyond stakeholder analysis to include identification of core and secondary value conflicts and of opportunities for policy analysis to help strengthen coalition and pressures for change. Coalition in each of the cities differ over core values relating to the purposes of after-school programs (academic versus "fun"), but policy analysts can promote common goals by developing options to deal with the secondary conflicts over the relative importance of facilities versus program content, the modes of collaboration between public schools and community based organizations, and the incentives for public school teachers to engage in staffing after-school programs
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