Ethnocentric Learning in the Policy Environment: A Social Network Analysis Approach

Potential Abstract: This research article explores the role of ethnocentric learning within the context of the policy environment. Drawing on social network analysis techniques, this study investigates the impact of naive assumptions in educational policy-making and its implications for the development of inclusive and equitable education systems. By examining the influence of ethnocentric learning on policy actors and their interactions, we aim to shed light on the dynamics that perpetuate systemic inequities and hinder effective policy implementation.

Using a mixed-methods approach, we analyze qualitative data from policy documents, interviews, and observations, as well as quantitative data from social network analysis. By mapping the network structures of policy actors and examining the content of their communication, we identify patterns of ethnocentric learning and their alignment with policy goals. Additionally, we explore how the policy environment shapes and is shaped by these ethnocentric tendencies.

Our findings highlight the prevalence of ethnocentric learning within the policy environment, exposing the limitations of naive assumptions and biases that hinder educational policy reforms. We identify key actors who occupy central positions within the policy network, as well as peripheral actors who struggle to influence policy decisions due to their limited access to information and resources. Moreover, we uncover the mechanisms through which ethnocentric learning impacts policy outcomes, including the perpetuation of discriminatory practices, marginalization of certain student populations, and the reinforcement of existing power structures.

This research has significant implications for policy-makers, educators, and researchers seeking to promote inclusive practices and address systemic inequities. By understanding the influence of ethnocentric learning on policy decisions, stakeholders can proactively challenge assumptions and biases, fostering more equitable and effective policies. Additionally, our findings contribute to the broader field of social network analysis in education, highlighting the value of this approach in uncovering hidden dynamics within policy environments.

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