Understanding the Situated Voices in the Policy Environment: A Social Network Analysis of Engineered Educational Systems

Potential Abstract: This research article delves into the complexities of the policy environment in education, with a focus on understanding the situated voices within this context. It employs social network analysis (SNA) as a methodological framework to examine how engineered educational systems interact with various stakeholders, including policymakers, administrators, teachers, and students. By utilizing SNA, this study aims to uncover the intricate dynamics of power, influence, and collaboration that shape educational policies and practices.

In this study, we argue that the policy environment cannot be seen as a static entity but rather as a dynamic social network that evolves over time. We propose that SNA can provide valuable insights into these interconnected networks and shed light on the ways in which policies and practices are constructed, negotiated, and implemented. By understanding the social relationships and communication patterns within and across these networks, we can gain a deeper understanding of the factors that influence policy decisions and their implications for educational outcomes.

To carry out the analysis, we will collect data from multiple sources, including policy documents, public speeches, interviews, and social media platforms. These diverse data sources will enable us to capture the various voices present in the policy environment and explore how they are connected through social relationships. By applying SNA techniques, we will analyze the structural properties of the network, such as centrality, brokerage, and cohesion, to identify key actors and groups that shape educational policies.

The findings of this research will provide valuable insights for policymakers, educators, and researchers interested in understanding the complexities of the policy environment. It will contribute to the existing literature by showcasing the potential of SNA as a methodological approach for studying the situated voices within engineered educational systems. Furthermore, this study aims to inform policy and practice by highlighting the importance of considering the social networks and relationships that influence educational policies.

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