@article{ref1,
title="Dissent From Within",
journal="Educational policy",
year="2010",
author="Grossman, Frank D.",
volume="24",
number="4",
pages="655-686",
abstract="This article utilizes social movement theory to analyze policy change created by site-based educators. The author uses a qualitative case study to examine how an organization comprised of teachers and administrators in New York State used protest to protect a waiver, which exempted students in their schools from having to pass statewide graduation exams. The author finds that the educators' ability to mobilize resources and to strategically frame their struggle in a manner that resonated with policymakers allowed the educator activists to capitalize on emerging controversies surrounding the state's assessment system and create policy change. This article provides a framework to understand how marginalized actors within systems of schooling organize to create change. Such a framework is becoming increasingly relevant as educators attempt to create space for local practice in the current top-down policy environment.<p />",
language="",
issn="0895-9048",
doi="10.1177/0895904809335110",
url="http://dx.doi.org/10.1177/0895904809335110"
}