Democratic Dialogue as a Process to Inform Public Policy
DOI:
https://doi.org/10.22230/ijepl.2015v10n1a454Keywords:
Supervisory officer, Narrative, Dialogic policy developmentAbstract
An exploration of the collaborative reconceptualization of a provincial Supervisory Officer’s Qualification Program (SOQP) through the use of dialogic approaches is the focus of this inquiry. The stories, perspectives, and lived experiences of supervisory officers, principals, teachers, parents, students, and members of the public in Ontario were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, dispositions, and ethical commitments necessary for effective supervisory officers today and in the future. They also illustrated the transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspectives. The policy development processes used in this publicly shared educational initiative serve as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively reconceptualize a supervisory officer formation program illustrate an innovative framework for developing policies governing the public good.Downloads
Published
2015-04-10
How to Cite
Smith, D. M., & Qua-Hiansen, J. (2015). Democratic Dialogue as a Process to Inform Public Policy. International Journal of Education Policy and Leadership, 10(1). https://doi.org/10.22230/ijepl.2015v10n1a454
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Policy
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Copyright (c) 2015 Deirdre M. Smith, Jessica Qua-Hiansen
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.