Two-dimensional advocacy framework: four sites of advocacy crossed with tactical versus strategic action¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study's conceptual framework combines Athanases and deOliveira's (2008) categorization of advocacy sites — classroom, school, families and community, and larger sociopolitical structures, depicted as nested circles radiating outward — with Peters and Reid's (2009) distinction between tactical and strategic advocacy. The article states that "advocacy-in-action is both tactical and strategic," addressing immediate day-to-day teaching as well as larger social justice issues. The framework was used deductively to code participants' reported actions by site and impact.

Design Implications¶

Context¶

Requirements¶

• Requires coding advocacy actions by both the site where they occur and whether they address immediate or systemic issues

Constraints¶

• The article notes advocacy without understanding of larger social justice issues may reinforce deficit perspectives (Haneda & Alexander, 2015)

Target Learners¶

• novice ESL teachers
• aspiring ESL teachers in graduate teacher education programs

Target Learning Objectives¶

• understanding and enacting advocacy for emergent bilinguals across classroom, school, family/community, and sociopolitical sites

Claims¶

• Witnessing mentor teachers model advocacy actions shaped novice ESL teachers' advocacy beliefs and practices [+M] (coded with this framework)

Related Theories¶

Examples¶

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Key Sources¶

• Garrone-Shufran, S. (2022). "I Think You Have to Be a Fighter": Novice ESL Teachers' Descriptions of Advocacy for Emergent Bilinguals. Teacher Education Quarterly, Summer 2022. https://eric.ed.gov/?id=EJ1361502