Cambridge, Barbara. “Research and Policy: Antithetical or Complementary?” WPA 35.1 (Fall/Winter 2011): 135-147.
Cambridge uses her experience meeting with the Secretary of Education Duncan with other NCTE representatives to reflect on the relationship between research and policy-making in the US and to call on compositionists and writing program administrators to use their expertise in writing teaching and learning to impact educational policy.
Cambridge resists the notion that legislators don’t listen or don’t care about writing research; she cites examples from studies done on the impact of research on policy to show that legislators and policy-makers are working in a complex political situation, so that their decisions do not always mesh with what we in the field think should happen. The research Cambridge cites does show that legislators do relies on “intermediaries”: trusted sources of research-based information on public policy issues. Cambridge argues that writing program administrators and compositionists can become these intermediaries and impact public policy decisions if 1. we craft long-term, trusted relationships with policy makers; 2. become knowledgable about policy issues and build those into our research agenda so that we can give pertinent information in a timely manner so we become “go-to” experts; 3. teach public writing in our composition classroom so that our students have “rhetorical agency in the current political climate” (143); 4. argue for changes in tenure guidelines that count policy research and public policy work as research, not service; and 5. understand and communicate to others how important research is to policy work.
Bogenschneider and Corbett study: how sound research affects policy: “allocations – altering how resources are distributed; tactics – altering how policies and programs are designed; solutions – altering how policies and programs are pursued; framework – altering how we basically think about certain social issues; salience – altering how much importance we give an issue; awareness – altering even how we think about doing policy” (qtd. 293) (146)
importance of narration in public writing and rhetoric. The Common Core has de-emphasized narration in favor of argumentation. Does that really prepare our students for being effective citizens in a democracy? What is lost? (144)
know your legislator = knowing your audience. It’s basic rhetorical strategy.
timeliness is key – research isn’t valuable unless it’s available as (or before) decisions are being made.
“Unless colleges and universities wake up to the crisis in our political system; acknowledge their responsibility to address it in multiple ways, including figuring out how to generate and communicate research that applies to the system; and value those of its faculty members and administrators who develop expertise in that responsibility, colleges and universities are failing the society in which they operate.” (146).