School District Discourse Coalitions and Equity-Focused Policy Innovations in Oakland, California 2020–2021

Abstract

Purpose: To better understand how district leaders at urban school districts innovate and design policies, this study investigated how actors in one district, Oakland Unified School District, discussed ways to improve their education system at school board meetings during 2020 and 2021. Approach: The research used a case study approach to develop a process of inquiry, drawing on theoretical literature on innovation in social fields, empirical work on urban education reforms, and methodological considerations from critical social analysis techniques. It used a variety of qualitative methods to identify critical policy issues and policy innovations, and examined the way actors in two coalitions, each with a different approach to change, used discourse to convey their ideologies about racial equity and justice. Findings: District actors collaboratively designed and passed five innovative policies: school safety, remote learning, climate change, Black reparations, and mental health. While one group, the incumbent discourse coalition, focused attention on fiscal stability and closing underperforming schools, another, the challenger discourse coalition, conveyed strategies on improving schools and surrounding communities through new education policies. Though unexpected crises expedited innovation, the perspectives of the dominant culture were most privileged in the final designs of resolutions. Implications: By using broad theories and generalizable concepts this study shows how discourse in policymaking can be examined in other settings and illustrates ways similar school districts may innovate in their systems.