Critical Policy Analysis through Murals

    We were introduced to four different illustrations of murals but in some way similar in how every painting is associated to the many systems theory that are portrayed into each painting. Our group specifically was assigned to the mural called "Ceasefire," painted by Juana Alicia, as it represents an individual adult male who is holding a leather briefcase and seems to be minding his own business walking through the dense forest during the early morning hours. He is then confronted by four machine guns pointed at the individual while an anonymous person who is shown just holding up both hands is portrayed shielding the individual with just his bare hands. The assignment was to identify and address the potential policy options that is creating the problem and by using critical policy analysis, we would then expose the inconsistencies associated between the illustrated policies identified through the painting.

    The importance of the assignment was to show how systems resembles policies in ways where one way of a certain rule can portray differently to another individual. In the case of the "Ceasefire" mural, we can identify that a certain countries political system has the authority to use firearms (a way to show power) as a way to protect its countries assets and to rule its people however way they see fit. Clearly, the mural portrays independence differently to the people that reside in this country, as the individual illustrated in the painting would do whatever he can to cross paths with the policies that is forcing him to move forward without being shot.

    After reflecting upon the assignment, I ponder the thought of feeling really lucky that I grew up in a country where everyday policies are not governed through violence and conflicts, where the presence of a firearm can change the dynamics of an individual's thought process. I live in a country where I have the freedom and independence to the likes of when I can sleep, when I can wake up, where I can work, what I can eat, what I can wear, where I can walk, where I can live, and where I can learn. Unfortunately, there are too many countries that oversee this, illustrating the strength and monetary differences to hold the right to control another. Depending on which side of the policy that is being comprehended determines outcomes that are beneficial to one and disastrous to another. 

    Now that I completed the assignment related to policy analysis and critical policy analysis, my thinking on policies all relate to the different systems that we are part of. It's obvious that people with power and money make the rules and see fit how one system works to their benefits. In a democratic country like the United States, we still have the freedom to change our systems if the policies associated to that organization doesn't fit into the same beliefs as yours. However, with many aristocratic governments these freedoms are not an option and whether you like it or not, people cannot judge and have the need to live by the policy rules. For example, the private school that I am currently working at constructs these specific policies embedded into their school rules and teachers like myself don't really have the power to overtake the general rules. The school advertises mindfulness and bridges character through individual knowledge from the teachers, but in reality, the school refuses to respect individual opinions when it comes to the creativity in how students should be taught. I believe in the statement that Zera (2002) presents, "by recognizing that change is inherent in all systems, and that change effects further change, all person involved in educational planning for a child must frequently engage in dialogue about their perceptions, evaluate the success of a prescriptive program, and be willing to foster further change with newfound knowledge" (p.20). The inconsistencies are there and I knew from the beginning that it will be a challenge to construct my own thinking into the classroom. I need to earn the trust from my fellow colleagues and together, we can identify the balance point to officially coalition the fair partnership between teachers and the organization. 

    The assignment is a great way to introduce how systems are affected to each other and through our everyday lifestyle. By taking a step back and actually viewing a system from an outside perspective can create a better understanding of how systems that we live in are controlled by implemented policies or how we can maneuver through the policies in ways that we feel fit in our society and through our educational system. As Sampson (2019) states, "educational inequities can be reinforced by policy development and implementation" (p.175). Whether the assignment is dedicated to my son or to my students, I can identify the importance of placing yourself in a system where policy and rules apply, but explore the individual freedom of how to maneuver through the systems so that you don't feel different and lost from the many cultural values that every individual brings to the table. The quote Ewing and Sadler (2020) states, "students making sense of socio-scientific issues will need to recognize that not all questions can be answered by science and that solving problems involves human decisions influenced by ethics and values" (p.20). Making sense and allowing students to exercise these practices would help develop their system thinking.  

    We can continue to raise key questions like how do we introduce an illustration of policy analysis toward young children? What are the advantages and disadvantages when we look at policies associated through different systems from an outside perspective? How do we implement equitable policy through system thinking? In general, recognizing and comprehending the policies associated through its systems would disrupt any confusion to co-exist within that organization. 

References

Ewing, Molly and Sadler, Troy D. "Socio-scientific Issues Instruction: An      interdisciplinary approach to increase relevance and systems thinking." The Science Teacher, November/December 2020. 18-21.

Sampson, Carrie. (2019). "The State Pulled a Fast One on Us": A Critical Policy Analysis of State-Level Policies Affecting English Learners from District-Level Perspectives. Education Policy 2019, Vol. 33 (1), 158-180.

Zera, David Aloyzy. (2002). "What is a System and a System Perspective? Educational Horizons 81 No. 1, The H.W. Wilson Company. 18-20.