Evaluating Organizational Culture Through a Student-Centered Lens

Author: Rachel Erazo

Publication Date: February 8th, 2026

Institution: Sanford School of Education, National University

Course: ED-5031 V2: Policy and Politics in the Administration of Education

ABSTRACT: The following paper will address how education policy is formulated and understood through different theoretical lenses, drawing on three scholarly articles to explore theories of policymaking and their relevance to classroom realities and equity considerations. By summarizing each article, identifying the theory it exemplifies, and synthesizing its collective implications, the author will demonstrate which approaches align most closely with effective and collaborative education policymaking.

Theatre education, a specialty of the author, will provide a practical lens for further analysis. Fine arts programs, such as theatre, operate as microcosms of broader education systems, modeling participatory decision-making, equity, and professional expertise. Rehearsal rooms and performance spaces require collaboration, negotiation of authority, and adaptive problem-solving skills directly relevant to deliberative, participatory, and networked policymaking approaches. These programs make clear how policies impact classrooms, illustrating the importance of grounding policymaking in lived educational realities. Drawing on their foundational knowledge and research on policymaking and education reform in this area, the author will use the arts for comparison.