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How and under what conditions might bureaucrats look to other states? Using a novel dataset of state early learning standards, I conduct dyad analysis to explain across-state citations in bureaucratic documents. Federal government programs can affect which states are looked to for ideas by defining which states are successful through competitive grant programs. Furthermore, the success of programs within the state affect whether bureaucrats look to other states. This article makes two important contributions to our understanding of policy. First, it explores how bureaucrats can participate in policy knowledge diffusion by looking to other states for information. Second, it sheds light on how we measure states as laboratories by marshaling an innovative dataset of citations within state documents. The article suggests states may not be limited to acting as laboratories through electoral institutions, but rather, they may also innovate as laboratories of bureaucracy.

AbstractDo states learn from other states through venues other than the legislative enactment of new policies? This article demonstrates that two-way learning can occur through alternative venues: (1) legislators can adjust the budget of similar state policies to mirror other states' policies and (2) bureaucrats can learn from other states' policies and incorporate that learning through non-legislative state action, such as standards. Using an original forty-three state, thirteen-year dataset, I find that elected officials can learn from nearby states' policies and adjust other policies to mirror those states through the budget process. Using an additional and original forty-three state, nineteen-year dataset, I also find the bureaucrats can learn from other states' policies and incorporate that learning into the development of their own standards. This article assesses how states learn from other states through venues other than legislative enactment of new, diffusing legislation.

This article explores moments of pedagogical disruption as children from an urban school encountered an exhibition titled "We Change the World" at the National Gallery of Victoria. In conversation with radical traditions of anti-colonial scholarship, we elaborate children's disruptions of the gallery as a space of didactic transfer and common ownership of cultural artifacts and knowledges. We then analyze artworks created by children in the wake of their experiences at the gallery, offering alternative propositions for learning to share the world in ways that break with dominant conceptions of museum education, national collections, and the commons.

Climate change is dismantling social protections through both direct effects of disasters and theindirect consequences as communities attempt to recover, which often exacerbates trauma andparallel known risk factors for recidivism among returning citizens. As a discipline, social workmust wholly recognize the links between environmental injustice and other primary factors ofinequality such as race and class, which also increases the likelihood of incarceration followedby re-entry into society. Green jobs programs can allow society to address two seeminglydisparate issues: recidivism and climate change, offering practical and mutually beneficialsolutions. By building on the decarceration movement's efforts and following examples fromLos Angeles and Chicago, the field of social work can continue to advocate for green jobs as anopportunity to lead climate change and recidivism mitigation discourse while simultaneouslyoffering solutions to the most pressing issues of our time. The authors argue that this form ofmultisolving on micro, mezzo, and macro levels is the future of the field.