Teachers Pro and Con: Neoliberal Educational Reform in a Rebellious and Disadvantaged Context

Autor/inn/en	Ávila-Meléndez, Luis Arturo; Villalpando-Barragán, Fabián; Aburto-Martínez, Jannete Andrea
Titel	Teachers Pro and Con: Neoliberal Educational Reform in a Rebellious and Disadvantaged Context
Quelle	In: Journal for Critical Education Policy Studies, 19 (2022) 3, S.164-195 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ávila-Meléndez, Luis Arturo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Neoliberalism; Educational Change; Program Implementation; Federal Government; Rural Areas; Economically Disadvantaged; Foreign Countries; Unions; Resistance to Change; Teacher Attitudes; Educational Policy; Elementary School Teachers; Instructional Innovation; Mexico + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Bildungsreform; Bundesregierung; Rural area; Ländlicher Raum; Ausland; Lehrerverhalten; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational Innovation; Bildungsinnovation; Mexiko
Abstract	This article explores how the implementation of the education reform led by the federal government in México (2012-2018) took place in rural disadvantaged contexts and, specifically, in schools where an anti-establishment union movement has been developing for several decades. Based on semi-structured interviews and classroom-focused ethnographic analysis at 22 of 100 schools included in an official innovation project, we gleaned that dissident teachers adopted a somewhat flexible and tolerant stance regarding the official project. We gathered evidence about teachers' endeavour to learn a new educational planning strategy and enhance the students' digital skills promoted by the project. In contrast, they kept participating in public manifestations against the education reform. Regardless of how pragmatic this solution could be, the teachers' reflections in the interviews interestingly lay out how their struggle takes part in an ongoing state formation process and their position in the face of social inequality. We conclude that teachers consider the community context of deprivation and violence in willingly accepting the implementation of the Project. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01