Sociopolitical Factors in Colombia Interweaving a Teacher Subjectivity

Autor/in	Hernández Varona, Wilson
Titel	Sociopolitical Factors in Colombia Interweaving a Teacher Subjectivity
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.964-976 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1896523
Schlagwörter	Foreign Countries; Politics of Education; Public Education; Social Attitudes; Personal Narratives; Ethnography; Latin American Culture; Cultural Context; Neoliberalism; Public Policy; Language Teachers; Teacher Education; English (Second Language); Second Language Learning; Second Language Instruction; Political Attitudes; Teacher Role; Teaching Methods; Teacher Attitudes; Professional Identity; Colombia + Suchen Sie Ihr Suchwort? Ausland; Educational policy; Bildungspolitik; Öffentliche Erziehung; Social attidude; Soziale Einstellung; Erlebniserzählung; Ethnografie; Neo-liberalism; Neoliberalismus; Öffentliche Ordnung; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Political attitude; Politische Einstellung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kolumbien
Abstract	It is essential to revise how political discourses and the administering of politics, not precisely within the school context but outside as well, interplay with the constitution of teacher subjectivities particularly in countries where education is highly influenced by sociopolitical factors without conscious acknowledgment from teachers. Commonly, as teachers, we are somehow expected to carry out our experiences and acts of teaching in a decontextualized fashion, ignoring our voices, needs and the realities of the students. This article aims at elaborating on two sociopolitical factors: politics framing education and sociopolitical imaginaries of teachers, retelling how they have interplayed in a case of teacher subjectivity constitution. I emphasize the need to explore and assess the impact of the sociopolitical discourses which aim at devaluing teachers and public education, and the images that have been assigned to teachers and teaching with the intention to frame and control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01