Becoming Neoliberal Policy Subjects: Staff Members' Discursive Practices about School Climate in Chile

Autor/inn/en	Webb, Andrew; Becerra, Sandra; Sepulveda, Macarena
Titel	Becoming Neoliberal Policy Subjects: Staff Members' Discursive Practices about School Climate in Chile
Quelle	In: Critical Studies in Education, 64 (2023) 3, S.283-300 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Webb, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2139276
Schlagwörter	Neoliberalism; Educational Policy; National Standards; Bullying; Foreign Countries; Educational Change; Punishment; Educational Practices; Educational Environment; Professional Autonomy; Teacher Attitudes; Administrator Attitudes; Governance; Disadvantaged Schools; Administrative Organization; School Administration; Discipline Policy; Chile + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Mobbing; Ausland; Bildungsreform; Bestrafung; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufsfreiheit; Lehrerverhalten; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Disziplinarmaßnahme
Abstract	Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital we query whether these policies really enable staff to create positive school climates. We suggest instead that, from a Foucauldian perspective of governance, staff become self-regulated subjects caught between a celebration of administrative autonomy and the pressure to meet national standards of anti-bullying in underfunded and under-resourced schools in socially deprived areas. Rather than solve bullying, staff become more occupied with the doing of new public management. We conclude by suggesting ways in which the current policies could be adapted to better support schools working in these contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01