Activism as a long durée journey: Teachers against the Chilean neoliberal education model.
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| Title: | Activism as a long durée journey: Teachers against the Chilean neoliberal education model. |
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| Authors: | Tapia‐Parada, Carla (AUTHOR) |
| Source: | British Educational Research Journal. Aug2026, Vol. 52 Issue 4, p2501-2516. 16p. |
| Subjects: | Educators, Neoliberalism, Social justice, Research methodology, Educational equalization, Education advocacy, Identity (Psychology), Student activism |
| Geographic Terms: | Chile |
| Abstract: | In this paper, I use the idea of purposes of education, particularly subjectification, and the concept of love to explore long‐term teacher activism in Chile. 'Long‐term activism' is used to describe an ongoing struggle rather than activism confined to specific moments. There has been extensive research on how Chilean student activism has challenged extreme forms of neoliberal education policies. However, little research has explored the ongoing engagement of former student activists as they transition into teacher activist roles. I explore the long durée of activism through narratives produced with 26 Chilean teachers who were former student activists. These narratives illuminate on the catalysts for their activism, their reasons for persisting and their aspirations for ongoing activism. The activists' narratives were generated using the Indigenous research methods of yarning, photoyarn and testimonios. Thinking about the teachers' narratives with the concepts of subjectification and love enabled me to write about the (im)possibilities of social justice in and through schooling. While much has been written about the ways in which schools reproduce inequalities, there is less research on the potential disruptive work of activist teachers in challenging entrenched educational inequalities. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In this paper, I use the idea of purposes of education, particularly subjectification, and the concept of love to explore long‐term teacher activism in Chile. 'Long‐term activism' is used to describe an ongoing struggle rather than activism confined to specific moments. There has been extensive research on how Chilean student activism has challenged extreme forms of neoliberal education policies. However, little research has explored the ongoing engagement of former student activists as they transition into teacher activist roles. I explore the long durée of activism through narratives produced with 26 Chilean teachers who were former student activists. These narratives illuminate on the catalysts for their activism, their reasons for persisting and their aspirations for ongoing activism. The activists' narratives were generated using the Indigenous research methods of yarning, photoyarn and testimonios. Thinking about the teachers' narratives with the concepts of subjectification and love enabled me to write about the (im)possibilities of social justice in and through schooling. While much has been written about the ways in which schools reproduce inequalities, there is less research on the potential disruptive work of activist teachers in challenging entrenched educational inequalities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4154 |
