Mexican education reform: elucidating dissenting teachers' resistance

Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures. In an attempt to elucidate the reasons for resistance to the implementation of the 2013 education reform in Mexico, qualitative methods were u...

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Published inDiscourse (Abingdon, England) Vol. 43; no. 1; pp. 115 - 129
Main Authors Parra-Perez, Lizeth Guadalupe, Gloeckner, Gene W., Valdés-Cuervo, Angel Alberto, Addo, Reuben, Harindranathan, Priya
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2022
Taylor & Francis Ltd
Subjects
Agenda Setting
Barriers
Critical theory
Cycle of policy
Education policy
Education reform
Educational Change
Educational Policy
Foreign Countries
Participative Decision Making
Policy Formation
power manifestations
Power Structure
Program Implementation
Qualitative research
Resistance to Change
Teacher Attitudes
teachers
Unions
Mexico
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Abstract Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures. In an attempt to elucidate the reasons for resistance to the implementation of the 2013 education reform in Mexico, qualitative methods were used to explore the lived experiences of dissenting teachers of the National Union of Education Workers (SNTE) over the cycle of policy in depth. This qualitative study analyzed the narratives of participants. The results revealed manifestations of power in four main categories: (1) agenda-setting imposition; (2) a policy formulation process led by social, economic, and political elites; (3) scientific legitimization; and (4) resistance to the implementation. Results showed that participants' resistance was primarily triggered by feeling that teachers' interests were excluded in the policymaking process. Therefore, in the future, democratization of the education policy-making process is a must within the Mexican context.
AbstractList Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures. In an attempt to elucidate the reasons for resistance to the implementation of the 2013 education reform in Mexico, qualitative methods were used to explore the lived experiences of dissenting teachers of the National Union of Education Workers (SNTE) over the cycle of policy in depth. This qualitative study analyzed the narratives of participants. The results revealed manifestations of power in four main categories: (1) agenda-setting imposition; (2) a policy formulation process led by social, economic, and political elites; (3) scientific legitimization; and (4) resistance to the implementation. Results showed that participants’ resistance was primarily triggered by feeling that teachers’ interests were excluded in the policymaking process. Therefore, in the future, democratization of the education policy-making process is a must within the Mexican context.
Author Addo, Reuben
Harindranathan, Priya
Gloeckner, Gene W.
Parra-Perez, Lizeth Guadalupe
Valdés-Cuervo, Angel Alberto
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Snippet Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures....
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SubjectTerms Agenda Setting
Barriers
Critical theory
Cycle of policy
Education policy
Education reform
Educational Change
Educational Policy
Foreign Countries
Participative Decision Making
Policy Formation
power manifestations
Power Structure
Program Implementation
Qualitative research
Resistance to Change
Teacher Attitudes
teachers
Unions
Title Mexican education reform: elucidating dissenting teachers' resistance
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