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 in | Discourse (Abingdon, England) Vol. 43; no. 1; pp. 115 - 129 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
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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. |
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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 |
Author_xml | – sequence: 1 givenname: Lizeth Guadalupe orcidid: 0000-0001-9247-7663 surname: Parra-Perez fullname: Parra-Perez, Lizeth Guadalupe email: lizparra@gmail.com, lizparra@colostate.edu organization: Faculty of Education, Colorado State University – sequence: 2 givenname: Gene W. surname: Gloeckner fullname: Gloeckner, Gene W. organization: Faculty of Education, Colorado State University – sequence: 3 givenname: Angel Alberto orcidid: 0000-0001-6559-4151 surname: Valdés-Cuervo fullname: Valdés-Cuervo, Angel Alberto organization: Department of Education, Technologic Institute of Sonora – sequence: 4 givenname: Reuben orcidid: 0000-0002-3058-1008 surname: Addo fullname: Addo, Reuben organization: Department of Social Work, California State University – sequence: 5 givenname: Priya surname: Harindranathan fullname: Harindranathan, Priya organization: Faculty of Education, Colorado State University |
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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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