Building a professional resistance in a neoliberalised educational space
Abstract
Teacher professionalism is getting restructured as a consequence of the different neoliberalisation processes. This article focuses on the recontextualisation of neoliberal practices in the Andalusian educational system and its influence on teaching practices. It is a qualitative study that draws on Grounded Theory and obtains the data through in-depth semi-structured interviews. Ten interviews were conducted in five public schools with a Primary Year-Six teacher and the headmaster of each of the educational centres. For the treatment and categorisation of the information, the QSR NVivo 11 qualitative software was used. The results reveal the consolidation of New Public Management practices and
the emergence of resistance actions against these practices. Managerial policies, inter-school competitions, educational standardisation and the principles of performative culture are the main changes affecting teacher professionalism. These political changes are de-professionalizing teaching practices according to guidelines of technical instrumentality and depoliticisation. However, rejection attitudes against this de-skilling of teachers are generating new spaces of resistance through reflective practices, the deconstruction of hegemonic discourses and the development of tasks aimed at achieving greater equality, equity and social justice.
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