Becoming neoliberal policy subjects: Staff members discursive practices about school climate in Chile

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datacite.alternateIdentifier.citationCritical Studies in Education, 64 (3), 300-283, 2023
datacite.alternateIdentifier.doi10.1080/17508487.2022.2139276
datacite.alternateIdentifier.issn1750-8487
datacite.creatorWebb, Andrew J.
datacite.creatorBecerra, Sandra
datacite.creatorSepúlveda, Macarena
datacite.date2023
datacite.rightsRegistro bibliográfico
datacite.subjectChile
datacite.subjectEducation Policy
datacite.subjectGovernance
datacite.subjectSchool Climate
datacite.subjectSocial Deprivation
datacite.titleBecoming neoliberal policy subjects: Staff members discursive practices about school climate in Chile
dc.contributor.authorBECERRA PEÑA, SANDRA ORIETTE
dc.description.abstractReforms 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. © 2023 Elsevier B.V., All rights reserved.
dc.description.ia_keywordstaff, bullying, schools, school, policies, climate, chile
dc.identifier.issn1750-8495
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5244
dc.language.isoen
dc.publisherRoutledge
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceCritical Studies in Education
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Naturales
dc.subject.ia_oecd2nCiencias Biológicas
dc.subject.ia_oecd3nCiencias del Medio Ambiente
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2023
oaire.citationEndPage300
oaire.citationIssue3
oaire.citationStartPage283
oaire.citationTitleCritical Studies in Education
oaire.citationVolume64
oaire.fundingReferenceANID FONDECYT 1190604 (Regular)
oaire.fundingReferenceANID FONDAP Centre for Intercultural and Indigenous Research
oaire.licenseConditionCopyright © Taylor & francis Group, 2022
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
relation.isAuthorOfPublication0d73115d-44de-452b-bad4-5715070d57da
relation.isAuthorOfPublication.latestForDiscovery0d73115d-44de-452b-bad4-5715070d57da
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionScopus
uct.indizacionSocial Sciences Citation Index - SSCI
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