Teacher activism: struggles over public education in Chile

References

• Bellei, Cristián, Cristian Cabalin, and Víctor Orellana. 2014. “The 2011 Chilean Student Movement against Neoliberal Educational Policies.” Studies in Higher Education 39 (3): 426–440. doi:10.1080/03075079.2014.896179.
   Web of Science ®Google Scholar
• Bernstein, Basil. 1988. Poder, Educación y Conciencia: Sociología de la Transmisión Cultural [Power, Education and Consciousness: Sociology of Cultural Transmission]. Santiago: Centro de Investigación y Desarrollo de la Educación (CIDE).
   Google Scholar
• Bernstein, Basil. 2000. Pedagogy, Symbolic Control, and Identity. Lanham, Maryland: Rowman & Littlefield Publishers.
   Google Scholar
• Bessarab, Dawn, and Bridget Ng’andu. 2010. “Yarning about Yarning as a Legitimate Method in Indigenous Research.” International Journal of Critical Indigenous Studies 3 (1): 37–50. doi:10.5204/ijcis.v3i1.57.
   Google Scholar
• Biesta, Gert. 2020. “Risking Ourselves in Education: Qualification, Socialisation, and Subjectification Revisited.” Educational Theory 70 (1): 89–104. doi:10.1111/edth.12411.
   Web of Science ®Google Scholar
• Blair, Laurence. 2019. “Conquistadors Tumble as Indigenous Chileans Tear Down Statues.” The Guardian. Accessed 31 May 2022. https://www.theguardian.com/world/2019/nov/05/chile-statues-indigenous-mapuche-conquistadors.
   Google Scholar
• Carrasco, Alejandro, Macarena Hernández, Ngaire Honey, and Juan de Dios Oyarzún. 2021. “School Admission in Chile, New Rules of the Game, and the Devaluation of Middle-Class Capitals.” British Journal of Sociology of Education 42 (2): 179–195. doi:10.1080/01425692.2021.1882835.
   Web of Science ®Google Scholar
• Chilean Teachers’ Union. 2014. “¡Nunca más sin los profesores! [Never again without teachers!].” El Mostrador. Accessed 02 June 2022. https://www.elmostrador.cl/noticias/opinion/2014/12/21/nunca-mas-sin-los-profesores/.
   Google Scholar
• Clarke, Matthew, Martin Mills, Nicole Mockler, and Parlo Singh. 2022. “What is the ‘Public’ in Public Education? Mapping past, Present and Future Educational Imaginaries of Europe and Beyond.” European Educational Research Journal 21 (1): 3–12. doi:10.1177/14749041211030063.
   Web of Science ®Google Scholar
• Cox, Cristian. 1984. “Continuity, Conflict and Change in State Education in Chile: A Study of the Pedagogic Projects of the Christian Democrat and the Popular Unity Governments.” Doctoral diss., University of London.
   Google Scholar
• Cox, Cristián, and Carolina García. 2021. “Chile’s Citizenship Education Curriculum: Priorities and Silences through Two Decades.” Encounters in Theory and History of Education 22: 206–226. doi:10.24908/encounters.v22i0.14991.
   Web of Science ®Google Scholar
• Cox, Cristián, Camila Jara, and Macarena Sánchez. 2022. “Citizenship Education in Chile: Curricular Orientations and Teachers’ Beliefs in a Context of Political Crisis and Social Mobilization.” The Curriculum Journal 33 (2): 314–330. doi:10.1002/curj.164.
   Web of Science ®Google Scholar
• De la Maza, Francisca, and Carlos Bolomey. 2019. “Mapuche Political, Educational and Linguistic Demands and Public Policy in Chile.” British Journal of Sociology of Education 40 (4): 458–474. doi:10.1080/01425692.2019.1572493.
   Web of Science ®Google Scholar
• Diaz, Mario. 1983. “A Model of Pedagogic Discourse with Special Application to the Colombian Primary Level of Education.” Doctoral diss., University of London.
   Google Scholar
• Espinoza, Adriana, Isabel Piper, and Roberto Fernández. 2014. “The Study of Memory Sites through a Dialogical Accompaniment Interactive Group Method: A Research Note.” Qualitative Research 14 (6): 712–728. doi:10.1177/1468794113483301.
   Web of Science ®Google Scholar
• Fernández, Juan. 2013. “La Protesta Social En Chile (2006-2011): Conflicto Social y Repertorios de Acción En Torno a Los Movimientos Estudiantil, Mapuche y Ambiental [The Social Protest in Chile (2006-2011): Social Conflict and Repertoires of Action around the Student, Mapuche and Environmental Movements].” Review of. Gigapp Estudios Working Papers (02-04-2020):1–26. http://www.gigapp.org/ewp/index.php/GIGAPP-EWP/article/view/35/64.
   Google Scholar
• Frandji, Daniel, and Philippe Vitale. 2016. “The Enigma of Bernstein’s ‘Pedagogic Rights.” Chap. 2. In Pedagogic Rights and Social Justice. Bernsteinian Explorations of Curriculum, Pedagogy and Assessment, edited by Philippe Vitale and Beryl Exley, 13–32. New York: Routledge.
   Google Scholar
• Haig-Brown, Celia. 2003. “Creating Spaces: Testimonio, Impossible Knowledge, and Academe.” International Journal of Qualitative Studies in Education 16 (3): 415–433. 10.1080/0951839032000086763.
   Google Scholar
• Heimans, Stephen, Parlo Singh, and Henry Kwok. 2022. “Pedagogic Rights, Public Education and Democracy.” European Educational Research Journal 21 (1): 71–82. doi:10.1177/14749041211011920.
   Web of Science ®Google Scholar
• Hernández, Ivette. 2019. “The Geographies of Collective Identity in the Chilean Student Movement.” British Journal of Sociology of Education 40 (4): 475–489. doi:10.1080/01425692.2019.1565988.
   Web of Science ®Google Scholar
• Inzunza, Jorge, Jenny Assael, Rodrigo Cornejo, and Jesus Redondo. 2019. “Public Education and Student Movements: The Chilean Rebellion under a Neoliberal Experiment.” British Journal of Sociology of Education 40 (4): 490–506. doi:10.1080/01425692.2019.1590179.
   Web of Science ®Google Scholar
• Maguire, Meg, Annette Braun, and Stephen Ball. 2018. “Discomforts, Opposition and Resistance in Schools: The Perspectives of Union Representatives.” British Journal of Sociology of Education 39 (7): 1060–1073. doi:10.1080/01425692.2018.1443431.
   Web of Science ®Google Scholar
• Mariano, Alessandro, and Rebecca Tarlau. 2019. “The Landless Workers Movement’s Itinerant Schools: Occupying and Transforming Public Education in Brazil.” British Journal of Sociology of Education 40 (4): 538–559. doi:10.1080/01425692.2019.1565989.
   Web of Science ®Google Scholar
• Márquez, Francisca. 2020. “For Anthropology from the Debris. The Social Revolt in Plaza Dignidad, Santiago De Chile.” Revista 180 45: 1–13. doi:10.32995/rev180.Num-45.(2020).art-717.
   Web of Science ®Google Scholar
• Montecino, Sonia. 1996. Madres y Huachos: Alegorías Del Mestizaje Chileno [Mothers and Bastards: Allegories of Chilean Miscegenation]. Santiago: Editorial Sudamericana.
   Google Scholar
• Navarro, Luis. 2019. “La Educación Escolar en los Tiempos de Piñera II [School education in the times of Piñera II].” Barómetro de Política y Equidad. https://barometro.sitiosur.cl/dwn.php?f=/descargas/barometro/barometro15-115-132.pdf&id=1015170&t=cap.
   Google Scholar
• Ranciere, Jacques. 1992. “Politics, Identification and Subjectivization.” The Identity in Question Summer 61: 58–64. https://www.jstor.org/stable/778785.
   Google Scholar
• Reyes, Kathryn Blackmer, and Julia E. Curry Rodríguez. 2012. “Testimonio: Origins, Terms, and Resources.” Equity & Excellence in Education 45 (3): 525–538. doi:10.1080/10665684.2012.698571.
   Google Scholar
• Rogers, Jessa. 2017. “Photoyarn: Aboriginal and Mãori Girls’ Researching Contemporary Boarding School Experiences.” Australian Aboriginal Studies 1: 3–13.
   Google Scholar
• Sadlier, Stephen T. 2019. “Social Movements and Neoliberalisation in Latin American and Caribbean Education: Subjectivities, Spaces and Histories.” British Journal of Sociology of Education 40 (4): 453–457. doi:10.1080/01425692.2019.1603684.
   Web of Science ®Google Scholar
• Säfström, Carl Anders, and Niclas Månsson. 2022. “The Marketisation of Education and the Democratic Deficit.” European Educational Research Journal 21 (1): 124–137. doi:10.1177/14749041211011293.
   Web of Science ®Google Scholar
• Sahlberg, Pasi. 2012. Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? New York, NY: Teachers College Press.
   Google Scholar
• Smith, Dorothy. 2003. “Rigoberta Menchú and David Stoll: Contending Stories." International Journal of Qualitative Studies in Education 16 (3): 295–305. doi:10.1080/0951839032000086718.
   Google Scholar
• Somma, Nicolás M., Matías Bargsted, Rodolfo Disi Pavlic, and Rodrigo M. Medel. 2021. “No Water in the Oasis: The Chilean Spring of 2019–2020.” Social Movement Studies 20 (4): 495–502. doi:10.1080/14742837.2020.1727737.
   Web of Science ®Google Scholar
• Tome, Christopher. 2015. “¡No Lucro! … from Protest Catch Cry to Presidential Policy: Is This the Beginning of the End of the Chilean Neoliberal Model of Education?” Journal of Educational Administration and History 47 (2): 193–208. doi:10.1080/00220620.2015.996865.
   Web of Science ®Google Scholar
• Vera, Sandra. 2011. “Cronología Del Conflicto: El Movimiento Estudiantil En Chile 2011 [Chronology of the Conflict: The Student Movement in Chile 2011].” Anuario Del Conflicto Social 1: 247–51. http://revistes.ub.edu/index.php/ACS/article/download/6251/7997.
   Google Scholar
• Villenas, Sofia A. 2019. “ Pedagogies of Being with: Witnessing, Testimonio, and Critical Love in Everyday Social Movement.” International Journal of Qualitative Studies in Education 32 (2): 151–166. 10.1080/09518398.2018.1533148.
   Web of Science ®Google Scholar
• Waldman, Gilda. 2004. “Chile: Indígenas Y Mestizos Negados [Chile: Denied Indigenous and Mestizos].” Politica Y Cultura 21: 97–110. http://www.scielo.org.mx/pdf/polcul/n21/n21a07.pdf.
   Google Scholar
• Williams, Jo. 2016. “Three Things Teachers Can Learn from the Chilean Student Movement.” Breaking out: Journal of Schools, Community and Social Justice 1 (1): 39–43. https://jbsge.vu.edu.au/index.php/breakingout/article/download/1017/1411.
   Google Scholar