Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747576
Title: Re-reading the struggles over education policies in Chile, 1964-1973
Author: Mena, Paula
ISNI:       0000 0004 7231 6231
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
This thesis looks at the struggles over education policies in Chile between 1964 and 1973; that is, the period immediately before the authoritarian regime of Augusto Pinochet (1973-1990). Contrary to common assumptions that the dictatorship completely redefined the symbolic and practical dimensions of education policies, I offer a re-reading of policy developments as discursive struggles that exhibit both continuities and discontinuities. I do so by looking at records of and accounts about education policies during a decade that was particularly rich in the production of new vocabularies, rhetorical devices, forms of protest, utopias and technologies. I adopt a broadly Foucauldian perspective so that historical changes in policies are not understood as a mere chronology of crucial events that trigger spectacular transformations. Rather, I research a period that was full of episodes of open unrest without however overlooking those trivial routines that persisted in the background. This thesis delivers three empirical products: Firstly, it produces a historical background of education developments in Chile. This is a synthesis of the aspects that are problematized in the secondary literature and by policy experts that I interviewed in 2010 and 2011. Secondly, I offer a reinterpretation of a specific education policy controversy at the time as an instance of discursive struggle. In order to do so, I carried out a documentary analysis of the transcripts of the sessions of the National Council of Education that was issued by President Salvador Allende’s Government in 1973. Thirdly, I provide an interpretation of the narratives of nine teachers about the decade 1964-1973 in terms of the biographical struggles they configure. These data come from individual interviews with retired teachers that I carried out in 2012 and 2013. Each part of the thesis conveys distinctive ways of historicizing the struggles over education policies.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.747576  DOI: Not available
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