Maria Teresa Rojas Fabris
Universidad Alberto Hurtado, CIDE, Faculty Member
- Universidad Alberto Hurtado, Education, Faculty Memberadd
- My subjects of study are the policies on justice and educational equity in Chile and Latin America. In particular , s... moreMy subjects of study are the policies on justice and educational equity in Chile and Latin America. In particular , study the processes of subjectivity of teachers and families (mothers of middle classes ) in the context of the regulations of the educational markets in order to understand the new logic of production, reproduction and social change through schools.
I'm interested in the processes of subjectivity of teachers in Chile in the current system of accountability and the impact this has on their professional development.
Currently I coordinate the Doctorate in Education Program offered jointly by universities Alberto Hurtado and Diego Portales.edit
The article presents the results of a research that inquired into the opinions of teachers and parents of six schools that have a relative social mix among the students. Based on interviews, they expressed their dispositions towards... more
The article presents the results of a research that inquired into the opinions of teachers and parents of six schools that have a relative social mix among the students. Based on interviews, they expressed their dispositions towards social inclusion, evidencing their sense of justice, their fears, and the conditions that shape their subjectivities around the issue. It is proposed that opinions on the desirability of working in schools with social mix express subjectivities in tension. On the one hand, teachers and parents recognize that socio-economic
and academic selection ensures less conflictive school environments; on the other, they understand that living with children of different social classes has positive effects for a comprehensive and citizenship education. The ambivalences and tensions of their discourses express the dilemmas faced by the desegregation processes of the
school system in Chile.
and academic selection ensures less conflictive school environments; on the other, they understand that living with children of different social classes has positive effects for a comprehensive and citizenship education. The ambivalences and tensions of their discourses express the dilemmas faced by the desegregation processes of the
school system in Chile.
This paper is based on a qualitative study about middle-class mothers’ experiences of school choice in Chile. It draws on Butler, Berlant and Hardt’s work on affects, and on feminist contributions to the intersection between school... more
This paper is based on a qualitative study about middle-class
mothers’ experiences of school choice in Chile. It draws on Butler,
Berlant and Hardt’s work on affects, and on feminist contributions
to the intersection between school choice, social class and
mothering. These contributions help us deepen our
understanding of school choice as both a form of passionate
attachment to the education market and affective labour. In
addition, these perspectives motivate us to go beyond social
research sustaining the dominant critical discourse of advantages
that middle-classes gain over working-classes through their work
in the education market. Our analyses suggest that school choice
configures cruel passionate attachments to the education market
on middle-class mothers through the construction of workingclass
‘others’, and models public education as an abject object
through the intensification of mothers’ affective labour, thus
reinforcing their experiences of gendered and affective inequalities.
mothers’ experiences of school choice in Chile. It draws on Butler,
Berlant and Hardt’s work on affects, and on feminist contributions
to the intersection between school choice, social class and
mothering. These contributions help us deepen our
understanding of school choice as both a form of passionate
attachment to the education market and affective labour. In
addition, these perspectives motivate us to go beyond social
research sustaining the dominant critical discourse of advantages
that middle-classes gain over working-classes through their work
in the education market. Our analyses suggest that school choice
configures cruel passionate attachments to the education market
on middle-class mothers through the construction of workingclass
‘others’, and models public education as an abject object
through the intensification of mothers’ affective labour, thus
reinforcing their experiences of gendered and affective inequalities.
The notion of teacher beliefs has been defined from various theoretical and disciplinary perspectives. Its conceptual borders are vague and tend to be confused with other constructs, such as implicit theories, teacher thought, teacher... more
The notion of teacher beliefs has been defined from various
theoretical and disciplinary perspectives. Its conceptual borders are vague and tend to be confused with other constructs, such as implicit theories, teacher thought, teacher knowledge, among others. This article explores, on the basis of certain national and international investigations, the uses of the concept of teacher beliefs and, subsequently, proposes a conceptual limitation on the basis of the contributions of the notion of ‘social representation’ from social
psychology and of ‘good reasons’ of the psychology of the actor. Both concepts date back to the tradition in social sciences and enable us to clarify the scope of the idea of ‘teacher beliefs’.
theoretical and disciplinary perspectives. Its conceptual borders are vague and tend to be confused with other constructs, such as implicit theories, teacher thought, teacher knowledge, among others. This article explores, on the basis of certain national and international investigations, the uses of the concept of teacher beliefs and, subsequently, proposes a conceptual limitation on the basis of the contributions of the notion of ‘social representation’ from social
psychology and of ‘good reasons’ of the psychology of the actor. Both concepts date back to the tradition in social sciences and enable us to clarify the scope of the idea of ‘teacher beliefs’.
Research Interests:
La nueva subjetividad docente Construcción de subjetividades docentes en los inicios de la implementación de la Subvención Escolar Preferencial en Chile* The new teacher subjectivity Construction of teacher subjectivities at the beginning of the Preferential School Voucher's implementation in Chilemore
Este artículo se basa en 12 focus groups a docentes de educación básica desarrollado dentro del marco de una investigación cualitativa sobre las percepciones de directivos y profesores en los inicios de la implementación de la ley de... more
Este artículo se basa en 12 focus groups a docentes de educación básica desarrollado dentro
del marco de una investigación cualitativa sobre las percepciones de directivos y profesores
en los inicios de la implementación de la ley de Subvención Escolar Preferencial -SEP-. Los autores sostienen que la SEP es un ejemplo de una política neoliberal que reconfigura
la subjetividad docente. Se propone una lectura basada en nociones teóricas de Foucault, Rancière, y en aproximaciones que abordan las dimensiones afectivo-emocionales para
describir los alcances de la SEP y entender la relación entre la política educativa y la subjetividad docente. Los profesores y profesoras expresaron ambivalencia y ansiedad ante la implementación de una ley que promete modificar sus lógicas y condiciones de trabajo.
Se identificaron en ellos formas de resistencia, sumisión y una subjetivación dolorosa. Este análisis plantea desafíos importantes para comprender la relación entre una política
educativa neoliberal y el proceso de profesionalización docente.
Palabras claves: SEP; subjetividad; resistencia; rendición de cuentas; docentes.
Abstract
This paper is based on 12 focus groups to primary schools' teachers as part of the qualitative research on the perceptions of directives and teachers at the beginning of the
Preferential School Voucher Law's implementation (SEP in its acronym in Spanish). The authors argue that SEP is an example of a neoliberal policy that reconfigures the teachers'
subjectivity. Based on theoretical tools of Foucault, Rancière, and a psycho-social approach to affective-emotional dimensions a particular reading is proposed to describe the scope of SEP as a mode of regulation, and an understanding of the relationship between educational policy and teachers' subjectivity. The teachers expressed ambivalence and anxiety facing the SEP's implementation and its orientation to modify their logics and conditions of work.
Forms of resistance, submission, and a painful subjectification were identified. This analysis poses important challenges to understand the relationship between neoliberal
del marco de una investigación cualitativa sobre las percepciones de directivos y profesores
en los inicios de la implementación de la ley de Subvención Escolar Preferencial -SEP-. Los autores sostienen que la SEP es un ejemplo de una política neoliberal que reconfigura
la subjetividad docente. Se propone una lectura basada en nociones teóricas de Foucault, Rancière, y en aproximaciones que abordan las dimensiones afectivo-emocionales para
describir los alcances de la SEP y entender la relación entre la política educativa y la subjetividad docente. Los profesores y profesoras expresaron ambivalencia y ansiedad ante la implementación de una ley que promete modificar sus lógicas y condiciones de trabajo.
Se identificaron en ellos formas de resistencia, sumisión y una subjetivación dolorosa. Este análisis plantea desafíos importantes para comprender la relación entre una política
educativa neoliberal y el proceso de profesionalización docente.
Palabras claves: SEP; subjetividad; resistencia; rendición de cuentas; docentes.
Abstract
This paper is based on 12 focus groups to primary schools' teachers as part of the qualitative research on the perceptions of directives and teachers at the beginning of the
Preferential School Voucher Law's implementation (SEP in its acronym in Spanish). The authors argue that SEP is an example of a neoliberal policy that reconfigures the teachers'
subjectivity. Based on theoretical tools of Foucault, Rancière, and a psycho-social approach to affective-emotional dimensions a particular reading is proposed to describe the scope of SEP as a mode of regulation, and an understanding of the relationship between educational policy and teachers' subjectivity. The teachers expressed ambivalence and anxiety facing the SEP's implementation and its orientation to modify their logics and conditions of work.
Forms of resistance, submission, and a painful subjectification were identified. This analysis poses important challenges to understand the relationship between neoliberal
Research Interests:
Comentarios al proyecto de Ley que impulsa el gobierno de Chile (2014) para terminar con la selección escolar en las escuelas públicas.
La profunda segmentación del sistema educacional chileno demanda esfuerzos concertados para pensar y transformar las desigualdades escolares. Es sabido que una de las condiciones que favorece la equidad y la calidad escolar es la... more
La profunda segmentación del sistema
educacional chileno demanda esfuerzos concertados
para pensar y transformar las desigualdades escolares.
Es sabido que una de las condiciones que favorece
la equidad y la calidad escolar es la integración
social. Los ambientes socialmente heterogéneos
inciden favorablemente en los aprendizajes de los
niños de nivel socioeconómico más bajo, sin que
ello perjudique el rendimiento de alumnos de otros
niveles sociales. Por el contrario, la mixtura social
beneficia a todos.
educacional chileno demanda esfuerzos concertados
para pensar y transformar las desigualdades escolares.
Es sabido que una de las condiciones que favorece
la equidad y la calidad escolar es la integración
social. Los ambientes socialmente heterogéneos
inciden favorablemente en los aprendizajes de los
niños de nivel socioeconómico más bajo, sin que
ello perjudique el rendimiento de alumnos de otros
niveles sociales. Por el contrario, la mixtura social
beneficia a todos.
En este capítulo se propone un análisis muy poco explorado en el campo de los estudios sobre elección escolar realizados en Chile. Hemos centrado la mirada en la relación entre las clases medias y el mercado de la elección escolar (Rojas... more
En este capítulo se propone un análisis muy poco explorado en el campo de los estudios sobre elección escolar realizados en Chile. Hemos centrado la mirada en la relación entre las
clases medias y el mercado de la elección escolar (Rojas y Falabella, 2013). Las nuevas clases medias chilenas, surgidas al alero de la expansión económica de fines de los años 80 (Barozet, 2008), se han forjado a la luz del sistema de educación particular subvencionada y representan en
buena medida los valores que la política educativa ha instalado durante estos últimos 30 años en torno a la relación entre el Estado, los privados y las familias. Y agregamos una dimensión de género, pues la investigación realizada fue consistente con una amplia literatura internacional que
aborda estos temas. En nuestro caso, se trata de entender el rol de las madres de clases medias.
clases medias y el mercado de la elección escolar (Rojas y Falabella, 2013). Las nuevas clases medias chilenas, surgidas al alero de la expansión económica de fines de los años 80 (Barozet, 2008), se han forjado a la luz del sistema de educación particular subvencionada y representan en
buena medida los valores que la política educativa ha instalado durante estos últimos 30 años en torno a la relación entre el Estado, los privados y las familias. Y agregamos una dimensión de género, pues la investigación realizada fue consistente con una amplia literatura internacional que
aborda estos temas. En nuestro caso, se trata de entender el rol de las madres de clases medias.