The Making of a 10-Year Public Pedagogy: Chilean Student Movement Leaders' Retrospective Interpretations

• In Event: Millennium Hotel Roundtable Session 2
  In Roundtable Session: Readings of Curriculum as Intellectualism, Multiculturalism, and Collaboration Throughout International Contexts

Abstract

This study investigates student leaders’ perceptions of the effects of their national student movement on the Chilean neoliberal educational policy structure. Reading their engagement as a communitarian public intellectualism, the study investigates significant moments in a ten-year grass-roots public pedagogy project. It relies on historical memory through narrative inquiry, interviewing student leaders longitudinally at five year intervals after their participation in these social movements in order to understand the meaning they ascribe to these events given the vantage point of passed time. Results illuminate an emic perspective of local actions that became the catalyst for changes in the national educational policy structure, initiating a tentative transition from an overtly neoliberal system towards a re-emphasis on education as a public good.

Authors

• Michael Patrick O'Malley, Texas State University

• Jeffry King, Texas State University

• Tanya Alyson Long, Texas State University

• Diana Barrera, Somerset ISD

• Susan M Croteau, Texas State University - San Marcos