An Integrative Framework to Elucidate Mexican Teachers' Resistance to the 2013 Education Reform

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Teacher Identities: Critical Teacher Education Praxis

Abstract

The Mexican education system was reformed in 2013. Since its inception phase, it caused harsh confrontation between teachers and government. In an era where traditional frameworks do not provide essential information, an integrative framework is used in addition to disclosing the reasons behind teachers’ rejection. This study sought to elicit Mexican teacher’s narratives regarding the reform through a critical-case study. Data collection involved semi-structured interviews with teachers opposing the reform. The study results indicated four main themes, including the need for the educational reform; the use of media and discourse to manipulate public opinion; powerlessness to participate in educational reform construction; and resistance to the implementation. This study informs about the need to democratizing the policy construction process.

Authors

• Lizeth Guadalupe Parra Perez, Colorado State University - Fort Collins

• Louise B. Jennings, Colorado State University

• Priya Harindranathan, Colorado State University - Fort Collins

• Reuben Addo, Colorado State University