Resisting Test-Based Accountability Policies and Neoliberal Reforms in Education: Framing Strategies, Identities, and Collective Action in Chile

• In Event: Classed interests and egalitarian ideals in education activism and advocacy

Proposal

The main objective of the article is to analyze the Alto al SIMCE (Stop the SIMCE) campaign in Chile through a theoretical framework that combines different heuristic tools from social movement theories. Specifically, the article explores and unpacks the collective action frames (Benford & Snow, 2000) used in the narratives of the movement, as well as aspects related to the formation and trajectory of the campaign and its alliances (Beamish & Luebbers, 2009), collective identity (Polleta & Jasper, 2001), and the repertoires of collective action (Tarrow, 1993; Tilly, 1993) used by activists to influence policymaking and education reform processes.

Methodologically, we carried out a documentary analysis of official documents and articles produced by Alto al SIMCE (n=10) as well as opinion columns and letters to the editor written by activists of the movement (n=39) and published between the years 2013 and 2017. Furthermore, to complement the documentary analysis, semi-structured interviews were also carried out with activists and leaders of the movement (n=4) to delve into their trajectories, the reasons behind the emergence of the Alto al SIMCE campaign, their communicative strategies, etc. These materials were analyzed following a thematic analysis method (Guest, et al. 2012).

The results show the innovative framing strategies used by the campaign to create a counter-hegemonic common sense in the educational field. At the organizational level, transnational and national activists’ networks and the academic identity of the majority of activist are relevant to understand not only the emergence of the campaign but also its development, as well as activists’ strategic choices regarding the adoption of certain types of collective action. Regarding the collective action frames, Alto al SIMCE mainly questioned test-based accountability instruments, generating conceptual, epistemological and political criticisms of standardized tests. In terms of actions, the Alto al SIMCE movement was particularly skillful using social networks (Facebook and Twitter) to disseminate its narrative and to coordinate social protest. Additionally, this social movement tried to combine innovative actions through social networks with disruptive actions such as massive boycotts against the standardized test. Finally, the article offers reflections and novel insights about external and internal factors that can favor and/or hinder the success of collective action against test-based accountability in the educational field.

Authors

• Lluís Parcerisa, Universitat Autònoma de Barcelona

• Cristobal Villalobos, Pontificia Universidad Catolica de Chile