Public Narratives under Intensified Market Conditions: Chile as a Critical Case

Autor/in	Santori, Diego
Titel	Public Narratives under Intensified Market Conditions: Chile as a Critical Case
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 39 (2018) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2016.1229267
Schlagwörter	Foreign Countries; Educational Policy; Neoliberalism; Public Opinion; Policy Formation; Quality Assurance; Quality Control; Awards; College Entrance Examinations; Selection Criteria; Data Collection; News Reporting; Correlation; Teacher Effectiveness; Academic Achievement; School Choice; Elementary Secondary Education; Higher Education; Politics of Education; Chile + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Öffentliche Meinung; Politische Betätigung; Qualitätssicherung; Qualitätskontrolle; Award; Auszeichnung; Aufnahmeprüfung; Selection criterion; Auslesekriterium; Data capture; Datensammlung; News report; Reportage; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Choice of school; Schulwahl; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy
Abstract	This paper aims to extend existing theorisations around the notion of public narratives by analysing their regulatory effects under intensified market conditions. My analysis suggests that public narratives constitute a liminal space, one that it is not exclusively real or imaginary, factual or normative, but that simultaneously affects and is affected by vernacular practices and wider discursive structures. However, this paper argues that, under extreme conditions, these public narratives become a rigidifying space with homogenising/normalising effects. To do this I look at a set of "obligatory scenes" captured in tales of success and struggle of teachers, parents and students in popular newspapers and fringe media in Chile. These accounts share a common ground: national assessment as a framework of intelligibility for the practices of parents, teachers and students. The central claim of this paper is that under intensified market conditions the scenes captured in these publicly available stories become "obligatory" storylines, and their protagonists idealised policy subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01