Felipe Acuña
Biographic Data
| ID | 4607794 |
|---|---|
| NAME | Felipe Acuña |
| GIVEN NAMES | Felipe |
| FAMILY NAME | Acuña |
| SIGNATURE | ACUÑA F |
| AFFILIATIONS | Universidad Católica Silva Henríquez |
| ORCID | 0000-0003-1634-6594 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development
This article examines the division within Chile’s main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers’ collective awakening and the internal logic of neoliberal teacher policies. Through interviews and policy analysis, the study concludes that the dissident teacher movement has made visible the exclusio…
Governing teachers’ subjectivity in neoliberal times: The fabrication of the bonsai teacher
This paper interrogates and elaborates on the fabrication of teachers’ subjectivity who work in school contexts governed by neoliberal policies. Theoretically, the conceptual metaphor of bonsai pedagogy is proposed to understand teachers’ processes of subjectivation enacted by neoliberal discourses, policies, and practices. The article aims to understand the relationship between the processes of (de/re)-professionalisation and the subjective expe…
Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education
The subfield of Sociology of Education (SOE) concerned with the growth of neoliberalism through critically analysing its policies, discourses, and processes of subjectivation has made a significant contribution to education in the last 40 years. Whilst this scholarship has generated new knowledge about what happens to people, contexts and educational systems when they are regulated by neoliberal logics, it has also subsumed the sociological imagi…
The emergence of a political-pedagogical teacher subjectivity: Chilean teachers’ struggle to bring pedagogy back into the political sphere
This paper analyzes the emergence of a dissident subjective position among Chilean teachers as they struggle against a new Teachers Career Policy (TCP). Since the early 1980s, comprehensive neoliberal policies have reshaped Chilean society. During this period, teachers were described as an absent subject. However, in 2014 dissident teachers spontaneously asserted themselves against a new TCP inaugurating the teachers’ spring, which in 2015 involv…
Building ethnographic knowledge: Reflections from field experience in school institutions
This paper discusses challenges, dilemmas and critical situations that arise when doing ethnography in public schools serving to low-income segments in Chile. We reflect on specific experiences during ethnographic fieldwork. First, the entrance or access to schools is addressed, which requires a negotiation process where the context, actors and ways of interacting conditions the future of the ethnographic research. Second, we reflect on positions…
La traducción de los discursos de la política educativa en la cotidianeidad de dos escuelas municipales chilenas: La metáfora médica como vía de análisis
El presente trabajo busca contribuir a la reflexión y el análisis crítico sobre la política educativa actual. El objetivo del artículo es analizar la traducción de los discursos de la política educativa neoliberal chilena en las comunidades educativas. Se trabajó desde un enfoque etnográfico, usando el material producido en dos etnografías de escuelas municipales. Se utilizó la metáfora “la escuela como cuerpo enfermo” para articular el análisis …
Governing teachers’ subjectivity in neoliberal times: The fabrication of the bonsai teacher
This paper interrogates and elaborates on the fabrication of teachers’ subjectivity who work in school contexts governed by neoliberal policies. Theoretically, the conceptual metaphor of bonsai pedagogy is proposed to understand teachers’ processes of subjectivation enacted by neoliberal discourses, policies, and practices. The article aims to understand the relationship between the processes of (de/re)-professionalisation and the subjective expe…
Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development
This article examines the division within Chile’s main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers’ collective awakening and the internal logic of neoliberal teacher policies. Through interviews and policy analysis, the study concludes that the dissident teacher movement has made visible the exclusio…
Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education
The subfield of Sociology of Education (SOE) concerned with the growth of neoliberalism through critically analysing its policies, discourses, and processes of subjectivation has made a significant contribution to education in the last 40 years. Whilst this scholarship has generated new knowledge about what happens to people, contexts and educational systems when they are regulated by neoliberal logics, it has also subsumed the sociological imagi…
La traducción de los discursos de la política educativa en la cotidianeidad de dos escuelas municipales chilenas: La metáfora médica como vía de análisis
El presente trabajo busca contribuir a la reflexión y el análisis crítico sobre la política educativa actual. El objetivo del artículo es analizar la traducción de los discursos de la política educativa neoliberal chilena en las comunidades educativas. Se trabajó desde un enfoque etnográfico, usando el material producido en dos etnografías de escuelas municipales. Se utilizó la metáfora “la escuela como cuerpo enfermo” para articular el análisis …
Building ethnographic knowledge: Reflections from field experience in school institutions
This paper discusses challenges, dilemmas and critical situations that arise when doing ethnography in public schools serving to low-income segments in Chile. We reflect on specific experiences during ethnographic fieldwork. First, the entrance or access to schools is addressed, which requires a negotiation process where the context, actors and ways of interacting conditions the future of the ethnographic research. Second, we reflect on positions…
The emergence of a political-pedagogical teacher subjectivity: Chilean teachers’ struggle to bring pedagogy back into the political sphere
This paper analyzes the emergence of a dissident subjective position among Chilean teachers as they struggle against a new Teachers Career Policy (TCP). Since the early 1980s, comprehensive neoliberal policies have reshaped Chilean society. During this period, teachers were described as an absent subject. However, in 2014 dissident teachers spontaneously asserted themselves against a new TCP inaugurating the teachers’ spring, which in 2015 involv…
Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education
The subfield of Sociology of Education (SOE) concerned with the growth of neoliberalism through critically analysing its policies, discourses, and processes of subjectivation has made a significant contribution to education in the last 40 years. Whilst this scholarship has generated new knowledge about what happens to people, contexts and educational systems when they are regulated by neoliberal logics, it has also subsumed the sociological imagi…
Governing teachers’ subjectivity in neoliberal times: The fabrication of the bonsai teacher
This paper interrogates and elaborates on the fabrication of teachers’ subjectivity who work in school contexts governed by neoliberal policies. Theoretically, the conceptual metaphor of bonsai pedagogy is proposed to understand teachers’ processes of subjectivation enacted by neoliberal discourses, policies, and practices. The article aims to understand the relationship between the processes of (de/re)-professionalisation and the subjective expe…
Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development
This article examines the division within Chile’s main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers’ collective awakening and the internal logic of neoliberal teacher policies. Through interviews and policy analysis, the study concludes that the dissident teacher movement has made visible the exclusio…
Political science (5 works) · Sociology (5 works) · Law (4 works) · Pedagogy (4 works) · Politics (4 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works) · Global Educational Policies and Reforms (3 works) · Social science (3 works) · Educator Training and Historical Pedagogy (2 works)