Episode 8_Navigating Neoliberal Education: Dr. Felipe Acuña on Teacher Subjectivity and Educational Change in Chile

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Conversations 4 Citizenship

Dr. Stella Micheong Cheong, Kamille Beye, Dr. Adam Peter Lang

41 episodes

3 weeks ago

Are you an educator or researcher seeking reliable resources about citizenship and human rights education? Are you interested in the burning issues of the day -- injustice, political polarization, politics of hate, economic populism, human rights violations, disinformation, racial and ethnic conflict and in other places -- and would like the opportunity to converse with experts on these topics? #Conversations4Citizenship is an educational resource for you. Each month, the podcast explores new ideas, insights and knowledge about citizenship and human rights education through fascinating conversations with scholars, doctoral students and practitioners across the world who have been involved in these fields of work or study. Each episode is hosted by experienced researchers from the Institute of Education, UCL's Faculty of Education and Society and Yonsei University: Dr. Adam Lang, Dr. Kamille Beye and Dr. Stella Mi-cheong Cheong. In season three of #Conversations4citizenship, we are inviting any interested citizenship and human rights education researchers and practitioners to also join our podcast as possible guests. For expressions of interest, please click on the Join Us! link at the top of this page, and we will contact you shortly. You may email us at conversations4citizenship@gmail.com. Let us know what you think! Thank you for your kind support. ©Copyright 2025 conversations4citizenship-All rights reserved

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Episode 8_Navigating Neoliberal Education: Dr. Felipe Acuña on Teacher Subjectivity and Educational Change in Chile

Conversations 4 Citizenship

51 minutes 6 seconds

1 year ago

Episode 8_Navigating Neoliberal Education: Dr. Felipe Acuña on Teacher Subjectivity and Educational Change in Chile

In this thought-provoking podcast, Dr. Felipe Acuña elucidates the deleterious effects of neoliberal education policies in Chile, employing the evocative "bonsai pedagogy" metaphor to illustrate how these policies stifle teacher autonomy and fulfillment. Drawing upon his research on innovative schools, Acuña highlights the potential for resistance and the cultivation of joyful teaching experiences. He cogently argues for conceptualizing education as a fundamental social right and ensuring the wellbeing of educators. Acuña's insights serve as a cautionary tale, urging policymakers to eschew neoliberal approaches that exacerbate educational inequities. The conversation situates these issues within the broader struggle to envision post-neoliberal futures.