Look at yourself: Concerning affectation as a key mechanism of curricular reform policies





Curriculum, Reform, Teachers, Governmentality, Self-regulation


This article presents the results of a research project that seeks to describe and analyze the curricular policies of reform in the daily life of schools, paying particular attention here to the processes of regulation and self-regulation that they produce and impose on their subjects. From the Foucauldian notion of governmentality we understand that curriculum policies and regulations, technologies, and behaviors produce performative effects (Ball, 2002, 2012), which affect not only the life of the institutions but also of the subject (Ahmed, 2004, Berlant, 2011). Thus, the question that orientates this article is woven around the articulation of the government of others and self-government (Foucault, 1988, 2009) as a key mode of school reform technologies and the modes of social affectation. The processes of reform cross subjects through performative technologies (Ball, 2002) and constitute a part of what Rose (2012) called the ethopolytic, that is, these processes act at the level of feelings and beliefs, and put the self in check. As a hypothesis, it is argued that judgment, self-reflection and self-responsibility are attached to questions that teachers ask themselves in the call to become better than they are.



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Author Biography

Carla Andrea Villagran, CONICET-Universidad Nacional de la Patagonia Austral

Carla Villagran es Magister en Metodologías y Estrategias de investigación interdisciplinar en Ciencias Sociales por la Universidad Nacional de la Patagonia Austral (UACO). Es Profesora y Licenciada en Ciencias de la Educación (UNPSJB). Asimismo es Becaria Doctoral del CONICET y cursa estudios de doctorado en Ciencias de la Educación (UBA). Asistente de Docencia en la materia Práctica II del Profesorado para la Educación Primaria (UNPA-UACO). Miembro del Instituto de Cultura, Identidad y Comunicación (ICIC/UNPA). Integrante del Área Sociopedagógica (UNPA- UACO). Desde un enfoque etnográfico estudia la recepción de las políticas de reforma educativa en escuelas primarias y secundarias, especialmente las políticas y prácticas curriculares desde la perspectiva de la sociología del currículo y la sociología política.



How to Cite

Villagran, C. A. (2018). Look at yourself: Concerning affectation as a key mechanism of curricular reform policies. Education Policy Analysis Archives, 26, 42. https://doi.org/10.14507/epaa.26.3230