Recontextualization of management policy in indigenous full-time schools in Baja California

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Abstract

This article reports a study on the model of school management followed by indigenous public elementary schools participating in the Full-Time Schools program (PETC) in Baja California, Mexico. It is based on Stephen Ball´s theoretical proposal on policy enactments. The objective was to infer the processes involved in policy interpretation and translation at work when endorsing the PETC policy by supervisor, principals and teachers. From a qualitative perspective, the data consisted of school observations and semi-structured interviews; for their study, we applied James Paul Gee´s analysis of I-statements in order to identify the participants´ stances regarding their everyday schoolwork. The results highlight the restrictions of the contexts under which the program is implemented, as well as the participants’ actions taken to fulfill the demands of the PETC, on top of their everyday tasks. In this way, the program and its generic elements are recontextualized in a context marked by historical inequality and marginalization.

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How to Cite
Castañeda-Sánchez, C. E., & Tinajero Villavicencio, G. (2020). Recontextualization of management policy in indigenous full-time schools in Baja California. Education Policy Analysis Archives, 28, 19. https://doi.org/10.14507/epaa.28.4554
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Author Biographies

Cristian Ernesto Castañeda-Sánchez, Universidad Autónoma de Baja California

Licenciado en Asesoría Psicopedagógica por la Universidad Autónoma de Aguascalientes y Maestro y actual estudiante de Doctorado en Ciencias Educativas en el Instituto de Investigación y Desarrollo Educativo de la Universidad Autónoma de Baja California. Interesado en los temas sobre políticas educativas y educación indígena.

 

Guadalupe Tinajero Villavicencio, Universidad Autónoma de Baja California

Licenciada y Maestra en Pedagogía por la Universidad Nacional Autónoma de México y Doctora en Educación por la Universidad Autónoma de Sinaloa; investigadora de tiempo completo en el Instituto de Investigación y Desarrollo Educativo de la Universidad Autónoma de Baja California. Especialista en políticas educativas y en educación indígena.

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