The re-elaboration of the 2013 educational reform in Mexico from the classrooms: Case studies in two rural settings

Abstract

This research explores the process of re-elaboration of the educational reform of 2013 by school actors in two rural contexts of the states of Mexico and Michoacán. These two educational subsystems stand out for their magnitude and contrasting political orientation of their respective local unions: the first is traditionally aligned to the political status quo, while the second takes a dissident line. Simultaneous case studies featuring both contexts delve into the various ways in which educational reform is lived and resignified according to Stephen Ball’s logic of enactment. With the recovery and systematization of the interpretations that each set of actors builds, we aim to contribute to the understanding of micropolitical level educational reforms as well as to inquire about mediations that intervene in the process of reform resignification. In this process, school and community subjects rework prescriptive regulations from the micro-political and territorial level. These reinterpretations are positioned as discourses that reclaim the voices excluded from the official narrative.