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Framing teacher identity in an era of accountability: Media and teachers’ narratives in Chile




teacher identity, media discourse, Chile, audit culture


This article presents the main results of a research project that aims to analyze teachers’ perceptions of media discourses and how those discourses influence their teacher identity. Based on focus groups with teachers from public, charter, and private schools in the Metropolitan Region of Chile, this study shows that teachers’ identities are results of their experiences, the audit culture context, and media discourses. However, in order to combat negative media discourse representations, teachers need to re-frame the conversation by becoming aware of media discourses and creating counternarratives to reposition themselves in society.


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Author Biographies

Cristian Cabalin, Universidad de Chile / Universidad Central de Chile

Associate Professor at the Institute for Advanced Studies in Education and the School of Communication and Image at the Universidad de Chile. Also, associate researcher with the School of Government and Communications at the Universidad Central de Chile. PhD in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Journalist and Master in Anthropology and Development from the University of Chile. His research areas are communication, cultural studies in education, and educational policy.

Pablo Andrada, Universidad de La Serena

PhD in Communication from Pompeu Fabra University. Journalist and Master in Social Sciences, mention Sociology of Modernization from the Universidad de Chile. Assistant Professor at the School of Social, Business and Legal Sciences at Universidad de La Serena. His research areas are media education, cultural studies, and media studies.




How to Cite

Cabalin, C., & Andrada, P. (2023). Framing teacher identity in an era of accountability: Media and teachers’ narratives in Chile. Education Policy Analysis Archives, 31.



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