Reforming Schools, Disciplining Teachers: Decentralization and Privatization of Education in Honduras

This article examines how teachers in post‐coup Honduras approached implementing neoliberal school finance reforms with which they disagreed. The laws in question decentralize national public education and demand that teachers secure funding for basic school infrastructure and academic programs from...

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Bibliographic Details
Published in:Anthropology & education quarterly 2019-06, Vol.50 (2), p.170-188
Main Author: Levy, Jordan
Format: Article
Language:English
Subjects:
Administrative Organization
Compliance
Compliance (Legal)
Decentralization
Education
Education policies
Educational Change
Educational Finance
Educational Policy
Finance
Finance Reform
Fines
Foreign Countries
Fund Raising
honduras
Infrastructure
Latin America
Legislation
Neoliberalism
Policy implementation
Privatization
Program Implementation
Public Education
Resistance to Change
School finance
Schools
Teacher Attitudes
Teacher Behavior
Teachers
teachers' work
Teaching methods
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Summary:This article examines how teachers in post‐coup Honduras approached implementing neoliberal school finance reforms with which they disagreed. The laws in question decentralize national public education and demand that teachers secure funding for basic school infrastructure and academic programs from private businesses. I show how teachers reluctantly engaged aspects of this legislation, but for their own reasons, and suggest that their partial compliance is illuminative of how teachers in other contexts may approach policy implementation. Este artículo examina cómo los maestros en la Honduras pos‐golpe implementaron reformas educativas neoliberales con las cuales estaban en desacuerdo. Las leyes intentan descentralizar el sistema de educación pública, exigiendo que los maestros gestionen fondos del sector privado para mantener sus centros educativos. Demuestro cómo los maestros manejaron esta legislación de manera renuente y con fines propios. Argumento que su cumplimiento revela cómo los maestros llegan a implementar políticas con las cuales estén en desacuerdo.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12290