Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South

Authors

  • Ilich Silva-Peña Universidad de Los Lagos
  • Julio Hizmeri-Fernández Universidad Católica de la Santísima Concepción
  • Roxana Hormazábal-Fajardo Universidad Arturo Prat
  • Gustavo González-García Universidad Católica Silva Henríquez
  • Bessie Rojas-Rodríguez Universidad Arturo Prat
  • Enriqueta Jara-Illanes Universidad Andrés Bello

DOI:

https://doi.org/10.33423/jhetp.v22i7.5278

Keywords:

higher education, professional development, Chile, politics, society, social movements, crisis

Abstract

Our role as teacher educators implies questioning more than our actions inside the classroom, especially during a crisis like the one that our country and the world are currently experiencing. In October 2019, Chile awoke with a student revolt that extended nationally. After this, the COVID-19 epidemic also altered Chile's political and socioeconomic landscape. Rethinking the role of teachers in a new scenery is an issue that we address as a team of academics working on teacher education. It’s a two-pronged approach: First, we look back to observe the depoliticization of teachers and society in a neoliberal context; and second, we look forward to the issues we see in this process of post-pandemic change and Chile’s new Constitution. In the end, we connect with other components that we think are critical to re-politicizing teacher education.

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Published

2022-07-27

How to Cite

Silva-Peña, I., Hizmeri-Fernández, J., Hormazábal-Fajardo, R., González-García, G., Rojas-Rodríguez, B., & Jara-Illanes, E. (2022). Re-Politicization of Teacher Education in Post-Pandemic Times: A View From The South. Journal of Higher Education Theory and Practice, 22(7). https://doi.org/10.33423/jhetp.v22i7.5278

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Section

Articles