The role of the leadership team on inclusion policies in Chile
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Taylor and Francis Ltd.
Nombre de Curso
Licencia CC
Attribution 4.0 International
CC BY 4.0
Deed
Licencia CC
https://creativecommons.org/licenses/by/4.0/
Resumen
This article reports the results of a documentary study on inclusion educational policies in order to get to know the demands that are assigned to leadership teams in the context of the New Public Management (NGP, for its name in Spanish) in Chile. Using a qualitative approach, 26 official texts were analyzed through the pragmatic discourse analysis technique. The results show that the main request to leadership teams is that they take responsibility for curricular coverage and the academic results through adult-centered collaborative work and the administration of resources, protocols, and management instruments. The implications of this study provide guidelines to rethink the analysis of educational policies. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Notas
Indexación: Scopus.
Palabras clave
Discourse analysis, Educational policy, Inclusion, School leadership
Citación
Cogent Education, Volume 9, Issue 1, 2022, Article number 2112595
DOI
10.1080/2331186X.2022.2112595