| dc.contributor.author | Luna, Diego | |
| dc.contributor.author | Romero Morante, Jesús | |
| dc.contributor.author | Pineda Alfonso, José Antonio | |
| dc.contributor.author | Hunt Gómez, Coral I. | |
| dc.contributor.other | Universidad de Cantabria | es_ES |
| dc.date.accessioned | 2025-02-25T17:53:28Z | |
| dc.date.available | 2025-02-25T17:53:28Z | |
| dc.date.issued | 2024 | |
| dc.identifier.issn | 2075-4698 | |
| dc.identifier.uri | https://hdl.handle.net/10902/35734 | |
| dc.description.abstract | "Educational innovation" is a key concept for policymakers, school leaders, and families, but its conflicting aspects make it hard to define clearly. This study explores how pro-innovation narratives are created within Spanish educational policies and how these narratives are received in schools. Using principles of critical discourse analysis, we examined a corpus of ten texts from three different discursive fields with a tailored analytical approach. This paper focuses specifically on findings related to regulations and the private school involved in the study. The results reveal a strong connection between Spanish educational laws and the political environment in which they were developed. Additionally, the study identifies new, economically-driven definitions for key concepts like "education, quality", and "innovation". A major conclusion is that today's "innovative" schools align with the principles of educational neoliberalism. In this context, the concept of innovation reflects lawmakers' goals, which school leaders endorse. At the school level, administrators adopt a self-promotional discourse that often appears contradictory and propagandist. | es_ES |
| dc.format.extent | 17 p. | es_ES |
| dc.language.iso | eng | es_ES |
| dc.publisher | MDPI AG | es_ES |
| dc.rights | Attribution 4.0 International © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. | es_ES |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
| dc.source | Societies, 2024, 14(11), 241 | es_ES |
| dc.subject.other | Educational innovation | es_ES |
| dc.subject.other | Education policies | es_ES |
| dc.subject.other | Neoliberalism | es_ES |
| dc.subject.other | Private school | es_ES |
| dc.subject.other | Critical discourse analysis | es_ES |
| dc.title | "Inclination towards innovation": deconstructing neoliberal educational discourses from a school context | es_ES |
| dc.type | info:eu-repo/semantics/article | es_ES |
| dc.relation.publisherVersion | https://doi.org/10.3390/soc14110241 | es_ES |
| dc.rights.accessRights | openAccess | es_ES |
| dc.identifier.DOI | 10.3390/soc14110241 | |
| dc.type.version | publishedVersion | es_ES |
Excepto si se señala otra cosa, la licencia del ítem se describe como Attribution 4.0 International © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
