ABSTRACT

Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital we query whether these policies really enable staff to create positive school climates. We suggest instead that, from a Foucauldian perspective of governance, staff become self-regulated subjects caught between a celebration of administrative autonomy and the pressure to meet national standards of anti-bullying in underfunded and under-resourced schools in socially deprived areas. Rather than solve bullying, staff become more occupied with the doing of new public management. We conclude by suggesting ways in which the current policies could be adapted to better support schools working in these contexts.

摘要

智利对学校气候政策的改革导致处理欺凌行为的惩罚性方法明显转向更具教育意义的形成过程。在这种国家背景下，学校也被赋予了更大的责任来设计与自己的教育社区相关的反欺凌实践。基于对智利首都六所内城区学校教职员工的定性访谈，我们质疑这些政策是否真的能让教职员工创造积极的学校氛围。相反，我们建议，从福柯的治理角度来看，在社会贫困地区资金不足和资源不足的学校中，教职员工成为自我调节的主体，夹在庆祝行政自主权和满足国家反欺凌标准的压力之间。实施新公共管理。最后，我们建议如何调整当前政策，以更好地支持在这些背景下开展工作的学校。