Marta Estelles- PhD
- Senior Lecturer at University of Waikato
Marta Estelles
- PhD
- Senior Lecturer at University of Waikato
About
52
Publications
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Introduction
I am interested in the analysis of educational policies, discourses, and curricula as sites of broader socio-political struggles aimed at shaping particular kinds of citizens –from global/national citizens through to identity-safe individuals and digital consumers– and their implications for critical democratic education. My research draws from a variety of disciplines, incl. sociology of education, curriculum and policy studies, social studies education, social theory, history and philosophy.
Current institution
Additional affiliations
September 2022 - present
December 2020 - August 2022
November 2017 - December 2020
Publications
Publications (52)
Citizenship education has received increasing attention in recent decades. After its inclusion in the agenda of international organizations and European institutions, many studies and academic debates have taken place. Despite their undoubted merits, a significant portion of that literature has not sufficiently discussed its starting presupposition...
Despite increasing attention to citizenship education since the turn of the 21st century, the recent spread of authoritarian populism worldwide has raised relatively little attention in educational policy and research. As a result, the possibilities and limitations that national curricula offer to educators to deal with this phenomenon are still ra...
In this article, we draw on qualitative data from the experiences of five schools during the Covid-19 crisis in Aotearoa, New Zealand, where the word 'safety' has become paramount in educational debates (Sullivan, 2014). The study explores the educational and political tensions created by concerns about safety at schools in these unprecedented time...
In this article, we continue Martin Thrupp’s critical work in education policy in Aotearoa New Zealand by examining the policies of the Sixth Labour-led Government (2017–2023) and the Sixth National-led Government (2023-present). We consider their attempts to mitigate social injustice via education policy and the social imaginaries that underpin su...
Over the last two decades, online safety education has emerged as a new field of research focusing on concerns about a myriad of cyber risks. These risks range from online sexual exploitation through to the reproduction of social inequalities. The main assumption underlying this field is that online risks can be mitigated via educational interventi...
In recent decades, calls to foster safe learning environments have proliferated in the educational scholarship related to citizenship. Examples range from demands to keep young citizens safe in the digital world through to calls to hold safe conversations around controversial issues. These invocations of safety, however, have raised little oppositi...
In this paper, we connect with Martin Thrupp’s calls for class-based analysis in education policy by problematising the absence of social class in the refreshed New Zealand curriculum, Te Mātaiaho (2023). To contextualise this absence, we locate this curriculum policy in a historical perspective and interpret its ‘identity turn’ as an expression of...
In the last few decades, the word ‘safety’ has become silently but increasingly pervasive in educational policies and debates, gaining a new momentum with the pandemic. Our intention in this article is to problematise what is done in schools in the name of safety by delving into the safety policy discourses of a New Zealand school and the narrative...
Over the last few decades, both New Zealand and the intergovernmental organisation of UNESCO have widely spread the rhetoric of safety through a broad range of educational issues. This notion, in vogue since the neoliberal turn, has raised little opposition in educational debates. In this article, we use a Foucauldian lens to analyse the assumption...
Marta Estellés and Holly Bodman
Abstract:
During the COVID-19 pandemic, calls to protect children and young people have proliferated in educational contexts, consolidating safety as a core principle guiding an increasing number of decisions at schools. Recently, however, more and more scholars have begun to question the ambiguous nature of “safet...
Apesar da crescente atenção à educação para a cidadania desde a virada do século 21, a recente disseminação do populismo autoritário em todo o mundo levantou relativamente pouca atenção nas políticas e pesquisas educacionais. Como resultado, as possibilidades e limitações que os currículos nacionais oferecem aos educadores para lidar com esse fenôm...
This article utilizes looks to punk rock pedagogy or the ways in which countercultural and decolonial ontologies are developed in punk subculture, to theorize Māori-Philippine relations in Aotearoa New Zealand. It uses an agential realist methodology to engage with the creative works of TOOMS, James Roque, and Marianne Infante (three New Zealand pe...
Pre-existing social fault lines such as poverty, racism and sexism that underpin the
inequalities of New Zealand society were exacerbated by the Covid-19 pandemic. This
worsening of social inequalities has fuelled criticism and protests across the globe
(Pleyers, 2020; Wang et al., 2020), highlighting the complex nature of the Covid-19 crisis,
whic...
La historiografía del currículum y de las asignaturas escolares no tiene una larga tradición en España. Es más, todavía en la actualidad constituye un foco de interés comparativamente marginal dentro de la tribu académica de los historiadores de la educación, hasta el punto de que algunos de sus frutos más substanciosos se han cosechado fuera de es...
During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citi...
Te Rito Toi is an online open access educational resource designed to help teachers respond to the extraordinary circumstances of the pandemic and provide all children with opportunities to engage with the arts. Central to the Te Rito Toi project was the concept of well-being, one of the United Nations Sustainable Development Goals (SGD 3). The stu...
Over the last few months, the sociological experiment generated by lockdowns has triggered a plethora of educational debates and research publications. However, the care work enacted by teachers has rarely been at the core of these analyses. As other scholars have previously highlighted, caring in teaching requires not only ‘love’ but also ‘labour’...
This article aims to explore two assumptions that have underpinned most research on teachers' perceptions of citizenship education (CE). These are, firstly, that teachers' perceptions of CE are relatively coherent, conscious and classifiable into citizenship models and, secondly, that these perceptions are strongly connected to their political ideo...
The beginning of the COVID 19 pandemic in 2020 provided the catalyst for the development of arts based resources to assist teachers and students reengage in learning when schools reopened after lockdowns imposed in New Zealand . This article presents the preliminary findings of a case study research project into an online resource to support teache...
The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included cla...
Review of: Adult Education and the Formation of Citizens: A Critical Interrogation , Andreas Fejes, Magnus Dahlstedt, Maria Olson and Fredrik Sandberg (2018)
New York: Routledge, 150 pp.,
ISBN 978-0-81536-280-7, $199.35 USD
The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included cla...
Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a resu...
The recent rise of authoritarian populism, fueled by the spread of digital hate speech and the preeminence of emotions in the political arena, has not aroused much interest among educational researchers. In response to this gap in the literature, the authors of the present article aim to provide an overview of the educational implications of the re...
The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became “the new normal,” numerous experts and opinion-makers rushed to voice their recommendations to governments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evalu...
La pandemia del COVID 19 ha creado condiciones sin precedentes en todas las áreas de la vida. A medida que la suspensión de las actividades escolares se ha convertido en "la nueva normalidad", numerosos expertos y formadores de opinión se han apresurado en lanzar sus recomendaciones a gobiernos y organizaciones educativas para normalizar las operac...
In this article, we have a dialogue about the globalization of education systems with three outstanding scholars in the field of curriculum history: Jesús Romero, Inés Dussel and Thomas S. Popkewitz. The article focuses on the progressive globalization of the ubiquitous school reason born at the dawn of Western modernity.
The logic of schooling has...
This article constitutes the response given by Thomas S. Popkewitz to the interview made by Raimundo Cuesta and Marta Estelles about the globalization of educational systems. In this article, Thomas S. Popkewitz argues that the desires embodied in the reason of schooling and the languages of globalization generate categories and distinctions as pro...
Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of...
What political issues concern young
Europeans? Are they interested in politics? Do
they identify with Europe? Are they more
racist than other generations? To what extent
do the schools and the media contribute to the
formation of their political selves? Alistair
Ross answers these and many other questions
about how young Europeans construct their
p...
Citizenship education has received increasing attention in recent decades. After its inclusion in the agenda of international organizations and European institutions, many studies and academic debates have taken place. Despite their undoubted merits, a significant portion of that literature has not sufficiently discussed its starting presupposition...
La próximas líneas pretenden, más que hacer justicia al contenido de la tesis doctoral de la autora, retratar sucintamente la pelea que ha supuesto contra sí misma su propia confección. No tanto por las condiciones objetivas sino por otra clase de resistencias subjetivas: aquellas que rehuyen desnaturalizar lo que se da por sentado. Una, de entrada...
Aunque en las pasadas décadas se ha escrito en abundancia acerca de la educación para la ciudadanía, al menos en España se sabe muy poco acerca de cómo se educa para educar en la ciudadanía en las instancias de formación del profesorado. En estos últimos años hemos intentado contribuir a tapar dicha laguna con una línea de investigación que hasta l...
Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses along the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Educ...
With a moving invitation to think about schools in ways that move beyond battles over standards and external evaluation, Joel Westheimer reminds us that decisions about how to educate our students are also decisions about the type of society that we want, and therefore, political in origin. After all, as Kliebard said (1986), debates about school a...
Con una tierna invitación a pensar la escuela más allá de las batallas sobre estándares y evaluaciones externas, Joel Westheimer nos recuerda que las decisiones sobre cómo educar a nuestros alumnos son, en última instancia, decisiones sobre el tipo de sociedad que queremos y, por ende, políticas en origen. Al fin y al cabo, como decía Kliebard (19...
Las últimas décadas han sido llamativamente ricas en discursos, publicaciones, documentos técnicos, iniciativas institucionales a diferentes escalas y medidas políticas en relación con la educación para la ciudadanía. Considerando esa proliferación y la huella –siquiera retórica– que ha dejado en la doxa pedagógica una venerable tradición educativa...
Citizenship Education and Curriculum: their «Regimes of Truth» in a Historical Perspective.
The "historicization" of the uses of language is a good antidote to the repeated tendency to naturalize our ways of thinking and talking about the social world in which we live. The concept of "citizenship" demands especially this kind of analysis. After al...
De la consideración de la escuela y la universidad como espacios públicos para el desarrollo de prácticas sociales de naturaleza política y el papel del profesorado en este proceso, surge la necesidad de someter a revisión y discusión todo ese conjunto de prácticas, valores, símbolos, lenguajes, etc. que puedan estar mediatizando la formación de ed...
This study analyzes the treatment of the socio cultural environment in the Chilean and Spanish official curricula in Social Sciences (Primary Education) in search of evidence that The New Institutionalism in Historical Sociology of Education postulated as arising from world institutionalization of education. Differences between both decrees have to...
This study analyzes the treatment of the socio cultural environment in the Chilean and Spanish official curricula in Social Sciences (Primary Education) in search of evidence that The New Institutionalism in Historical Sociology of Education postulated as arising from world institutionalization of education. Differences between both decrees have to...
