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Abstract: This paper focuses on the relationship between the media and educational policies in
the context of the “neoliberal newspeak,” which has characterized the current circulation of ideas
in cultural production. Using framing theory, the article presents a critical discourse analysis on
the editorials published about the 2011 student movement by El Mercurio, the most influential
supports conservative ideas. El Mercurio framed the public discussion about educational policies
and defended neoliberal education based on three discourses: the neoliberal system is absolute,
public education is valued less than private, and education is a technical issue, not political. By
invoking this rhetoric strategy, these discourses attempted to maintain the neoliberal education
system in Chile, which in turn rejected the social struggles of the student movement.
framing; media
Introduction
During 2011, Chile experienced a powerful student movement that transformed into a
social phenomenon. Criticism towards the educational system has moved towards a rejection of
the neoliberal system, which was implemented during the dictatorship of Augusto Pinochet in the
1980’s. This phenomenon was the first citizen awakening against inherited economic and
political policies of the military regime. These policies continued to be employed without major
1
changes in the ‘90s, when democracy was restored. Students expressed widespread discontent
towards a political system that has been unable to reduce social gaps. The protagonists of this
social upheaval took to the streets and, over more than 7 months of mobilization, showed that it
Proponents of neoliberalism in Chile reacted fiercely and at first tried to discredit the
student movement. However, as the movement continued, neoliberal supporters were forced to
acknowledge the huge impact that the students were having on society. The media, especially
those known for their conservative views, published articles focusing on vandalism and other
negative aspects of the student movement. This illustrates what Di Cicco (2010) called the
Nuisance Paradigm, which is the tendency of the media to present social protests as
“troublesome, unpatriotic and ineffective” (p. 135). Di Cicco, in a content analysis of coverage
of political protests in the U.S., concluded that in 40 years (from 1967-2007), American
newspapers represented the same negative images of social protests, especially among the most
progressive groups. That is, conservative media have reacted to prevent the spread of social
In Chile, newspapers have followed the same trend, be it environmental conflicts or the
struggles of indigenous people, emphasizing concern for social order and representing
movements as permanent conflicts for the nation-state (Del Valle, 2005). El Mercurio, Chile’s
leading newspaper and one of the most prestigious in Latin America, has been associated with
the most conservative sectors in the country since its establishment. Many of the newspapers
articles promoted the 1973 coup against the socialist government of Salvador Allende, justified
and distorted human rights violations of the Pinochet dictatorship, and legitimized the neoliberal
and the political authority of the dictatorship (Veto & Garretón, 2010). This newspaper is an
2
institution in Chile, which sets political guidelines and supports the most conservative ideas. El
Mercurio was also a major player in the political discussion during the 2011 student movement.
In order to precisely analyze the discourses about education and the 2011 student
editorials that were published between May and November of 2011, when the student movement
was at its most intense moment. This critical discourse analysis adopted aspects of framing
theory, which highlights how the media deploy interpretations of important political events.
Media coverage of educational policies is a recent topic of interest in the academic discussion
that has gained strength in the context of the global architecture of education (Robert, 2012;
Cohen, 2010). The education field is in permanent interaction with the journalistic field,
affecting “both policy processes and texts” (Lingard & Rawolle, 2004, p. 361). Policies are now
mediatized by the mass media, impacting their design, scope, text, context, and discourse (Rizvi
& Lingard, 2010; Rawolle & Lingard, 2010). Therefore, this article proposes a contribution to
David Harvey (2007) has argued that neoliberalism is a systematic political and economic
project of restoration of ruling class power, where inequalities between social groups are
intensified, promoting the accumulation of capital and exploitation on new and global scales.
Moreover, neoliberalism can be understood as a “social imaginary” that shapes discourses in all
social aspects: from the economy and politics to cultural and symbolic production (Rizvi &
Lingard, 2010). Neoliberalism “is reconfiguring relationships between governing and the
governed, power and knowledge, and sovereignty and territoriality.” (Ong, 2006, p. 3). This
1
For a more detailed description of the Chilean education system and the student movements, see (Cabalin, 2012)
and (Bellei & Cabalin, 2013).
3
process is not a natural order; it is a political and economic construction to debilitate the role of
the state in society, increasing the presence of the private sector and damaging social justice
(McCarthy, 2011). This project began to be executed in the 1980s when neoliberalism was
promoted by the Reagan and Thatcher administrations supporting the guidelines established by
the International Monetary Fund (IMF) and the World Bank (Harvey, 2007). Education has also
The financial “adjustments” dictated by the IMF and the World Bank often include the
privatization of education to the detriment of public education. Budget cuts for public schools
and universities have been a constant during each financial crisis, even though education plays a
major role in a country’s development and in the success or failure of political projects. This
expresses a contemporary phenomenon where institutions are morphing into new identities
(McCarthy, Greenhalgh-Spencer, & Mejia, 2011). In the case of education, neoliberalism has
brought about a paradigm shift worldwide and most countries have undertaken reform to address
this.
With the pretext of the expansion of schooling coverage, the dictatorship of Augusto
Pinochet (1973-1990) implemented a reform that meant the incorporation of the free-market in
education. As Contreras and others (2011) have indicated, “In 1979, there were 1,846 primary
schools and in 1982 -only years after the reform- there were 2,285 schools, the majority of them
were for-profit” (p. 5). This trend has continued during the last three decades with the same
competitiveness, the dictatorship created the conditions for the proliferation of for-profit
4
Chile was the first neoliberal experiment in the world (Harvey, 2007). Pinochet’s
was a mentor to an array of Chilean economists who completed their PhDs in Economics at the
University of Chicago during the 1970s. They were known as “the Chicago Boys” (Mönckeberg,
2001), and they implemented the neoliberal system in Chile, which in education can be
summarized in three fundamental elements: school choice, competition among schools, and
privatization of education (Bellei & Cabalin, 2013). Education was commodified whereby
parents are held responsible for their children’s education, while the State plays a subsidiary role
(Oliva, 2008). In terms of access, Chilean education has presented a significant evolution thanks
to specific educational policies and the proliferation of voucher or subsidized schools and private
institutions. The privatization of schooling has considerably increased in the last two decades,
and today, more students attend private schools than public schools.
The current educational policies in Chile are based on neoliberalism (Matus & Infante,
2011). A change in these policies would have been imagined with the transition from the
dictatorship to democracy, but democratic administrations kept the free-market as the method to
develop the country. The governmental objective was to allow access the global economy and
strengthen the modernization process. Nevertheless, the unequal inheritance from the
policies have crystalized one of the main criticisms of neoliberalism: the colossal inequalities
between a privileged minority and the majority of the population (Harvey, 2007). Educational
inequality has been a major issue in Chile during the past few decades. Chile has a paradoxical
structure in education, because educational coverage is increasing, whereas the unequal structure
5
stays the same. The implementation of free-market policies during the last three decades has not
shown advances in quality and equality in education (Contreras, et. al, 2011).
The supposed neoliberal progress cannot be observed in the reality of Chilean education.
On the contrary, the free-market policies have been shown to be destructive for social justice. It
is precisely for this reason that students took to the streets in 2011 demanding more quality and
equality in the Chilean education system (Cabalin, 2012). The students have demonstrated that
education is a place for ideological discussion in a country, which has tended to perpetuate
privileges, avoiding political conflict. They have recovered part of social mobilization in Chile,
More than a newspaper, El Mercurio is a political actor in the history of Chile. Linked to
a powerful and wealthy family, this newspaper has represented the voice of the elite since the
nineteenth century. Its pages articulate dominant and conservative discourses, which are deeply
religious and neoliberal. El Mercurio is also one of the most influential newspapers in Latin
America, and as a holding company, it controls an extensive network of local newspapers, online
media and radio stations with a weekly circulation of more than 400,000 copies and the highest
Its strong ties to the dictatorship of Pinochet have been a major criticism of its history.
Stories of human rights violations have been hidden, manipulated, and distorted. The book, El
Diario de Agustín (Lagos, 2009) explains how this newspaper strategically operated to create a
series of false news stories during the early years of the dictatorship that enabled the regime to
repress political opponents, who were mostly members or supporters of left-wing parties. Its
pages were also used to support the implementation of the neoliberal system in Chile and the
6
series of political arrangements that allowed the dictatorship to lay the foundations of the system
In order to analyze how El Mercurio deployed the conservative response to the student
movement, framing theory was utilized. Framing is related to “the assumption that how an issue
(Scheufele & Tewksbury, 2007, p. 11). For D’Angelo (2002), framing is a research program that
can be described by three paradigms: cognitive, constructionist, and critical. The first refers to
the press coverage (news frames) creating semantics within the individual interpretation schemes
of the subjects. From this perspective, the media provide accessible information so that
individuals can activate prior knowledge and consider this information in their future decisions.
The constructionist approach sees framing as a process of creating “interpretative packages” (p.
877). The media give interpretive frameworks of news events that impact the construction of
social reality. The critical perspective, on the other hand, establishes that the media select certain
facts and omit others to maintain the status quo and favor the dominant powers in society.
Frames would impact the distribution of power within society (Entman, 2007), as the
treatment of news could bias a fact in favor of particular groups. By assuming the media as
agents of power and dominant institutions of cultural production, framing also responds to a
strategy or discursive disposition of the media to influence people’s perceptions and public
discussion of social problems. The basic functions of framing, in line with Entman (1993), are
the definition of the problem, the attribution of responsibility, the moral evaluation, and the
recommendation of possible solutions (p. 52). According to this author, selection and salience
would be the most important factors in framing, referring to the significance of importance that is
assigned to a news event. This usually occurs through the repetition of an idea or interpretation,
7
allowing for the perceptions of individuals to become more permeable with each story. This
study has opted for a critical approach, since the discourses of the media represent an area of
ideological dispute, where the mainstream media reduce public values, such as the right to
Discourse is a facet of social life in a dialectical relationship with other social facets
extended, making the linguistic features an important part of the analysis, but not the central
focus. Fairclough (2003; 2006) suggests understanding discourse as a social process on three
levels: structure, practice and events. Social structures are abstract entities that define the
possibilities of actions and the occurrence of events mediated by social practices. This author
asserts that language is a social structure, while social practice refers to the order of discourse
and events, to facts. The order of discourse, in turn, is composed of three elements: genre,
The editorial of a newspaper may be considered a genre that has a particular way of
representing the world (discourse) and shaping social identities (style). Therefore, to critically
analyze an editorial, identifying its linguistic characteristics does not suffice. Rather, a trans-
disciplinary theoretical perspective must be adopted in order to detect the relationships of this
particular genre with other discourses and fields in society. Fairclough (2009) emphasizes the
complex society requires relating different theories and disciplines; in this case, I have used
8
framing theory in media studies, because the media are the principal agent of the
recontextualization of discourses. The media have the power to extend or restrict possible
I have analyzed the framing of the editorials2 of El Mercurio by establishing a time line
from the start of massive student demonstrations in May 2011 and was concluded in November
2011 because it was at during this time period that the congressional debate about the budget of
the nation was consolidated or the student demands were rejected. In addition, many universities
and schools that had been on strike resumed their academic activities and the students returned to
classes to finish the academic year. The period was marked by 7 months of intense mobilizations
All discourses are historically and politically situated. The student movement and the
neoliberal Chilean education system represent the context of the discourses analyzed. The first
methodological stage was to analyze editorials considering Entman’s framing functions, trying to
highlight the definition of the problem, the allocation of responsibilities, moral judgments, and
the recommendation of solutions. This strategy has also been used in other studies about framing
and conservative discourses of the media (Tucker, 1998). To establish the framing categories, the
editorials that addressed the student movement were analyzed to determine whether they
mentioned educational policies, public demonstrations, protests and riots, responses to the
Once identified, the editorials were each read carefully in order to implement a critical
discourse analysis. This analysis was conducted following the model proposed by Fairclough
(2003), who establishes that we must start by considering a social problem that aims to produce
2
For Canel (1999), “the editorial is the genre that sets forth the ideological and journalistic profile; it is the text in
which the newspaper adopts a political position in the name of the paper” (p. 98).
9
an emancipatory change. In this case, this emancipatory change is the rebellion against neoliberal
education in Chile. Moreover, Fairclough (1992) has stated that discourses can be analyzed in
three dimensions: discourse as text, which allows the researcher to observe the vocabulary,
grammar, cohesion and structure of the text; discourse as a discursive practice, in which the
researcher seeks to understand how discourse is produced and distributed in society; and
discourse as a social practice, which allows the researcher to detect when discourse is being
This analysis of discourse involves linguistic description, intertextual interpretation, and social
explanation.
Therefore, after identifying the semiotic aspects of the social problem (the discourses
about the student movement), I placed attention on the key words and sentences used to describe
the movement and the neoliberal education system in Chile (e.g. “highly ideological students”,
“efficient private sector”, “lower quality public education”). Then, the analysis highlighted the
recontextualization of the discourses and the social practices embedded in the discourses (e.g.
“system of experts”). Considering this, the content of the editorials of El Mercurio can be
understood as a ‘nodal discourse’ (Fairclough, 2006), which represents the conservative response
to the 2011 student movement. This nodal discourse articulates the neoliberal vision in education
through three discourses that cluster around it: the neoliberal system is absolute (does not accept
questions), the public is valued less than the private (the problem is the state, not the market),
From May 13th (when the first editorial appeared) to November 26th, El Mercurio
10
published 97 editorials about education and student protests. This demonstrates the importance
assigned to the conflict and the need to respond from the conservative trenches to the demands of
From the critical discourse analysis of the editorials in El Mercurio, emerges the need to
preserve the core values of neoliberal education. The first principle and what seems like an
inviolable rule is the defense of the freedom of teaching over the right to education. This
rhetorical device defends the privatization of the system and maintains the importance of school
vouchers. It encourages the state not to intervene in the system, allowing for only certain
adjustments, such as increasing the number of scholarships for students, so that there is always a
constant flow of students into private universities. It upholds the principle of non-discrimination
to avoid state intervention in favor of public universities and emphasizes the contribution of new
private universities, which do not legally profit, yet some of them act as real businesses. It is
argued that there is no criticism of the system as a whole. For example, El Mercurio states that:
In the debate, there are many approaches to primary, secondary, and tertiary education reform, some of
them valuable, but the main idea of radical change argues that primary, secondary, and tertiary education are in
crisis. It is true that there are a significant number of serious problems, but we are certainly not in a terminal crisis.
In addition, this rhetoric specifies that there is no actual student interest in mobilizing and
that they do not have representation in society. These assertions are intended to contend the
vision of a general social malaise, hiding the structural inequality that the education system
reproduces. According to the editorials, the system would promote social mobility, equal
opportunities, and access to education. In order to do this, figures and evidence that would
3
I would like to thank one of the reviewers for the recommendations about the categorization of these 3 discourses.
11
corroborate each of the assumptions being promoted are used. It would seem, therefore, that this
successful formula should continue to exist. Utilizing Entman’s framing functions, the editorials
delimited the problem and suggested the following solutions: continuing with the global
neoliberal system and increasing the role that private initiative plays in education.
(Freedom of Teaching) “It seems to be the right path, instead of returning to a system like the one that
existed 40 years ago, which enjoys little appreciation not only in Chile but also in many other countries and among
some of the most distinguished experts.” (El Mercurio, July 7, 2011, p. A3)
A common phrase in the editorials is “not revert to 40 years ago”, which is an indirect
allusion to the socialist government of Salvador Allende. El Mercurio defends the for profit spirit
in education, trying to place the discussion in a dispute between the supposed socialist and
(End of profit in education) With this, the country would regress 40 years economically and additionally
would break the delicate, but essential link, between remuneration and effort, the engine of human endeavor in all its
facets. It would be inconceivable for Chile to destroy an invaluable tool of progress, as a result of a poor and
primitive analysis of the problems of the education sector. (El Mercurio, September 2, 2011, p. A3)
With this discourse, neoliberalism is strengthened because it would mean that progress
and development are irreversible global tendencies. The foundations of the Chilean educational
system are situated outside the scope of local political actors, because it is a response to the
hegemonic world structure. In other words, the particular becomes general. This universal status
of the neoliberal system is consistent with its hegemonic project (Fairclough, 2003). This
universality and absolutism of the neoliberal system in education would be sustained in the
global economy and in the process of capital accumulation, so that education may respond to
these objectives and, consequently, the manner in which the economy functions affects the
structure of the educational system. Therefore, the neoliberal project unfolds beyond trade
relations and is also imposed on educational relations. This logic expresses that economic
12
rationality is transferred to education. With this recontextualization, neoliberal discourse is
imposed as a process “construed as being due to inevitable, external circumstances or facts that
unquestionable and functions outside of any social tension. The students’ criticism of the
neoliberal system would be unproductive, inefficient and even ingenuous, because the system
Hand in hand with the defense of the neoliberal system, the editorials support the
superiority of private over public. With reference to the competitiveness and effectiveness of
both, the editorials present education as a business that must be correctly managed. The editorials
fit with Apple’s (2005) criticisms about the public discussion: “The language of privatization,
marketization, and constant evaluation has increasingly saturated public discourse” (p. 19). In
opposition to the values of the private in education, the shortcomings of public education are
exposed. It questions the role of public universities, which are described as dull, mediocre and
are unable to be accountable. The “audit culture”, a term also coined by Apple (2005), is
imposed in the educational setting as unquestionable logic. Public institutions are not modern;
they are ineffective and have shown progressive deterioration. It is established that the modern
and the innovative come from the private. Underdevelopment and delay in schooling are public
issues. Due to this, knowledge also becomes privatized and commodified, transforming it into an
economic value, rather than a social one. As Lipman (2010) states: “The neoliberal agenda
extends the logic of the market to all corners of the earth and spheres of social life” (p. 241).
13
the fact that most research universities in Chile, whether public or private, are non-profit
The debate over whether public funding should be allocated to state universities only because of their legal
nature, without more accountability, is a more complex topic. (El Mercurio, May 13, 2011, p. A3)
Something similar occurs with respect to increases in direct fiscal support or, more generally, the public
funding to state universities. This funding system is in retreat around the world, as more resources are allocated
based on performance agreements with counterparts associated with the volume and quality of research and
development, and specific demands on teaching. (El Mercurio, June 29, 2011, p. A3)
In addition, editorials establish that the students who led the protests are mainly from
public universities and that with their mobilization, they also helped deteriorate the education
system they say they want make better. That is, students are held responsible for the damage to
public education through their actions. Teachers are accused of being interest groups seeking to
protect their jobs without a real commitment to improving education. Therefore, the authorities,
students and teachers of public institutions would be responsible for the deterioration of public
education, erasing the structural factors that resulted from neoliberal policies. The historical
neglect of more than three decades is ignored. On the contrary, there are attempts to demonstrate
In this way, for example, the complaints about the neglect of public education would not be consistent with
the broad set of reforms adopted in recent times, whose main priority is precisely to promote this type of education.
It can always be debated if schools are not up to par, but there is no basis to argue that the educational system has
With a smaller proportion of students in public elementary and secondary schools, the possibilities to
strengthen these spaces are becoming more difficult. (El Mercurio, November 1, 2011, p. A3)
focuses on the failings of the public system; that those responsible for these problems are the
14
agents of these institutions and it is recommended that the benefits for private education
institutions be increased in order to solve this problem. To do this, the effectiveness of the
private sector over the public is emphasized; an argument that neoliberal discourse in education
has sustained since the ‘80s. In the editorials, free education is rejected because it is assumed that
this is a personal investment with high return and the subsidiary role of the state is promoted,
another characteristic of neoliberalism. However, when modern states were first becoming
established, education was seen as a project for the construction of identity and citizenship that
the nation-state required. In the mid-twentieth century, education was essential for
developmental processes and the possibility to expand opportunities to the population, thus
Rights recognizes the value of education as a fundamental right. But since the ‘80s, education
has become a business or, more precisely, it has transformed into a commodity (Ball, 1998).
The concept of human capital was established as a system in education, but this
instrumentalistic.” (Robeyns, 2006, p. 69). This conceptual change means that education is no
longer associated with democracy, but with the market, as it is only “useful” if it can boost
productivity and competitiveness in the global economy. For this reason, it does not matter if
schools promote critical thinking or “teach to the test”. The point is to generate a flexible
nurtures the new economy (Carnoy, 2002). For this reason, private education is more functional
15
students are criticized for their actions, they are criminalized, and the social protest is presented
as an act of vandalism. The “moral panic” about youth is represented here (Thompson, 1998).
They were also delegitimized as political actors and were denied the opportunity to engage in the
political discussion, because they were considered ineffective and irresponsible. There is
contempt for their autonomy and they are accused of being manipulated. Students are criticized
for their methods of protest. Following one of Entman’s framing functions; editorials make
moral judgments about the legitimacy of marches and demonstrations which, as mentioned
above in Di Cicco’s Nuisance Paradigm, was also done in the US where protests were presented
as bothersome and unproductive. El Mercurio applies the same discursive strategy as American
We are against the agenda of the left that has not been able to convince the electorate of the desirability of
its proposals and aims to take advantage of the sympathy that is often aroused by the students’ demands to try to
push them. It has become clear that the student or social movements are far from representing the vast majority of
citizens. Therefore, we do not have to dramatize their demands. It is reasonable to try to concentrate again on the
But there is no clear evidence that the country agrees to adopt all the suggestions from students, and less
their way of settling differences is through a permanent street strength test, which radicalized and polarized
It is constantly emphasized that there is a need to resolve the conflict from a technical
point of view, referring to effectiveness and efficiency as values that should guide the discussion.
One of the changes based on the order of neoliberal discourse is moving management concepts
to education. By making the discussion technical, the discussion is void of meaning and students
are prevented from transforming into political actors. There is a want to encapsulate education
into a technical sphere, by the technocracy and in the field of experts. Education has returned to
be a matter of economic distribution and not of political values, distancing it from society and
16
the critique of citizens.
Therefore, it is difficult to understand the intellectual and empirical validity of the claims of the student
leaders and their supporters, when they seek not only to eliminate entrepreneurship in the field of education, but it is
also easy to notice, that they seek to end it in other productive areas as well. (El Mercurio, November 3, 2011, A3)
The only reference to politics is the critique of the political system established in the
Parliament. The main political criticism made by the editorials of El Mercurio is directed to the
center-left opposition, which after ruling for 20 years, lost to the right-wing candidate, Sebastián
Piñera, in the 2009 election. Citizens have questioned his ability to fulfill promises, his lack of
projects and his lack of support for the student movement, causing him to lose popularity. El
Mercurio has called to achieve elitist institutional arrangements that have characterized the
transition from dictatorship to democracy. However, this style only distanced the public whose
focus is what has generated the delegitimization of Chilean democracy and the political system
(De la Maza, 2010). Editorials try to focus the policy discussion in parliament, removing it from
the streets, to prevent the participation of social actors. Appealing to stop the radicalization of the
student movement, ignoring the structural demands of students and focusing on the settings for
the system to continue to operate without major neoliberal conflicts, El Mercurio attempts to
depoliticize the student movement in an effort to also demobilize students from channeling the
discussion on a path where 20-year institutions have been safeguarded by the legacy of Pinochet.
In order to achieve this goal, students are depicted as idealists and utopians without the expertise
needed. El Mercurio utilizes “ideology” as a pejorative in order to avoid the political discussion.
There is no apparent relationship between abstract aspirations and highly ideological aspirations as the
student movement envisions the country’s educational organization for the future and the real possibility that this
will result in improved quality. (El Mercurio, September 14, 2011, p. A3)
The utopia of reshaping the higher education system, renouncing, for example, its mixed character - which,
incidentally, is historical - should be abandoned. Instead, there should be a serious proposal of a horizon for the
17
coming decades, developing from this goal the necessary reforms and taking care always to use resources well,
while remembering that they have an alternative use and availability in education will always be bounded. (El
El Mercurio calls on the political system to address the student movement, but
considering the technical expertise in the design of solutions in order to impose economics over
politics. However, education should be a political discussion, because it is in this sphere that the
future of society is forged. Through it, opportunities for the present and future generations are
organized. It also distributes power in society and roles are assigned in the social structure. In the
neoliberal discourse, ideology is hidden behind a technical approach with the objective of
ignoring the negative political consequences of neoliberal system. However, educational policies
are influenced by ideology, as demonstrated by various projects. For example, in 2004, the
Renaissance 2010 program was implemented in Chicago, which involved the closure of public
schools and the opening of private ones. That is, entrepreneurs entered into the business of
schooling, arguing that the state was unable to manage and deliver quality schools. This project
clearly expresses the intersection between economic policy and educational policy in Chicago,
because powerful groups seek to convert this city into a global economic center (Lipman &
Hursh, 2007). To do that, intervention needs to occur in the city and business options need to be
open to investors. Renaissance 2010 is not, then, only an educational improvement plan, but is
also a political strategy sustained in a neoliberal vision (Lipman & Hursh, 2007).
In the case of Chile, by introducing the technical aspects of education the ideological
lines that support each educational project are hidden, blurred, and transformed into numbers.
With this, the public space is also depoliticized, establishing the boundaries of the discussion on
education, where the voice is that of the experts. Education, therefore, is displayed as a routine
system with a mechanical structure. Everything must be measured, programs, students, teachers,
18
and faculty at the university. The education workforce is subjected to the fragility imposed by the
neoliberal logic to measure, quantify and cut educational plans (Tuchman, 2009).
Final Remarks
“neoliberal newspeak”. In the article Neoliberal Newspeak: Notes on the New Planetary Vulgate,
Bourdieu & Wacquant (2001) consider that a public vocabulary has been imposed to transform
neoliberal terms (flexibility, efficiency, to name a few) into commonplaces in the cultural
production, affecting the international circulation of ideas. These commonplaces are now a
“universal common sense” thanks to a media repetition (p. 3). In the case of student movement,
El Mercurio produces this common sense repeating three main concepts that are elements of the
neoliberal discourse: neoliberalism in all social spheres is an irreversible process; the market in
education needs to be free in order to constrain the role of the state; and education is a technical
issue that must be managed by experts. These ideas are the base of the majority of editorials.
The editorials call to ignore the students and produce little modifications in the institutionalized
structure without transforming the neoliberal system. Students are depicted as fanciful and
pretentious young people. According to El Mercurio, they cannot be political actors in the
educational debate, because education is a matter for adults and experts. These experts are not
named; it is not known whom they represent, or who they are. With this discourse, the discussion
about educational policies is associated with an apolitical process in order to enhance the
neoliberal system.
The editorials present a discourse that did not change in the seven months analyzed. El
Mercurio has a consistent and coherent discourse during this time, defending the neoliberal
19
legacy of Pinochet’s dictatorship. In its editorials, there are not severe criticisms against the
current Chilean educational system. Rather, there is a constant request to keep the system in
order to avoid going back “40 years” in Chilean history. However, students are not asking for an
educational program like that, they are protesting in favor of more equality and social justice in
education. The editorials try to misrepresent the students’ demands in order to diminish their
power.
insists that its roots were not systemic, but rather a specific problem related mainly to an “unfair”
allocation of resources among public and private education institutions. The editorials defend the
role of the private initiative and the validity of profit making in the education system. El
Mercurio blames the conflict on the students, the rectors of traditional universities and the
neoliberalism in education and those who sought to increase the role of the state in education.
Thus, the conservative response to the 2011 Chilean student movement is the nodal discourse of
the editorials that allows seeing how neoliberal education is promoted and protected in Chile.
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