Education counter-reform: critical review or backtracking?

Abstract

The emergence of educational innovation in Spain as a strategy for educational reform has generated an ambiguous response: while some support it, others, especially teachers, families and institutions, have shown mistrust. Criticism stems from academic results in standardised tests, high dropout rates, discipline problems in classrooms and the loss of some of the traditional functions of educational institutions. These reactions have prompted the formation of groups that question the direction of education under the standards imposed by current regulations and innovative reform. One of the key issues in the debate is compulsory schooling up to certain ages, a central component of progressive legislation.
The aim of this paper is to analyse the discourses of institutionalised groups of teachers, families and students in Spain that question the current model of compulsory schooling. To do so, we will examine their documents and speeches published on their official platforms. The result of this analysis allows us to identify points in common between these groups, as well as to point out their main arguments and avenues of debate regarding compulsory schooling. The paper concludes by providing a detailed profile of these organisations and their claims, and by contributing to an understanding of the criticisms and proposals surrounding the reform implemented in the light of educational innovation and the specific field of compulsory schooling in Spain.

Keywords: innovation, education, compulsory education, organisation, reform.