Teacher Identity and Neoliberalism: An Auto‐Netnographic Exploration of the Public Education Crisis

Abstract

This auto-netnographic study explores the impact of neoliberal ideologies on teacher identity within the context of public educa-tion in Spain, with a particular focus on how social networks and media, such as Twitter and Facebook, shape and reflect thesedynamics. Combining narrative introspection with thematic analysis of online content, the study examines how social mediaamplifies neoliberal values, including individualism, commodification and competitive appraisal, influencing teacher subjec-tivity and solidarity. By situating the findings within the Spanish educational landscape, the study highlights how localisedsocio-political dynamics intersect with global neoliberal trends. The results reveal that social media serves as both a platformfor ideological critique and a site where collective identities are fragmented, contributing to the erosion of solidarity amongsteducators. Ultimately, this research advocates for reclaiming public education values through critical reflection and dialogue,promoting a more equitable and humane educational system.