RT info:eu-repo/semantics/article
T1 Teacher Identity and Neoliberalism: An Auto‐Netnographic Exploration of the Public Education Crisis
A1 González‐Calvo, Gustavo
AB 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.
PB wILEY
SN 0141-8211
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/78086
UL https://uvadoc.uva.es/handle/10324/78086
LA eng
NO González-Calvo, G. (2025), Teacher Identity and Neoliberalism: An Auto-Netnographic Exploration of the Public Education Crisis. Eur J Educ, 60: e12910. https://doi.org/10.1111/ejed.12910
DS UVaDOC
RD 08-oct-2025