Facing neoliberalism in education: How English language teachers enact their critical identities

Abstract

In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.