Student movements and school leadership: an exploratory study in three high schools in the Santiago Metropolitan Region

Abstract

The study of student mobilizations in Chile has focused on a structural perspective or on the meaning assigned to them by students. Therefore, the objective of the study is to understand how these movements are experienced within the educational communities and how they are managed by the school leadership. The research was conducted through case studies in three schools in the Santiago Metropolitan Region that have experienced mobilizations since 2006, with in-depth interviews and content analysis. The study is inserted in a perspective that emphasizes macropolitical and micropolitical components, delves into the socio-educational conflicts and explores educational leadership practices. The results identify a "normalization" of these socio-educational conflicts and emphasize their relational consequences. In addition, its management is recognized as a school director"s central, yet unrecognized, task. The results also highlight the lack of tools, the political preponderance of the school administrator or superintendent, and the intermediating role of the Student Center"s mentor teachers. Finally, a set of learning and leadership practices are identified for a more constructive management performed by the school leadership.