School principals as translators of inclusion policies: Conditioned commitment, rewarding inclusion, and privatizing translation

Abstract

The objective of this research was to explore the translations produced by school principals regarding school inclusion policies in the Chilean educational system. In theoretical terms, the notion of translation from the policy enactment approach or the implementation of policies was used to understand the translations produced by the participants regarding these policies. Methodologically, a qualitative study was carried out consisting of the application of semi-structured interviews to 40 directors and directors of public and subsidized schools from different regions of Chile. Among the main findings, first, a conditioned commitment of the participants toward compliance with the policies, expressing adherence and resistance, stands out. Secondly, it was evidenced that the principals maintained that inclusion would be a priority in schools if it were rewarded for its compliance. Lastly, it was identified that some of the participants transfer the responsibility for the translation of the policies to actors external to the educational institution, such as the Educational Technical Consultancies, which privatizes the task of interpreting and generating meanings and practices around these policies.