Key points are not available for this paper at this time.
Abstract In this article I present recent educational reforms implemented in Mexico and their implications for literacy instruction; in particular, I analyze changes to upper secondary education that seemingly want to promote the development of “disciplinary competences” among students enrolled in different educational tracks. The debates among the different stakeholders, the risks of poorly conceived policies, and the mediation role of participants involved in the enactment of such policies are finally discussed.
Guadalupe López Bonilla (Tue,) studied this question.