Reforming Schools, Disciplining Teachers: Decentralization and Privatization of Education in Honduras

Abstract

This article examines how teachers in post‐coup Honduras approached implementing neoliberal school finance reforms with which they disagreed. The laws in question decentralize national public education and demand that teachers secure funding for basic school infrastructure and academic programs from private businesses. I show how teachers reluctantly engaged aspects of this legislation, but for their own reasons, and suggest that their partial compliance is illuminative of how teachers in other contexts may approach policy implementation.