Dominant narratives and possible futures: how do educational myths influence policy-making?

Abstract

When we think collectively about where we believe modern education systems should go, we inevitably start from the conception we treasure of the individual, of society and of the role entrusted to the school as an institution. These ideas, which articulate the collective imagination about education, have sometimes been consolidated through a process of sedimentation devoid of a critical gaze. This article collects, classifies and interprets some of the main myths about Spanish education that are found in public discourse. These myths are organized into six broad categories, according to whether: 1) they foster a catastrophic discourse that reinforces nostalgia for past models, 2) they legitimize inequality by exalting meritocracy, 3) they justify commodification and private models, 4) they normalize school segregation, 5) they depoliticize education under the false idea of neutrality and 6) they simplify the formulation of public policies as merely technical issues. In the face of these myths, it is necessary to generate alternative narratives based on evidence and to encourage critical reflection that vindicates education as a fundamental right and a pillar of democracy.