In the voyage to increase student achievement, centralized education agencies apply pressure to school principals and teachers in ways that transform their work. This critical ethnographic study of a historically underperforming public elementary school serving predominantly Latinx/a/o students in Texas utilized poststructural theories of subjectivity to demonstrate how the political system of educational policy governs, in plural and contradictory ways, a principal and her teachers in a school serving marginalized youth. The results expose the ways in which neoliberal power is reproduced through the participants who questioned and subtly resisted the practices that they implemented to improve student achievement. The study has implications for both practitioners and researchers to come together in order to reconcile the difficult subjectivities that participants exhibited while they implemented neoliberal policies.

中文翻译：

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“他们化学的一部分”：新自由主义治理在校长和教师主体性中的再现

在提高学生成绩的过程中，中央教育机构以转变工作的方式向校长和教师施加压力。这项对历史上表现不佳的公立小学进行的批判性民族志研究，主要为德克萨斯州的拉丁裔/a/o 学生提供服务，利用主体性的后结构理论来展示教育政策的政治体系如何以多元和矛盾的方式管理校长和她的老师为边缘化青年服务的学校。结果揭示了通过质疑和巧妙抵制他们为提高学生成绩而实施的做法的参与者，新自由主义权力的复制方式。