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This paper engages with the Freirean concept of politicity for critical policy studies in education. The first part lays the ground to expand the conceptualisation of teachers' politicity. I argue this entails an examination of the limits and possibilities within a juncture. To develop the argument, the second part focuses on a teacher strike that took place in Chile and draws on corpus-driven discourse analysis to explore news from a national teacher organisation and from an influential newspaper. Through the angle of politicity, I identify and discuss ideational projects during the strike with an emphasis on counterhegemonic resources for change. [ABSTRACT FROM AUTHOR]

Pedagogical reform is an institutional change that involves revising the rules of the game in practice, the legitimacy of which depends on political and legislative contexts. In the context of Myanmar's experience transitioning into a democratic society, this study discusses the changes in theoretical equilibria concerning pedagogical practices with reference to the changes in the links between the national regime, education policies, and teacher preference about practices. As the country transitioned from a junta to a civilian government, education policies became more democratised. However, the coup d'état of February 2021 could retract these changes. [ABSTRACT FROM AUTHOR]