2026-09-21T17:42:04Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/132506 2026-02-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms The student, Jose Duran Marques, accepted the attached license on 2025-11-18 at 20:18. The student, Jose Duran Marques, submitted this Dissertation for approval on 2025-11-18 at 20:30. This Dissertation was approved for publication on 2025-11-19 at 09:23. DSpace SAF Submission Ingestion Package generated from Vireo submission #22889 on 2026-02-19 at 18:24:59 A critical discourse analysis of the construction of otherness in the 4T government of Mexico through official educational discourse Duran Marques, Jose Fernando 2025-11-19 Davila, Liv T Davila, Liv T McCarthy, Cameron R Kang, Hyun-Sook Witt, Mary Allison Otherness Critical Discourse Analysis (CDA) Fourth Transformation (4T) New Mexican School (NEM) Hegemony eng This dissertation critically investigates how Mexico’s Fourth Transformation (4T) constructs and disseminates the concept of “otherness” within official educational discourse. Employing a hybrid methodological design that integrates Thematic Analysis with Critical Discourse Analysis (CDA), the study examines foundational policy documents—the 2022 Study Plan for Preschool, Primary, and Secondary Education and official secondary school textbooks from the formative field Ethics, Nature, and Societies—. The research addresses three central questions: how otherness is conceptually constructed; which linguistic, rhetorical, and semiotic strategies delineate self/other boundaries; and what ideological functions align these constructions with the 4T project. Data procedures combined Excel logging, template-driven coding, and NVivo to generate themes and parent nodes, while analysis drew on Fairclough’s CDA, the DiscourseHistorical Approach (nomination, predication, argumentation), van Dijk’s ideological square, and Gramscian notions of hegemony. Findings demonstrate that the 4T’s educational discourse operates through a dual dynamic: it advances an emancipatory promise rooted in justice, community, and historical repair, while simultaneously enacting a hegemonic closure that fixes a singular version of national identity. Overarching patterns include the systematic construction of otherness; the resignification of neoliberal categories within a new moral grammar; the operation of binary logics through the ideological square; and the central interpellation of teachers and schools as political and civic agents. The dissertation concludes that the New Mexican School curriculum (Nueva Escuela Mexicana (NEM)) functions as a privileged political instrument for shaping social consciousness and consolidating the 4T’s hegemonic project. By defining legitimate knowledge, identities, and practices, educational discourse simultaneously includes and excludes, promoting a vision of social transformation that risks narrowing Mexico’s political and pedagogical pluralism. 2025-12 Thesis https://hdl.handle.net/2142/132506 Copyright 2025 Jose Duran Marques Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation