The Program for the Improvement of Academic Achievement in México: Tutorial Relationships as an Imposition of Freedom to Transform the Instructional Core

This article explores the importance of school-level actors in creating educational change. I present an “inside-out” and “counter-hegemonic” policy that built Tutoría networks of learning to transform power relationships at school. I explore (1) the origins of Tutoría and how it grew into a mandated national policy to improve teaching and learning, (2) the policy’s theory of action and learning assumptions to transform the instructional core, and (3) its effectiveness and how this was done at scale through the transformation of student and teacher identity through a policy design that was built from and became a social movement.