While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein’s theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change.