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In: Magallania: anales del Instituto de la Patagonia, serie ciencias humanas, Volume 47, Issue 2, p. 93-106
ISSN: 0718-2244
In: Cinta de Moebio: revista electrónica de epistemología de ciencias sociales, Issue 63, p. 391-405
ISSN: 0717-554X
DOI: http://dx.doi.org/10.17227/01234870.37folios63.81From an educational narrative approach and a conceptual framework stemming from the sociology of education, the article analyzes the State's role in the Chilean educational development as well as the social and political processes that have been established to transform and redefine this narrative. It is argued that, up until now, a narrative that gives centrality to the State, despite attempts to privatize and decentralize the educational system as well as regulate it based on market logic, remains. ; A partir de un concepto de narrativa educacional y de un enfoque proveniente de la sociología de la educación, este artículo analiza el rol del Estado en el desarrollo educativo chileno así como los procesos sociales y políticos que se han establecido para trasformar y refundar esta narrativa. Se sostiene que hasta la actualidad se mantiene una narrativa que le da una centralidad al Estado pese a los intentos por privatizar y descentralizar el sistema educacional, así como de regularlo desde una lógica de mercado.
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In: Cinta de Moebio: revista electrónica de epistemología de ciencias sociales, Issue 42, p. 243-260
ISSN: 0717-554X
In: Recherches sociologiques et anthropologiques: RS&A, Volume 37, Issue 1, p. 27-41
ISSN: 2033-7485
School market and educational opportunity: freedom, diversity and inequality, examines the intimate behavior of the Chilean educational system, tensioned between incentives and values, between clients and citizens. This book presents a careful analysis of the consequences of the cultural transformation, which began almost four decades ago, which led to the historic distance between schools and markets narrowing almost completely in Chile. The relevance of this transformation is observed in the role that education has taken in current political, academic and citizen debates
In: Evaluating Education: Normative Systems and Institutional Practices
Introduction -- Part I - Foundations: theoretical grounds, literature reviews and empirical balance. Chapter I. What's wrong with segregation in schools? Ethical perspectives -- Chapter II. Understanding school markets in order to transform them? -- Chapter III. Education markets and mechanisms of reproduction: dimensions of variability and political -- limitations for educational reform -- Chapter IV. The educational market as a source of school segregation: paths of problematization and reform -- Chapter V. Educational Markets and Socioeconomic segregation: An international overview -- Part II - Roots of segregation and attempts to desegregate in two contexts. Chapter VI. School segregation in Belgium -- Chapter VII. School desegregation policies in Belgium -- Chapter VIII. School segregation in Chile -- Chapter IX. Policies of school desegregation in Chile: tensions between market and non-selection policies -- Part III - Emerging issues. Chapter X. The education of the elite: A legitimized school segregation in Chile -- Chapter XI. The segregation of migrant students in Chile -- Chapter XII. Beyond socioeconomic segregation across schools: Research on ability-grouping within schoolsin Chile -- Chapter XIII. Does the extreme secondary school segregation in Chile extend to its higher education? -- Chapter XIV. Objectives and practices of socialisation in schools: towards a fragmentation of the school field? -- Conclusions: What can we learn from Belgium and Chile?.