64 results
Search Results
2. Navigating Tensions: Education Policy and the Science Teacher
- Author
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Jim Ryder
- Subjects
education policy ,curriculum reform ,teachers change. ,Special aspects of education ,LC8-6691 ,Theory and practice of education ,LB5-3640 - Abstract
Teachers of science are constantly experiencing changing education policies that impact on their daily working lives, e.g. a national or state-wide requirement to teach about the nature of science, or a school-wide requirement to use student peer assessment in the classroom. Such policies typically come ‘from outside’; they are not decisions made by individual teachers or small groups of teachers. They also come with authority and, often, powerful mechanisms of accountability, e.g. national assessment of student learning outcomes or teacher appraisal programmes. Teaching involves navigating these shifting policy environments whilst practising personal identity and associated beliefs about teaching. This results in many challenges, but also opportunities, for teachers. This paper elaborates on the form and role of education policy and what this means for teachers of science. Drawing upon studies of how science teachers experience education policy, the contexts of teachers’ work are characterised in terms of personal, internal (to school), and external themes. The paper then suggests features of school policy environments that can support better, and more sustainable, outcomes for teachers and other stakeholders.
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- 2017
- Full Text
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3. A critique of grading: Policies, practices, and technical matters
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Lorin W. Anderson
- Subjects
Grading ,standards ,fairness ,education policy ,Education - Abstract
In recent years there was been a raft of criticisms of the way that grades (or marks) are assigned to students. The purpose of this paper is to examine the strengths and weaknesses of grading systems and grading practices, drawing upon both historical and contemporary research and writing. Five questions are used to frame the review and organize the paper. They are: (1) Why do we grade students? (2) What do grades mean? (3) How reliable are students’ grades? (4) How valid are students’ grades? and (5) What are the consequences of grading students? The results suggest that (1) The are several purposes for grading students; the way that grades are assigned and reported should be consistent with the specified purpose. (2) Grades mean different things to different people (including the teachers who assign them). (3) Grades on a single task (e.g., a test or project, a homework assignment) are quite unreliable, whereas cumulative grades (that is, those based on several data sources) are reasonably reliable. (4) The validity of grades on a single task is virtually impossible to determine; however, the evidence suggests that cumulative grades are reasonably valid. (5) Grades influence a variety of student affective characteristics (e.g., self-esteem). However, their influence is no greater, nor less than, a host of other school-related factors.
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- 2018
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4. Introduction to the Special Issue: Restructuring and Resisting Education Reforms in Chicago’s Public Schools
- Author
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Rhoda Rae Gutierrez and Federico R. Waitoller
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neoliberalism ,education policy ,race ,critical scholarship ,Education - Abstract
In this paper, guest editors Gutierrez and Waitoller introduce the special issue, Restructuring and Resisting Education Reforms in Chicago’s Public Schools. As a pioneer of neoliberal education reforms, the city of Chicago and its public school system offers a rich context for critical policy scholarship on the dialectic between education restructuring and community resistance against these reforms. First, the authors contextualize Chicago education reforms within the larger neoliberal project by providing an overview of the policies driving the closures of traditional public schools and expansion of charter schools that the contributors to this special issue examine. The authors also address the co-constitutive nature of race and neoliberalism in education policy, and the disproportionate impact these policies have on low-income communities of color. Next, the authors discuss the significance of this collection of papers for educational policy analysis and call for more research that situates examinations of urban educational reforms in their specific socio-historical, political, and economic contexts. The paper concludes with a summary of the articles included in the special issue.
- Published
- 2017
- Full Text
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5. Locating and applying critical discourse analysis within education policy
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Jessica Nina Lester, Chad R. Lochmiller, and Rachael Gabriel
- Subjects
critical discourse analysis ,discourse analysis ,education ,education policy ,Education - Abstract
This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.
- Published
- 2016
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6. Research on the field of education policy: Exploring different levels of approach and abstraction
- Author
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Jefferson Mainardes and César Tello
- Subjects
Education policy ,epistemology ,meta-research ,Education - Abstract
This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu’s theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.
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- 2016
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7. La pedagogia critica en la experiencia carcelaria de presas politicas
- Author
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Torres-Puentes, Elizabeth and Arias-Gómez, Diego Hernán
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- 2011
8. Education for sustainability in management courses: reflection on paradigms and practices/Educacao para a sustentabilidade nos cursos de administracao: reflexao sobre paradigmas e praticas/Educacion para la sostenibilidad en cursos de gestion: reflexion sobre paradigmas y practicas
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Jacobi, Pedro Roberto, Raufflet, Emmanuel, and De Arruda, Michelle Padovese
- Published
- 2011
9. Youth Development and Education in Pakistan: Exploring the Relationship
- Author
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Dilshad Ashraf, Takbir Ali, and Anya Hosain
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Pakistan ,Youth ,Social integration ,Education policy ,Education ,Special aspects of education ,LC8-6691 - Abstract
This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that the current provision of educational services is deplorably inadequate in terms of quality and quantity. In order to address the challenges of educational and economic development, this paper asserts that education should be the lynchpin for broader and more inclusive socioeconomic development, and function as the interface between Youth and Education Policies. The failures of effective policy implementation and of fully integrating the interrelated issues relevant to the youth population produce unfavourable educational outcomes in terms of economic, political, and social engagement. Therefore, this paper proposes the use of the Capability Approach to inform education and youth policies, so that the country can harness the energy and potential of a bourgeoning youth population that currently constitutes about two-thirds of the Pakistani population.
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- 2013
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10. Ideological Tensions in Education Policy Networks: An Analysis of the Policy Innovators in Education Network in the United States
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Joseph Ferrare, Laura Carter-Stone, and Sarah Galey-Horn
- Subjects
policy networks ,pie network ,policy innovators in education ,education policy ,school reform ,advocacy organizations ,intermediary organizations ,social network analysis ,Education ,Education (General) ,L7-991 - Abstract
Previous research has illustrated that advocacy organizations play a crucial role in education policy networks by communicating educational reform agendas to public and private stakeholders. In the United States, an inter-state consortium of these advocacy organizations has formed their own network. The Policy Innovators in Education (PIE) network is a formal, centrally coordinated policy network that connects state-level advocacy organizations to one another and to national advocacy organizations, think tanks, and philanthropic foundations. Despite more than doubling in size since 2016, little is known about the policy preferences of PIE members. In this paper, we use social network analysis to identify and describe the ideological dimensions of advocacy that structure the PIE Network and to examine how these ideological dimensions have changed as the network has expanded. We find that the central areas of emphasis among these organizations have coalesced around neoliberal ideologies that promote accountability and standards. However, there is an underlying tension within the network that unfolds along two dimensions. On the one hand, preferences for choice and autonomy (e.g., charters, general choice, and autonomy & deregulation) are contrasted to those favoring equitable funding for low-income schools and early childhood education. On the other hand, members emphasize policies involving factors internal to schools (student interventions, leadership standards and accountability) to those external to schools (e.g., familial support, funding-based equity). These tensions within the network have grown more pronounced over time as the network has expanded to include new members with a more ideological narrow set of market-based policy preferences.
- Published
- 2021
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11. Digital philantrocapitalism in education: Covid-19, UNESCO, Google, Facebook, and Microsoft
- Author
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Saura Casanova, Geo
- Subjects
Política educativa ,Education policy ,COVID-19 ,Digital capitalism ,Philanthrocapitalism ,Capitalismo digital ,Filantrocapitalismo - Abstract
El propósito de este artículo es analizar nuevas formas de filantrocapitalismo digital en la política educativa a raíz de la pandemia Covid-19. El filantrocapitalismo digital es una hibridación conceptual que unifica principios del capitalismo digital con nuevas formas de gobernanza filantrocapitalista. Este artículo, después de la sección de introducción, está organizado en 6 secciones. La primera sección se centra en ampliar los análisis relacionados con las nociones de capitalismo digital y filantrocapitalismo para presentar la noción de filantrocapitalismo digital en educación que se consolida como nuevas formas de gobernanza global en la crisis capitalista presente del Covid-19. La segunda sección aborda la metodología de investigación utilizada para examinar los nuevos ensamblajes globales del filantrocapitalismo digital en la política educativa global. El proceso metodológico se basa en la etnografía en red adaptada al análisis de las redes políticas en la política educativa. La tercera sección, como un estudio de caso de ensamblajes globales, analiza la red política de la Coalición Global para la Educación de la UNESCO. La coalición mundial para la educación lanzada por la UNESCO es una alianza de gobernanza global (socios multilaterales, sector privado, fundaciones filantrópicas, redes y asociaciones) para proporcionar una educación disruptiva causada por la pandemia Covid-19. La quinta sección tiene en cuenta los discursos y narrativas sobre el filantrocapitalismo digital de Google, Facebook y Microsoft en la red política global de la UNESCO. La última sección examina la lógica discursiva sobre Big Data en el filantrocapitalismo digital en educación., The purpose of this paper is to analyse new forms of digital philantrocapitalism in Covid-19 education policy. Digital philantrocapitalism is a conceptual hybridisation that unifies the principles of digital capitalism with new forms of philantrocapitalist governance. This paper, after the introduction section, is organised into 6 sections. The first section focuses on broadening the analyses that relate to the notions of digital capitalism and philanthrocapitalism that have become the new forms of global governance after the most recent crisis of capitalism due to Covid-19. The second section addresses the research methodology used to examine the new global assemblages of digital philantrocapitalism in global education policy. The methodological process is based on network ethnography, as it adapts to the analysis of policy networks in education policy. The third section, as a case study of global assemblages, analyses the policy network Global Coalition Education UNESCO. The global education coalition launched by UNESCO is a global governance partnership (Multilateral partners, Private sector, Non-profit organizations, Networks and associations) which provides the disruptive education brought about by the Covid-19. The fifth section takes into account the discourses and narratives about the digital philanthropicalism of Google, Facebook and Microsoft in the policy network of UNESCO. The last section examines the discursive logic about Big Data in digital philantrocapitalism in education., “Redes políticas de gobernanza filantrópica: corporaciones, gobiernos y donantes ensamblando, movilizando y mutando las políticas en educación” (REPOGOFI) (ref: PPJIA2019-07).
- Published
- 2020
12. Governance decentralisation in education: Finnish innovation in education
- Author
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Jari Lavonen and Department of Education
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Education policy ,media_common.quotation_subject ,Assessment ,Decentralization ,Finlandia ,Education ,política de la educación ,destreza ,Political science ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Quality (business) ,Digital learning ,Curriculum ,media_common ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,business.industry ,profesión docente ,Evaluación educativa ,4. Education ,Corporate governance ,05 social sciences ,Equity (finance) ,050301 education ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,Digital strategy ,Public relations ,programa de estudios ,evaluación ,Estrategia digital ,Quality assurance ,Work (electrical) ,Política Educativa ,516 Educational sciences ,business ,lcsh:L ,0503 education ,descentralización ,Evaluación de la calidad ,050104 developmental & child psychology ,lcsh:Education - Abstract
This paper introduces a Finnish education innovation known as decentralisation in education. The innovation is described based on education policy documents, research papers and two short interviews with national and municipality experts in curriculum design. In a decentralised education system local providers of education (municipalities) and teachers play important roles in the preparation of local curriculum and learning environments, including the use of digital learning tools and environments. Education providers localise the national aims and content and describe how education is organised. Classroom-based assessment is another characteristic of decentralisation. Three pre-conditions are required for a decentralised education system to be effective: 1) common, national level, long-term strategic aims and must be established and local level plans, such as curriculum and an equity plan, must be developed and the implemented, 2) quality work, student assessment, continuous improvement of learning environments and practices implemented at the local level and 3) professional teachers must collaborate and engage in broad planning and assess their teaching abilities and their students’ learning outcomes Este documento introduce a la innovación educativa finlandesa conocida como “descentralización educativa”. Esta innovación en primer lugar se describe sobre la base de documentos de política educativa, documentos de investigación y dos breves entrevistas con expertos nacionales y municipales en el diseño curricular. En un sistema educativo descentralizado, los proveedores locales de educación (los municipios) y los maestros desempeñan un papel importante en la preparación de planes de estudio y entornos de aprendizaje locales, incluido el uso de herramientas y entornos de aprendizaje digital. Los proveedores de educación localizan los objetivos y contenidos nacionales y describen cómo se organiza la educación. La evaluación basada en el aula es otra característica de la descentralización. Para que un sistema de educación descentralizada sea eficaz, se requieren tres condiciones previas: 1) que haya a nivel nacional, a nivel nacional, objetivos estratégicos a largo plazo y establezcan planes a nivel local, tales como un plan de estudios y un plan de equidad; 2) Que existan un trabajo de calidad, un Sistema de evaluación de los estudiantes, un sistema de mejora continua de los entornos de aprendizaje y que las prácticas sean implementadas a nivel local y 3) los profesores profesionales deben colaborar y participar en una planificación amplia que evalúe sus habilidades de enseñanza y los resultados de aprendizaje de sus estudiantes.
- Published
- 2017
13. Contributions of the theory of policy enactment: analysis based on a study on Special Education policies in the context of practice
- Author
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Marilza Pavezi
- Subjects
Theory of policy enactment ,Special Education Policies ,Education Policy ,Education ,Special aspects of education ,LC8-6691 - Abstract
This paper explores the main contributions of the theory of policy enactment authored by Ball, Maguire and Braun (2016). These contributions were developed from the use of this theory in the analysis of Policies for Special Education in the State of Alagoas, Brazil. The theory of policy enactment is seen to offer significant elements for a broad and contextualized analysis of educational policies in general.
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- 2018
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14. Teacher education: is it beating its head on a brick wall?
- Author
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Bruno Teles Nunes
- Subjects
Education policy ,Teacher education ,Brazilian Open University System (UAB ,Education (General) ,L7-991 - Abstract
Brazilian basic education still lacks qualified teachers. The Brazilian Open University System (UAB) is a branch of a public educational policy designed to address that problem. This quantitative/descriptive paper analyses UAB System statistics (2006 to June 2015), specifically regarding vacancies, enrolment and the number of students that graduate. It was revealed that 68.3% of all vacancies were allocated to teacher education courses, and within that sphere 67.5% were degree courses for basic education teachers and 32.4%, complementary courses. The enrolment percentage was around 86%, while the proportion of students graduating was around 61%. Analysis of the figures suggests that the UAB sought to achieve its main goal, as a public policy that induces teacher education for Brazilian basic education teaching staff. However, it is conjectured that problems related to the teaching profession itself discourage students from joining and from finalizing their courses, thereby weakening the potential performance of the UAB System.
- Published
- 2018
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15. Theoretical-methodological notes: Stephen J. Ball’s contributions for education policies research
- Author
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Mauricio de Sousa
- Subjects
Stephen J. Ball ,Education policy ,Policies analysis ,Education ,Special aspects of education ,LC8-6691 - Abstract
This paper presents some theoretical-methodological contributions by Stephen J. Ball for educational policy research. Throughout the text the following concepts are analyzed: politics as text and discourse, policy cycle approach, theory of enactment, new managerialism and performativity. It is concluded that such concepts developed by Ball, when analyzing the British and European scenarios, can contribute to the research of Brazilian educational policy, especially those focused on the policy in large scale external evaluation.
- Published
- 2018
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16. Recepção e atuação da reforma do ensino secundário obrigatório. Contribuições de Stephen Ball para o estudo das políticas educativas em escolas da província de Santa Cruz, Argentina
- Author
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Carla Andrea Villagran, Silvia Mariela Grinberg, and María Cecilia Bocchio
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STEPHEN BALL ,Secondary education ,purl.org/becyt/ford/5 [https] ,media_common.quotation_subject ,Ciencias de la Educación ,purl.org/becyt/ford/5.3 [https] ,Educación General ,Education ,CIENCIAS SOCIALES ,POLÍTICA EDUCATIVA ,Political science ,Rhetoric ,Research based ,SECUNDARIA OBLIGATORIA ,Education policy ,Bureaucracy ,Humanities ,POLICY ENACTMENT ,media_common - Abstract
En este artículo se presentan avances en los resultados de una investigación que se nutren de la obra de Stephen Ball, específicamente de los aportes que refieren al análisis de la trayectoria de la política o ciclos de la política (Policy Cycle Approach). Particularmente, focalizamos en el contexto de la práctica en el cual las políticas de reforma de la escuela secundaria obligatoria son recepcionadas y ?puestas en acto? o enacted, en dos escuelas secundarias, de gestión pública, localizadas en la ciudad de Caleta Olivia, Santa Cruz.Construimos tres dimensiones de análisis que pretenden contribuir a la comprensión de cómo los sujetos experiencian las políticas de reforma educativa en la escuela secundaria, estas son: 1. El carácter intempestivo de la reforma; 2. La comunicación institucional de la reforma y 3. Retóricas de participación y compromiso en tiempos de hiper- burocracia y gerenciamiento. Desde este trabajo intentamos destacar algunas de las principales contribuciones de Ball a la investigación del proceso de puesta en acto de las políticas educativas en escuelas reales de Argentina. This paper presents key progress in a research based in Stephen Ball’s work, specifically the contributions that relate to policy trajectories analysis or the Policy Cycle approach. Specifically, we focus in the enactment context, in which the reform policies of compulsory secondary education are received and enacted in two public secondary schools, located in the city of Caleta Olivia, Santa Cruz. We develop three analytical dimensions, seeking to understand how subjects experience educational reform policies in secondary education. These dimensions are: 1. The abrupt character of the reform; 2. Reform’s institutional communication 3. Rhetoric of participation and commitment in times of hyper bureaucracy and management. This paper highlights some of Ball’s major contributions to research the educational policy enactment process in "real schools" of Argentina. Este artigo apresenta resultados avançados de uma pesquisa que tem basamento na obra de Stephen Ball, específicamente nas contribuições referidas à análise da trejetória da política ou do ciclo político (Policy Cycle Approach). Particularmente, focamos no contexto da prática onde as políticas de reforma do ensino médio obrigatório são recepcionadas e "postas em marcha" ou enacted, em duas escolas secundárias, de gestão pública, localizadas na cidade de Caleta Olivia, província de Santa Cruz, Argentina.Construiram-se três dimensões de análise que têm como objetivo contribuir para a compreenssão de como os sujeitos vivenciam as políticas de reforma educativa na escola secundaria: (1) O caráter intempestivo da reforma; (2) A comunicação institucional da reforma; (3) A retórica de participação e comprometimento em tempos de hiper-burocracia e gerenciamento. A partir deste trabalho tentamos destacar algumas das principais contribuições de Ball para pesquisar o processo de atuação das políticas educacionais em escolas "reais" da Argentina. Fil: Bocchio, María Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Centro de Investigaciones María Saleme Burnichón; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Grinberg, Silvia Mariela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de San Martín; Argentina. Universidad Nacional de la Patagonia Austral; Argentina Fil: Villagran, Carla Andrea. Universidad Nacional de la Patagonia Austral; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
- Published
- 2016
17. Theoretical and methodological aspects to analyze the constitution of the education policy academic field in Brazil
- Author
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Silvana Stremel
- Subjects
Education policy ,Academic field ,Pierre Bourdieu ,Education ,Special aspects of education ,LC8-6691 - Abstract
This paper aims at presenting the methodological trajectory and the study sources for the analysis of the formation of an education policy academic field in Brazil. It is based on Bourdieu‟s contributions regarding the fields‟ formation and functioning, as well as methodological issues for the analysis of a certain object of study. In relation to that author‟s contributions, a set of aspects that contributed to the structure of the education policy academic field is presented as it is used as a source for the study of this field background in the Brazilian context. Based on the theoretical background and the survey of sources, this field was seen as an institutionalized area that has been acquiring legitimacy with the creation of subjects, journals, groups of study and research lines, research nets, conferences, groups of work in scientific entities and specific conferences, among others.
- Published
- 2017
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18. Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era
- Author
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Chris K. Bacon
- Subjects
Critical literacy ,Post-truth ,Education policy ,Digital literacy ,Education - Abstract
Since 2016, there has been a proliferation of discourse around what has come to be called “post-truth.” Much of this discourse references critical literacies as a proposed means by which to disrupt post-truth across educational policy, pedagogy, and methodology. In this paper, I highlight the paradoxical degree of overlap between post-truth and the critical literacy approaches espoused to combat it. Left underexplored, these appropriated literacies may do more to embolden than to dismantle post-truth. I first typify three “first wave” responses to post-truth, exploring the affordances and limitations of each. I then provide recommendations for augmenting these responses through a renewed emphasis on power, domination, and liberation in critical literacies as a response to post-truth.
- Published
- 2018
- Full Text
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19. Becoming-policy in the Anthropocene
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Ryan Evely Gildersleeve
- Subjects
education policy ,methodology ,ethics ,post-truth ,Anthopocene ,Education - Abstract
This paper takes up the theme of “Education Policy and Methodology in a Post-truth Era” by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical posture befitting such a reimagined becoming-policy and reconceptualized environment. The Anthropocene serves as both context and concept as the “Age of Humankind” in need of speculative and radical building and making. Drawing on prior critical policy analyses of higher education policy affecting undocumented students, I proffer plausible postures in thinking education policy and methodology that engage the contemporary moment of both “post-truth” and the Anthropocene.
- Published
- 2018
- Full Text
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20. La calidad de la educación como parte del problema: educación escolar y desigualdad en Chile
- Author
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Eduardo Cavieres-Fernandez
- Subjects
Economic growth ,inequality ,Inequality ,qualidade da educação ,media_common.quotation_subject ,Quality education ,quality of education ,Primary education ,Consensus theory ,privatización ,privatização ,privatization ,desigualdade ,Education ,Argument ,Political science ,Quality (business) ,calidad de la educación ,Education policy ,lcsh:L ,media_common ,Education economics ,lcsh:Education ,desigualdad - Abstract
El sistema educativo chileno se encuentra en crisis debido a la desigualdad originada por una privatización que ha conducido a la segregación, con la consiguiente exclusión de los estudiantes de escasos recursos económicos. No obstante, existe cierto grado de consenso social en lo referente a mejorar la calidad educativa en el país. En el presente artículo se discute críticamente esta idea de que la mejora de la calidad educativa en los establecimientos escolares es parte de la solución a la crisis del sistema chileno. Contrariamente a esa idea, se plantea que, en realidad, esta calidad es parte del problema. Para desarrollar este argumento, el artículo se estructura en torno a tres planteamientos fundamentales: que la calidad educativa es parte de la privatización de los centros escolares; es parte de la segregación que se produce entre ellos, y es parte de la exclusión que perjudica a los alumnos de los sectores más empobrecidos económicamente del país. The chilean educational system is in crisis due to the inequality caused by privatization that led to segregation, with the exclusion of low-income students as a consequence. Nevertheless, there is a certain level of social consensus around the need to improve the quality of education in the country. This paper discusses critically the idea that the improvement of the education quality in schools is part of the solution to the crisis in the educational system. On the contrary, this quality is part of the problem. To develop this argument, the paper is structured around three main statements: that the quality of education is part of the privatization of schools, is part of the resulting segregation, and is part of the exclusion that harms the low-income students of the country. O sistema educativo chileno encontra-se em crise em razão da desigualdade originada por uma privatização que levou à segregação, com a consequente exclusão dos estudantes de escassos recursos econômicos. No entanto, existe certo grau de consenso social relativo a melhorar a qualidade educativa no país. No presente artigo, discute-se criticamente a ideia de que a melhora da qualidade educativa nos estabelecimentos escolares é parte da solução da crise do sistema chileno e propõe-se, em sentido contrário, que a qualidade é parte do problema. Para desenvolver esse argumento, o artigo se estrutura ao redor de três proposições fundamentais: que a qualidade educativa é parte da privatização dos centros escolares; é parte da segregação que se produz entre eles; e é parte da exclusão que prejudica os alunos dos setores do país mais empobrecidos economicamente.
- Published
- 2014
21. Incentivizing improvement or imposition? An examination of the response to gubernatorial school takeover and statewide turnaround districts
- Author
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Richard O. Welsh and Sheneka M. Williams
- Subjects
school takeover ,school improvement ,school reform ,statewide turnaround districts ,state takeovers ,educational governance ,education policy ,Education - Abstract
Although state-run school districts and gubernatorial school takeover have become popular turnaround strategies among some states, little is known about how district and school leaders perceive and respond to these changes in educational governance. Using Georgia as a case study, this paper employs sensemaking and exit, voice, and loyalty as frameworks to examine how district and school leaders interpret and respond to the threat of state takeover. Similar to prior studies, results indicate that urban schools and districts largely populated by low-income students and students of color are most likely to be affected by state takeover. Several themes emerge from district and school leaders’ interpretation of state takeover policy, including: (a) principals and teachers are to blame, (b) too many changes, too little time to reflect, (c) lack of trust between school districts and the state, and (d) market-based reforms and the illusion of choice. Although a non-trivial number of teachers and principals have expressed their intent to leave for charter schools or leave the teaching profession in response to the threat of state takeover, voice was the more common response, particularly among teachers in takeover-eligible schools who were more experienced and had students performing well on state tests. There are also noteworthy differences in the response of district and school leaders based on the eligibility for state takeover.
- Published
- 2018
- Full Text
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22. Why Leadership? Why Now?
- Author
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Helen M. Gunter
- Subjects
educational leadership ,education policy ,leadership ,leadership reform in england ,reform of education ,leadership educativa ,politica dell’istruzione ,riforma della leadership in inghilterra ,riforma dell’istruzione ,Education - Abstract
The rapid growth of leaders, doing leadership and exercising leadership in Anglophone countries has generated a context in which those outside may wish to investigate with a view to borrowing and developing their own agenda. In this paper I examine the experiments in England by successive UK governments, where I draw on research evidence from a range of projects to both describe and critically examine the agenda. I raise serious questions for policymakers, professionals and researchers who are located within and interested in «Educational leadership in Latin Europe», notably that the purposes, rationales and narratives within England are less about educational leadership and more about functional delivery and outcome measures. I show how this is linked to the wider privatization that is unfolding in England, and I raise evidence about how alternative approaches are in evidence within practice and research. Consequently there is a range of resources that those in Latin Europe might draw on and use to support thinking and strategizing.
- Published
- 2015
- Full Text
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23. RELEVANCE OF TEACHING VOICES BUILDING ON ETHICS CONVIVIALITY IN SCHOOL AS A SPACE FOR INTERCULTURAL
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Ana Belem Diosdado-Ramos
- Subjects
Multiculturalism ,Otherness ,Coexistence School ,Education Policy ,Ethics ,Social Sciences ,Social sciences (General) ,H1-99 - Abstract
This paper presents the progress of ongoing research we do for the Master of Education for Peace and Coexistence of Indigenous Autonomous University of Mexico School. Which has as its central thesis conviviality at school is built through an ethical and dialogical relationship between individual subjects who interact in high school as a space of multiculturalism. Interest in relationships and structures emanating from horizontality and the community is exposed. Additional argues the relevance of the documentation of the voices emanating from these practices to raise a profound reflection on the educational processes towards the formation of a different regulation stipulated by the curricular speech or educational organization.
- Published
- 2015
24. La Educacion Basada en Competencias como Instrumento de Politica Educativa y Laboral
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Climent Bonilla, Juan B.
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Labor qualifications ,education policy ,competence standards ,training ,vocational education ,Agribusiness ,competence-based education ,labor policy ,further education - Abstract
The objective of this paper is to point out some of the multiple applications of Competence- Based Education (CBE) for the development of persons, organizations and society, or societies, as a whole, beyond its characteristics and benefits traditionally linked to education and labor. The international background of CBE is summarized. Following, an analysis is presented of some of the properties that lead this education and training approach into a first order complex instrument of education and work policy, in national and international contexts. Several models that exemplify the versatility and scope of CBE, according to the paper discussion, are included.
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- 2008
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25. A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers
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Carl Emery
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social development ,emotional development ,education policy ,neoliberalism ,critical theory ,Education - Abstract
This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the concept of children’s emotional wellbeing and concerned with developing children’s ability to understand, express and manage their emotions. Through a series of in-depth interviews with national level SEL policy actors this investigation worked to understand and identify how the SEL policy discourse worked “to privilege certain ideas and topics and speakers and exclude others” (Ball, 2008, p. 5). Through shining a critical light on the discourse of New Labour SEL policy makers this work responds to the call of Gunter et al. (2014) for critical education researchers to develop and amplify voices which challenge the current hegemonic “common sense” discourse. The findings identify that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse.
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- 2016
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26. Implicações do plano de desenvolvimento da educação para a formação de professores Implicaciones del plan de desarrollo de la educación para la formación de profesores Implications of the development plan of education for teacher training
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Gisele Masson
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Política educacional ,Plan de Desarrollo de la Educación ,Fundamentos teóricos ,Formación de profesores ,Plano de Desenvolvimento da Educação ,Formação de professores ,Education policy ,Education Development Plan ,Theoretical foundations ,Teacher education ,Education (General) ,L7-991 - Abstract
O artigo analisa as principais implicações do Plano de Desenvolvimento da Educação (PDE) para a formação de professores. A pesquisa utilizou fontes bibliográficas e documentais e foi fundamentada na concepção materialista histórica e dialética. A proposta para a formação de professores presente no PDE é neopragmatista, pois reforça a importância da busca de instrumentos úteis para as demandas imediatas da prática profissional e não contribui para o desenvolvimento de uma sólida e ampla formação. A prioridade dada à formação de professores como solução para os resultados negativos obtidos pelo Índice de Desenvolvimento da Educação Básica (Ideb), em vez de um investimento financeiro adequado, revela a prioridade dada às condições subjetivas na resolução dos problemas educacionais.Este trabajo analiza las principales implicaciones del Plan de Desarrollo de la Educación (PDE), Brasil, para la formación continuada de profesores. La investigación utilizó fuentes bibliográficas y documentales y se basó en la concepción materialista histórica y dialéctica. La propuesta para la formación de profesores presente en el PDE es neopragmatista, pues corrobora la importancia de la búsqueda de instrumentos provechosos para las demandas inmediatas de la práctica profesional y no contribuye para el desarrollo de una sólida y amplia formación. La prioridad dada a la formación de profesores como solución de los resultados negativos del Índice de Desarrollo de la Educación Básica (Ideb) en vez de un inversión financiera adecuada pone de manifiesto la prioridad dada a las condiciones subjetivas en la solución de los problemas educacionales.This paper analyzes the main implications of the Development Plan of Education (DPE) for teacher training. The research used bibliographic and documentary sources and was based on historical and dialectical materialism concepts. The teacher training education proposal presented by the DPE is neo pragmatist, since it reinforces the importance of searching for instruments that are useful to the immediate demands of the teaching profession and it doesn't contribute to developing a solid and broad education. The fact that it gives priority to teacher training education rather than to proper financial investments as the solution for the negative results registered by the Basic Education Development Index (Ideb) brings out the given priority to the subjective conditions in the resolution of educational problems.
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- 2012
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27. Researching Changing Language Learning Identities for Ethnic Minority Education Policy Formulation: A Case Study of Macau S.A.R., China
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Manuel Noronha and Ian Chaplin
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ethnic minority groups ,changing identities ,education policy ,Macau ,Philology. Linguistics ,P1-1091 - Abstract
In this paper the authors discuss preliminary findings from research on language learning identities of ethnic minority groups for education policy formulation. The research aims to identify and interpret changing language identities, preferences, modes of learning, and discourse affected by the transformation of the economic, social, and cultural environment of Macau since the territory was designated as a Special Administrative Region (S.A.R.) following the return of sovereignty from Portugal to China in 1999. The research is particularly concerned with identifying the perceptions held by ethnic minorities of the determinants for achievement and success in an education system polarized by language preference and priority. The case of the cross-cultural identity of the ‘Macanese’ is presented as a preliminary study to inform education policy and advocate further research on ethnic minorities in Macau.
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- 2011
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28. Avaliação do Plano Nacional de Educação 2001-2009: questões estruturais e conjunturais de uma política EValuation of the 2001-2009 national plan for education: structural and short-term questions in a policy
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Luiz Fernandes Dourado
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Plano Nacional de Educação ,Políticas educacionais ,Educação ,Avaliação ,Gestão ,National Plan for Education ,Education policy ,Education ,Evaluation ,Management ,Education (General) ,L7-991 - Abstract
Este artigo avalia o Plano Nacional de Educação (PNE) em vigor, a lógica política de sua tramitação e sua aprovação pelo Congresso Nacional, ressaltando as concepções de educação e de Estado em disputa, os seus limites estruturais e conjunturais como política pública, bem como os contornos assumidos no enfrentamento das questões da educação básica e superior. Apresenta, ainda, reflexões e indicações sobre a temática, e enfatiza a necessidade histórica da proposição e construção coletiva do novo PNE (2011-2020), a fim de que se constitua uma efetiva política de Estado para a educação.This paper assesses the current National Plan for Education (NPE), the political logic of its progress and its approval by the National Congress. It emphasizes the conceptions of education and of State in dispute, its structural and short-term limits as a public policy, as well as the outlines referring to basic and higher education. It also presents reflections and indications on this theme and highlights the historical need for the proposition and collective construction of the new 2011-2020 NPE, so that it constitutes an effective state policy for education.
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- 2010
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29. Política pública educacional e sua dimensão internacional: abordagens teóricas Education policy and its international dimension: theoretical approaches
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Marcelo Parreira do Amaral
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Política educacional ,Organismos internacionais ,Neoinstitucionalismo ,Externalização ,Teoria do regime internacional ,Education policy ,International organizations ,Neoinstitutionalism ,Externalization ,International regime theory ,Education (General) ,L7-991 - Abstract
A dimensão internacional das políticas públicas de educação tem sido bastante discutida nos últimos anos. Este artigo argumenta que as atividades dos agentes internacionais no domínio das políticas da educação não podem ser compreendidas inteira e exclusivamente a partir da perspectiva nacional e, por isso, devem ser estudadas em um nível distinto de análise. Questionando como melhor conceituar teoricamente esse campo de estudo, o artigo apresenta três abordagens teóricas: neoinstitucionalismo/ isomorfia, externalização e teoria do regime internacional. O foco dessa contribuição está centrado na análise da política internacional da educação a partir do último conceito indicado.The international dimension of education policies has been widely discussed in the last couple of years. This article argues that the activities of international agents involved in education policy formulation cannot be entirely and exclusively understood from a national perspective and, thus, should be studied as a discrete level of analysis. Questioning how we might best conceptualize this field of study, this paper presents three theoretical approaches - neoinstitutionalism/isomorphism, externalization, and the international regime theory. The focus here is laid on the analysis of international education policy based on international regime theory.
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- 2010
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30. A EXPANSÃO DOS CURSOS DE SERVIÇO SOCIAL EM TEMPOS DE CONTRAREFORMA DO ENSINO SUPERIOR BRASILEIRO: impactos na formação profissional em Serviço Social
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Larissa Dahmer Pereira
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counter ,state reform ,education policy ,education ,training in social work ,Political science ,Political institutions and public administration (General) ,JF20-2112 - Abstract
This paper aims to analyze the expansion of courses in Social Work in times of the counter-reform of the Brazilian university education, through a description of the expansion of the courses in Social Work in the post-1990, in the presence and distance modalities. Then it examines the possible impacts of the counter-reform of university education in training in Social Work, problematizing the impact of the ongoing process to quality training and professional profile advocated by the Guidelines Curriculum of the Brazilian Association of Education and Research in Social Work (AERSS).
- Published
- 2010
31. La politica en educacion como determinante de desarrollo economico: el caso de la educacion de mujeres y menores de edad como variable para la reduccion de las tasas de mortalidad (II)
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Gomez-Pinto, Luis Ricardo
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- 2014
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32. Caminhos da democracia nas políticas de descentralização da gestão escolar Caminos de la democracia em las políticas de descentralización de la gestión escolar Democratic roads in school administration policies (Decentralization)
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Luciana Rosa Marques
- Subjects
Política educativa ,Gestión escolar ,Democracia ,Descentralización ,Política educacional ,Gestão escolar ,Descentralização ,Education policy ,School management ,Democracy ,Decentralization ,Education (General) ,L7-991 - Abstract
Este artigo discute as políticas de democratização/descentralização da gestão escolar. Para tal, analisa estas políticas no município do Cabo de Santo Agostinho, região metropolitana do Recife, no período de 2003/2004. Partindo da idéia de que o ideário neoliberal apropriou-se da bandeira da democratização, originalmente defendida no campo progressista, escolheu-se um município cujas forças que estavam no poder, à época da coleta de dados, se colocavam no campo popular. Percebeu-se, neste estudo, que são veiculados conteúdos democráticos nas políticas educacionais municipais. Busca-se demonstrar, desta forma, que as políticas de descentralização podem contribuir para o estabelecimento de relações democráticas na escola e, portanto, para a sua transformação.Este artículo discute las políticas de democratización / descentralización de la gestión escolar. Para tal, se analizan estas políticas en el municipio de Cabo de Santo Agostinho, región metropolitana de Recife, en el periodo de 2003/2004. Partiendo de la idea de que el ideario neoliberal se apropió de la bandera de la democratización, originalmente defendida en el campo progresista, se eligió un municipio cuyas fuerzas que estaban en el poder, en época de recogida de datos, se colocaban en el campo popular. Se percibió, en este estudio, que se tratan contenidos democráticos en las políticas educativas municipales. Se busca demostrar, de esta forma, que las políticas de descentralización pueden contribuir para el establecimiento de relaciones democráticas en la escuela y, por tanto, para su transformación.This paper discusses the educational policies of decentralization and democratization of school management. It analyzes these policies in the municipality of Cabo de Santo Agostinho in the outskirts of Recife in 2003 and 2004. It is well known that the neo liberal system of ideas holds the banner of democratization and change sides depending upon its convenience. For this reason, it was chosen a municipal district whose political forces held the power at the time of data collection. It was noticed in this study that the democratic contents were. It was noticed in this study that the democratic contents were transmitted in the educational policies at the local level. It is quite evident that decentralization policies can contribute to the establishment of democratic relation ships in the school and, therefore, for its change.
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- 2006
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33. Estado, mercado e educação superior no Brasil: um modelo analítico State, market and higher education in Brazil: an analytical model
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Alfredo Macedo Gomes
- Subjects
Política educacional ,Educação superior ,Coordenação e controle ,Setores público e privado ,Education policy ,Higher education ,Coordination and control ,Public and private sectors ,Education (General) ,L7-991 - Abstract
O artigo apresenta modelo explicativo que discute o potencial de formação dos processos de coordenação e controle disputados pelo Estado e setores constituintes da educação superior no Brasil (os setores federal e o privado). A tese central é a de que a reestruturação do campo de ensino superior proposta pelos governos Fernando Henrique Cardoso redefine o potencial e os mecanismos de coordenação e controle das principais forças sociopolíticas e institucionais que constituem e/ou agem fortemente sobre as atividades e os destinos da educação superior no Brasil. À luz da análise empreendida, conclui-se propondo o modelo da "Metáfora da Flutuação", que representa uma revisão do "Triângulo da Coordenação" de Clark (1983), e destaca-se que a política de reforma oficial implicou o fortalecimento do potencial de coordenação e regulação do Estado, ao mesmo tempo que aumentou o poder de coordenação do mercado e diminui a força coordenadora da comunidade acadêmica.This paper presents an explanatory model that discusses the potential of the coordination and control processes that became a bone of contention between the Federal State and public (Federal) and private sectors of higher education, in Brazil. Its main thesis is that the restructuring of higher education advocated by the two successive Fernando Henrique Cardoso's administrations (1995-2002) redefined both the potential and mechanisms of co-ordination and control of the main sociopolitical and institutional forces that constitute, and/or strongly impact on, the activities and destiny of higher education. In light of this analysis, it concludes proposing the Fluctuation Metaphor Model, which is a revision of Clark's Triangle of Coordination (1983), and highlighting that the higher education reform strengthened both the coordination and regulation potential of the State and the coordination power of the market while it weakened the coordinating strength of the academic community.
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- 2003
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34. HACIA UNA POLÍTICA EDUCATIVA PARA LA ENSEÑANZA Y EL APRENDIZAJE DE LA LENGUA ESCRITA EN SORDOS
- Author
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Ana María Morales
- Subjects
sordera ,planificación lingüística ,política educativa ,deafness ,linguistic planning ,education policy ,Education ,Special aspects of education ,LC8-6691 - Abstract
Este trabajo tiene como finalidad generar un constructo teórico coherente que permita el diseño de una política para la enseñanza y el aprendizaje de la lengua escrita en sordos en función de la planificación lingüística. Por ello, se propone como objetivo general: determinar los criterios básicos que debe contemplar una política educativa para sordos. Como objetivos específicos: precisar las vinculaciones existentes entre alfabetización, bilingüismo, biculturalismo, educación y sordera; analizar las implicaciones y consecuencias de la aplicación de políticas educativas para sordos; definir los aspectos de una política educativa para sordos a través de la figura del consenso y establecer el conjunto de lineamientos que orienten el diseño de tal política. La metodología empleada se apoya en el uso de técnicas de recolección de información opinática: el Grupo Nominal y el Estudio Delphi. Mediante estas técnicas se consultaron diferentes grupos de opinión, sordos y oyentes, con el fin de lograr el consenso en torno al tema. Producto de esa consulta se obtuvieron cinco categorías: pedagógica, curricular, lingüística, política y social. Entre las conclusiones más relevantes destacan que la enseñanza de la lengua escrita en sordos debe estar dentro de una política educativa y que la lengua de señas es la lengua fundamental del sordo.This paper is intended to create a coherent theoretical construct permitting the design of an educational policy for teaching and learning written language among deaf people, guided by the linguistic planning function. Its general objective is, accordingly, to determine the basic criteria on which an education policy for deaf people should be based. The specific objectives are: a) specify the connections among such concepts as Literacy, bilingualism, Biculturalism, Education, and Deafness; b) Examine the implications and consequences of the application of education policies designed for deaf people; c) clearly and unambiguously define the aspects which should be included in an education policy for the deaf people on a consensus basis; and d) state the essential set of guidelines to guide the design of such a policy. The methodological approach relies on the use of opinion/information collection techniques, specifically Nominal Group and Delphi Study. These techniques were used to survey different opinion groups (both deaf and non-deaf) to generate a consensus on the subject. Five categories emerged from that process: pedagogical, curricular, linguistic, political, and social. Among the most important conclusions of this survey are that the teaching written language to deaf people must be part of an education policy and that sign language must be accepted as deaf people's primary language.
- Published
- 2002
35. Política de avaliação da educação superior: controle e massificação Higher education assessment policy in Brasil: control and massification
- Author
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Alfredo Macedo Gomes
- Subjects
Política educacional ,Avaliação ,Educação superior ,Massificação ,Coordenação e controle ,Education policy ,Evaluation ,Higher education ,Massification ,Co-ordination and control ,Education (General) ,L7-991 - Abstract
O artigo analisa a política de avaliação implantada pelo Ministério da Educação a partir de 1995, que se materializa por intermédio do Exame Nacional de Cursos (ENC) e da Avaliação das Condições de Oferta de Cursos de Graduação. Argumenta-se que uma política de avaliação não deve caracterizar-se apenas pela contribuição que pode oferecer ao entendimento das características específicas de procedimentos avaliativos, mas deve, sobretudo, distinguir-se pela contribuição à compreensão crítica dos impactos e usos da avaliação e dos seus resultados como instrumento de exercício (e disputa) do poder no campo educacional. Dessa forma, é argumentado que uma política de avaliação nunca é destituída de vínculos estratégicos com a organização do sistema de ensino, com a sua dinâmica funcional e, igualmente, com os objetivos principais do projeto político para a área de educação que o grupo no poder busca realizar. Este é o caso da atual política de avaliação para o ensino superior brasileiro, que, por um lado, desempenha papel central na lógica organizativo-funcional do atual sistema de educação superior e, por outro, tornou-se o instrumento por excelência da política oficial para promover a massificação da educação superior via financiamento privado e desenvolver um moderno mercado da educação superior no Brasil.This paper analyses the assessment policy the Department of Education (MEC) implemented in Brazil since 1995. Such policies comprise the Exame Nacional de Cursos (Brazilian Examination of Courses) and the Avaliação das Condições de Oferta dos Cursos de Graduação (Assessment of Adequacy of Conditions for Undergraduate Course Provision). It argues that an assessment policy should not merely be characterised by the contributions it can offer to understand specific evaluation procedures. It should, above all, distinguish itself by contributing to critically understand the impacts and uses of assessment and its outcomes as an instrument of power to stimulate competition within the education field. It is also argued that an assessment policy always maintains strategic links to the organisation of teaching system and its functional dynamic as well as to the main purposes of the political project for the field of education aimed by the group in power. This is the case of the current assessment policy for higher education in Brazil, which, on the one hand, performs a central role in the organisational and functioning logic of the higher education system and, on the other, has already become the most effective instrument used by the government to promote both massification of higher education via private funding and the development of a modern market of higher education in Brazil.
- Published
- 2002
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36. Sustainable development and environmental education: a common trend with many challenges/Desenvolvimento sustentavel e educacao ambiental: uma trajetoria comum com muitos desafios/Desarrollo sostenible y la educacion ambiental: una tendencia comun con muchos desafios
- Author
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Barbieri, Jose Carlos and Da Silva, Dirceu
- Published
- 2011
37. ¿Movilidad social a partir de la movilidad geográfica?: los casos de familias argentinas inmigradas en un contexto regional español
- Author
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Sofía Laíz Moreira
- Subjects
media_common.quotation_subject ,Immigration ,España ,lcsh:HM401-1281 ,Humanidades ,Argentina ,Context (language use) ,Capitals ,Ethnography ,Sociology ,Education policy ,lcsh:Social sciences (General) ,media_common ,International migrations ,Trayectorias educativas ,Movilidad social intergeneracional ,Migración ,migraciones ,Intergenerational social mobility ,General Medicine ,Social mobility ,Educational attainment ,Country of origin ,Galicia ,lcsh:Sociology (General) ,Migraciones ,Spain ,Ethnology ,lcsh:H1-99 ,Sociología ,Qualitative research - Abstract
Este artículo presenta los resultados de una investigación cualitativa realizada entre los años 2011 y 2015 y cuyo objetivo principal fue el de estudiar los procesos de movilidad social intergeneracional de 10 grupos familiares de migrantes argentinos asentados en la Comunidad Autónoma de Galicia, España. La metodología empleada respondió a un estudio de tipo etnográfico y multi-situado, entrevistando no solo a los miembros de las diferentes generaciones de las familias objeto de estudio sino también a otros miembros de las comunidades de origen de los migrantes, así como a informantes claves que contribuyeron a explicar las características de los contextos sociales de origen en términos de sus estructuras educativa y ocupacional. De esta forma, se pudo acceder a informaciones útiles para así poder situar las posiciones sociales y educativas ocupadas por las generaciones de padres en la situación previa al proceso migratorio y postmigración. Los resultados de tales mediciones del nivel educativo entre generaciones, y de las categorías ocupacionales entre los espacios sociales involucrados, dejaron ver unos movimientos que reflejan y confirman las teorías acerca de la influencia del origen social sobre las trayectorias educativas de los hijos, pero que también ponen de relieve el importante impacto de los factores macroestructurales, tales como las políticas educativas, las características de la estructura laboral de la sociedad de instalación, la situación coyuntural de la economía local al momento del estudio y los procesos de discriminación por origen étnico dentro de la sociedad española., This paper presents the results of a qualitative research work carried out between 2011 and 2015 and which main objective was to study the intergenerational social mobility strategies of 10 family groups of two concrete origins (Argentinean and Moroccan) settled in the Autonomous Community of Galicia, in Spain. e methodology used has included an ethnographic and multi-sited study, conducting interviews to different family members of different family generations as well as to other family members still living in the country of origin and key informants that’s helped to understand the characteristics of educational and professional structures in pre-migration social contexts. The results of these measurements in regard to the educational attainment and professional categories between generations has confirmed the impact of social origin in descendants’ pathways but also the influence of the structural determinants, as is the education policy, the characteristics of the occupational structure in the immigration context, the socio-economic situation at the moment of this study and the discrimination processes in the Spanish society., Facultad de Humanidades y Ciencias de la Educación
- Published
- 2020
38. The Relationships Between the Postmodern Agenda and the Bases of Teacher Education Policies in Brazil
- Author
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Gisele Masson
- Subjects
Education policy ,Initial teacher training ,Postmodern agenda ,Education - Abstract
This paper attempts to show the relationships between the Postmodern agenda and the bases of initial teacher education policies in Brazil. After describing the assumptions of the postmodern agenda, it describes the bases of initial teacher education policies and shows the main problems of the influence of the postmodern agenda on initial teacher education. The topic of this essay is relevant to the field of education policies, since initial teacher education can contribute either to the reproduction of a pragmatist/utilitarian education or to the construction of an education project according to the working class interests. With regard to the methodology, this research was based on the historical and dialectical materialism and used bibliographical and documentary sources. This study made it possible to conclude that since the 1990s teacher education policies in Brazil have adapted to pragmatic, relativistic and subjectivist ideas, especially by praising the epistemology of practice, considering the concept of reflective teacher and the logic of competences. The postmodern agenda has many points in common with teacher education policies regarding the emphasis on local, ephemeral and short-sighted actions, whereupon social reality is seen as fragmented, multifarious, fluid and plural rather than as an integral unity. Within the context of teacher education, this can be clearly observed in the fragmentation of actions, projects, resources and educational entities, in contrast to a consistent and integrated proposal, which is what a policy of State and nation should be.
- Published
- 2011
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39. The education policy around the massification of higher education and its relationship to university dropout in Colombia
- Author
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Guerrero, Sara Cristina and Soto Arango, Diana Elvira
- Subjects
Revista Historia de la Educación Latinoamericana ,Universidad ,University ,Política educativa ,Deserción ,Journal History of Latin American Education ,Education policy ,Educación Superior ,Deserção Universidade ,Ensino Superior ,Higher Education ,História da Revista Latino-Americana de Educação ,Dropout Phenomenon - Abstract
RESUMEN Este artículo contextualiza las políticas alrededor de la deserción, a partir de los procesos de masificación de la educación superior, reformas universitarias, lineamientos a escala mundial establecidos por los organismos internacionales, políticas neoliberales y las directrices dadas por la Organización Mundial del Comercio. Lineamientos que impusieron el modelo universitario del siglo XXI; donde la educación al ser un servicio, centra su interés en el costo-beneficio y las pérdidas generadas. El propósito de este trabajo es comprender el interés por el surgimiento de las políticas nacionales alrededor del abandono universitario. Por medio de una revisión documental, centrada en los aspectos de calidad, cobertura, eficacia e inclusión, tomando los lineamientos dados por los organismos internacionales, en función de los Objetivos de Desarrollo del Milenio, Objetivos del Desarrollo Sostenibles, principales conferencias de Educación Superior, Declaración Mundial Educación para Todos Jomtien; Marco de Acción de Dakar y la Declaración de Incheon. Posteriormente, se muestran su influencia sobre los planes de desarrollo (1998-2018), planes decenales de educación. Finalmente, se concluye que se contrarresta y contradice entre lo que se indica en la política de ampliación de cobertura e inversión en la educación superior, con una realidad de recortes presu- puestales y con una prospectiva de estar lejos de alcanzar la política de bienestar social, como estrategia para finalizar la deserción que solucione la desigualdad académica al ingreso y los problemas socio-económicos de la población estudiantil universitaria colombiana. ABSTRACT This paper contextualizes the policies around the dropout phenomenon derived from the processes of massification of the higher education, university reforms, standards on a global scale established by the international organisms, neoliberal policies and the regulations given by the World Trade Organization. These regulations imposed the university model of the 21st century; where education, as a service, focuses on the cost-benefit and on the calculation of monetary losses. The purpose of this work is to understand the interest in the emergence of national policies around university dropout. Through a documentary review, focused on quality, coverage, effectiveness and inclusion, and taking into account the regulations given by international organizations, based on the Millennium Development Goals, Sustainable Development Goals, main conferences on Higher Education, World Declaration Education for All (Jomtien); Dakar Framework for Action and the Incheon Declaration. Subsequently, we describe their influence on development plans (19982018), decennial education plans. Finally, it is concluded that there exist contradictions between what is indicated in a policy of expanding coverage and investment in higher education, vs. a reality of budget cuts that moves away from achieving the social welfare policy, as a strategy to fight university dropout that alleviates the initial academic inequality, and the socio-economic problems of the Colombian university student population. RESUMO Este artigo contextualiza políticas em torno de deserção dos processos de massificação do ensino superior, reformas universitárias, diretrizes globais estabelecidas por organizações internacionais, políticas neoliberais e as orientações dadas pela Organização Mundial do Comércio. Diretrizes que impuseram o modelo universitário do século XXI; onde a educação, sendo um serviço, enfoca o custo-benefício e as perdas geradas. O objetivo deste artigo é entender o interesse no surgimento de políticas nacionais em torno do abandono escolar. Através de uma revisão da literatura focada em aspectos de qualidade, cobertura, eficácia e abrangência, tendo as orientações dadas por organizações internacionais, com base nos Objetivos de Desenvolvimento do Milênio, objectivos de desenvolvimento sustentável, grandes conferências de Ensino Superior, Declaração Mundial de Educação para Todos Jomtien; Marco de Ação de Dakar e a Declaração de Incheon. Posteriormente, sua influência sobre planos de desenvolvimento (1998-2018), planos de educação decenal. Finalmente, conclui-se que contraria e contradiz entre o que está indicado na política, a expansão da cobertura e o investimento no ensino superior, com uma realidade de cortes orçamentários e com a perspectiva de estar longe de alcançar a política de assistência social, como estratégia para acabar com a deserção que resolve a desigualdade acadêmica de renda e os problemas socioeconômicos da população universitária colombiana.
- Published
- 2019
40. Desregulamentação da formação inicial de professores. Uma experiência neoliberal
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Silva-Peña, Ilich and Peña-Sandoval, César
- Subjects
Política educacional ,despesas educacionais ,Education policy ,subvención educativa ,bolsa educacional ,gastos educativos ,privatización ,education subsidy ,Chile ,privatization ,privatização ,education expenditures - Abstract
RESUMEN El presente artículo plantea el problema de la desregulación de la formación inicial docente bajo un sistema neoliberal. Chile fue utilizado como un laboratorio social de transformación política y económica por un grupo de economistas chilenos formados en Estados Unidos (Chicago Boys). El texto entrega antecedentes históricos del proceso realizado por la dictadura cívico-militar en Chile y continuado por los gobiernos siguientes. Este marco político e histórico permite visualizar el sistema universitario chileno, en el cual las instituciones estatales son afectadas por un modelo de autofinanciamiento. En el artículo se enfatiza el análisis en torno a cuestionar la dicotomía regulación/desregulación como una distinción público/privada. Como ejemplo se muestra la expansión de una oferta privada y desregulada de la formación docente por parte de universidades estatales regionales con bajo aporte basal estatal. A través de estos casos es posible observar que un modelo basado en la oferta y demanda avanza en la destrucción de las fronteras entre lo público y privado. Como buen laboratorio, el ejemplo de Chile puede ser utilizado para observar los efectos de una política pública neoliberal. ABSTRACT This paper addresses the problem of deregulation of initial teacher education under a neoliberal system. Chile was used as a social laboratory of political and economic transformation by a group of Chilean economists trained in the United States (Chicago Boys). The text provides historical background of the process carried out by the civil-military dictatorship in Chile, continued by the following governments. This political and historical framework makes it possible to visualize the Chilean university system, in which state institutions are affected by a self-financing model. We emphasize the analysis around the regulation/deregulation dichotomy as a public/private distinction. An example is the expansion of a private and deregulated offer of teacher education by regional state universities with low basal state contribution. Through these cases it is possible to observe that a model based on supply and demand advances in the destruction of the frontiers between public and private sectors. As a good laboratory, the example of Chile can be used to observe the effects of a neoliberal public policy. RESUMO Este artigo levanta o problema da des- regulamentação da formação inicial de professores sob um sistema neoliberal. O Chile foi usado como laboratório social para transformação política e econômica por um grupo de economistas chilenos treinados nos Estados Unidos (Chicago Boys). O texto fornece antecedentes históricos do processo realizado pela ditadura cívico-militar no Chile e continuado pelos seguintes governos. Esse arcabouço político e histórico nos permite visualizar o sistema universitário chileno, no qual as instituições do Estado são afetadas por um modelo de autofinanciamento. O artigo enfatiza a análise em torno de questionar a dicotomia regulação / desregulamentação como uma distinção público / privado. Um exemplo é a expansão de uma oferta privada e desregulada de formação de professores por universidades estaduais regionais com baixa contribuição de estado de referência. Por meio desses casos, é possível observar que um modelo baseado na oferta e demanda avança na destruição das fronteiras entre o público e o privado. Como um bom laboratório, o exemplo do Chile pode ser usado para observar os efeitos de uma política pública neoliberal.
- Published
- 2019
41. EDUCACIÓN INTERCULTURAL BILINGÜE EN ARGENTINA: UN PANORAMA ACTUAL
- Author
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Ana Carolina Hecht
- Subjects
lcsh:Ethnology. Social and cultural anthropology ,Educación Intercultural Bilingüe, pueblos indígenas, Argentina, política educativa, diversidad, desigualdad ,media_common.quotation_subject ,Ciencias de la Educación ,State of affairs ,purl.org/becyt/ford/5.3 [https] ,PUEBLOS INDÍGENAS ,CIENCIAS SOCIALES ,Pedagogy ,Education policy ,lcsh:Social sciences (General) ,media_common ,EDUCACIÓN INTERCULTURAL BILINGÜE ,ARGENTINA ,Linguistic diversity ,purl.org/becyt/ford/5 [https] ,Bilingual education ,Field (Bourdieu) ,Gender studies ,General Medicine ,lcsh:GN301-674 ,Geography ,POLÍTICA EDUCATIVA ,Otras Ciencias de la Educación ,lcsh:H1-99 ,Diversity (politics) - Abstract
Resumen El objetivo de este artículo fue analizar un estado de la cuestión sobre las políticas de Educación Intercultural Bilingüe (EIB) en Argentina. La EIB se refiere a las propuestas educativas cuya meta es atender las necesidades particulares de las minorías etnolingüísticas. En este texto, en un principio, se contextualizan históricamente a las políticas educativas para la diversidad cultural y lingüística; luego, se definen algunos rasgos que caracterizan a la EIB como política educativa; Por último, en las conclusiones, se exponen los desafíos a futuro de esta política educativa. Este texto contribuye al campo de los estudios sobre la diversidad en la escolarización de los diferentes grupos étnicos.Summary The goal of this article is to assess the state of affairs of Intercultural Bilingual Education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. In the first section of this paper, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering main characteristics of this education policy. Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy. This article contributes to the field of studies on diversity in the schooling of ethnically different groups.
- Published
- 2016
42. Conceptions de la justice en éducation: construction d’un cadre d’analyse
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Nathanaël Friant and José Sánchez-Santamaría
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Educational equity ,Politique de l'éducation ,Pédagogie ,équité éducative ,théorie de l'éducation ,Heuristic ,media_common.quotation_subject ,Educación ,05 social sciences ,0211 other engineering and technologies ,050301 education ,02 engineering and technology ,Sociologie de l'éducation ,Economic Justice ,Epistemology ,Education ,Presentation ,Justice dans éducation ,021105 building & construction ,Frame (artificial intelligence) ,Education policy ,Sociology ,0503 education ,Educational systems ,media_common - Abstract
This paper proposes a frame to analysis conceptions of justice in education. This framework can be very useful to identify conceptions about justice in educational discourses. It is a good example of its heuristic interest. In this way, it will be possible to produce a transfer of the design of different educational systems and deduce probable consequences, or also to identify in the name of what the conception of the education policy about justice is criticized or defended. After the presentation of the respective work of the two authors of this article, based on the theories of justice, three models of analysis of educational equity are discussed: Demeuse and Baye (2005), Bolívar (2005) and Espinoza (2007). Finally we propose a new model to overcome the weak points identified in previous models., En este trabajo se propone un marco de referencia para analizar las concepciones sobre la justicia en educación. Dicho marco puede ser muy útil para identificar aquellas concepciones sobre la justicia en los discursos, lo que da buena muestra de su interés heurístico. De este modo, se podrá producir una transferencia del diseño de entre distintos sistemas educativos y deducir consecuencias probables, o también para identificar en nombre de lo que la concepción de la política de educación de la justicia es criticado o defendido. Tras la presentación del respectivo trabajo de los dos autores de este artículo, basado en las teorías de la justicia, se discuten tres modelos de análisis de la equidad educativa: Demeuse y Baye (2005), Bolívar (2005) y Espinoza (2007). Finalmente proponemos un nuevo modelo para superar los puntos débiles identificados en modelos anteriores., Dans cet article, nous proposons un cadre d’analyse des conceptions de la justice en éducation. Développer un tel cadre d’analyse permettant d’identifier les conceptions de la justice à l’œuvre dans des discours possède un intérêt heuristique fort. Cela permet de montrer un éventuel passage d’une conception à l’autre dans un système éducatif et d’en déduire de probables conséquences, ou encore d’identifier au nom de quelle conception de la justice une politique éducative est critiquée ou défendue. Après avoir présenté les travaux respectifs des deux auteurs de cet article, basés sur les théories de la justice, nous discutons trois modèles d’analyse de l’équité en éducation: Demeuse et Baye (2005), Bolívar (2005) et Espinoza (2007). Nous proposons finalement un nouveau modèle permettant de dépasser les points faibles identifiés dans les modèles précédents.
- Published
- 2018
43. Unequal distribution of educational opportunities in the territory and enrollment migration: the case of the region of Los Lagos (Chile)
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Donoso Díaz, Sebastián and Arias Rojas, Óscar
- Subjects
education policy ,política educativa ,equidade ,equidad ,território ,subnational government ,gobiernos subnacionales ,territory ,governos subnacionais ,educación pública ,equity ,educação pública ,territorio ,public education - Abstract
One of the characteristics of the actual Chilean school system is the growing segmentation across socioeconomic groups of students, which has intensified in the last decade along the growth of private schools enrollment. In the heart of this phenomenon has been the policy debate on financing of the school system. Beyond the measures of the student's individual vulnerability, the article discusses the need to incorporate aspects of educational risk related to the territories where the students are located, and the dependency relationships between these areas at a national level. To understand the relationships between regions the daily migration processes of students between districts are analyzed, delving into the case of the Lakes Region. The paper concludes with policy recommendations for the funding policy and the management of public education policy in the context of the discussion of the new architecture of Chilean school system.  , Una de las características del sistema escolar chileno actual es la creciente segmentación socioeconómica de sus estudiantes, la cual se agudiza en la última década a la par del crecimiento de la matrícula privada. En el centro de este fenómeno se haya el debate sobre la política de financiamiento del sistema escolar. Más allá de las medidas de vulnerabilidad individual de los estudiantes, en el artículo se discute la necesidad de incorporar aspectos de riesgo educativo asociados a los territorios donde éstos se localizan, y a las relaciones de dependencia entre estos territorios a nivel nacional. Para entender las relaciones entre territorios se analizan los procesos de migración cotidiana de estudiantes entre comunas, profundizando en el caso de la región de Los Lagos. Se concluye con recomendaciones para la política de financiamiento y de gestión de la educación pública, en el contexto del debate de la nueva arquitectura del sistema escolar chileno.  
- Published
- 2018
44. School choice in Chile: From distinction and exclusion to the social segregation of the school system
- Author
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Hernández, Macarena and Raczynski, Dagmar
- Subjects
education policy ,política educativa ,elección de escuela ,segreganção socioeconômica ,classes sociais ,school choice ,Chile ,social class ,segregación socioeconómica ,clases sociales ,social segregation ,escolha de escola - Abstract
International studies have claimed for many decades the relationship between school choice, social class and social segregation in education systems. In Chile, in contrast, the analysis of parental choice processes, in the context of the high level of social segregation within the school system, have emerged only recently within the research agenda. Within these trends, this paper explores and contrasts the dynamics of school choice of middle and lower classes, from a qualitative perspective. The results question the discursive principles held by advocates of school choice, providing evidence about the processes by which families produce and contribute, by their school choices, to the segregation and stratification of the system, in the context of the specific policy design in which school choice is currently enacted., La literatura internacional ha constatado desde hace más de una década la estrecha vinculación entre elección de escuela, clase social y segregación social de los sistemas educativos. En Chile, en cambio, es solo recientemente que el estudio de los procesos de elección en el marco de la alta segregación y estratificación del sistema escolar ha emergido dentro de la agenda investigativa. Avanzando en esta línea, este artículo profundiza y contrasta las dinámicas de elección de familias de clase media y baja, desde un enfoque cualitativo. Los resultados cuestionan decididamente los principios discursivos sostenidos por los defensores del school choice, aportando evidencia respecto de los procesos mediante los cuales las familias chilenas de ambos estratos fabrican la segregación y estratificación del sistema, a partir de sus lógicas de elección educativa, en el contexto de un diseño institucional de política que acentúa estas lógicas más que neutralizarlas., A literatura internacional tem constatado, há mais de uma década, a estreita ligação entre escolha de escola, classe social e segregação social dos sistemas educativos. No Chile, no entanto, só recentemente, é que o estudo dos processos de escolha no contexto da alta segregação e estratificação do sistema escolar tem emergido nas investigações científicas. Avançando nessa linha, aprofundam-se e contrastam-se as dinâmicas de escolha de famílias de classe média e baixa, desde uma abordagem qualitativa. Resultados questionam fortemente os princípios discursivos sustentados pelos defensores do school choice, fornecendo evidências sobre os processos por meio dos quais as famílias chilenas de ambos os estratos fabricam a segregação e estratificação do sistema, a partir das suas lógicas de escolha educativa, no contexto de um projeto institucional de política que enfatiza tal lógica em vez de neutralizá-la.
- Published
- 2018
45. From Democratic Participation to School Choice: Quasimarket Principles in the Spanish Educational Legislation De la Participación Democrática a la Elección de Centro: las Bases del Cuasimercado en la Legislación Educativa Española.
- Author
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Antonio Olmedo Reinoso
- Subjects
education policy ,school choice ,participation ,quasimarkets ,Education - Abstract
This paper is part of a broader research project that aims to study and give some theoretical explanation to the inclusion/exclusion dynamics produced by the application of neoliberal policies in education. It focuses on those policies that promote school choice and family involvement. The goal was to contextualize the role of the State over these issues, analyzing the legislative framework in which families act and take decisions in relation to their children's education process. Far from trying to give a mere description of the contents of those policies, this article tries to understand and point out their possible effects in comparison with other contexts that have already developed similar dynamics. The article suggests that the trajectory of the Spanish educational policy over school choice and participation has redefined the role of families in relation to their children's schooling process. The result has been the transition from an active role in the daily organization and management of the schools to another one more specific and restricted where the families could be defined as consumers of education focusing on the control through choice of those schools that are considered as the "best and more appropriate" in order to fulfil present and future aspirations and expectations. Este artículo se enmarca dentro de un trabajo de investigación más amplio que parte con el objetivo de entender y explicar las distintas dinámicas de inclusión y exclusión social producidas a causa del desarrollo y la aplicación de políticas neoliberales en el campo educativo. Nos centraremos en las políticas de elección y participación de las familias en los centros educativos con la intención de contextualizar el papel del Estado a este respecto, analizando el marco legislativo en el que las familias actúan y toman decisiones con respecto a distintos aspectos relacionados con la escolarización de sus hijos. Nuestro objetivo no es tanto hacer una mera presentación del contenido de dichas políticas sino tratar de comprender y señalar los posibles efectos de las mismas en comparación con otros contextos en los que se han puesto en prácticas otras dinámicas similares. Se pondrá de manifiesto cómo el devenir de las políticas españolas de elección y participación en los centros ha redefinido el rol de las familias en relación con dicho proceso de escolarización, cediendo, en algunos casos, a presiones provenientes desde el seno de algunas agrupaciones de las mismas. El resultado ha sido el paso de un papel activo en la gestión y organización diaria de los centros educativos a otro, mucho más puntual y restringido, en el que las familias podrían definirse como meras consumidoras de educación, centrado en el control mediante la elección de aquellas escuelas que son consideradas como las "mejores y más adecuadas" en la consecución de sus aspiraciones y expectativas tanto presentes como futuras.
- Published
- 2008
46. Política educativa y protección social: convergencia interna y etnicidad en Ecuador, 2007-2014
- Author
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Sánchez Zurita, Jeannette, León, Margarita, and Universitat Autònoma de Barcelona. Departament de Ciència Política i de Dret Públic
- Subjects
Unequality according to ethnicity ,Ciències Socials ,Política educativa ,Education policy ,Transferencias monetarias ,Monetary transfers ,Desigualdad según etnia - Abstract
Ecuador, como el resto de la región latinoamericana, es un país con alta desigualdad, una de cuyas manifestaciones es la desigualdad interétnica. Si bien se han producido mejoras en los últimos años, este país sigue siendo una sociedad multiétnica jerarquizada heterogéneamente en la cual la población indígena está a la cola de la jerarquía con el peor desempeño social. Luego de dos décadas de un Estado debilitado que gestionó políticas económicas de ajuste y políticas sociales sobre todo residuales a fines del siglo pasado, a partir del 2007, el gobierno ecuatoriano impulsó un Estado social con un mayor rol en la regulación económica y el bienestar. El objetivo de la presente tesis es determinar si el Estado ecuatoriano, a través de las políticas de educación y protección social implementadas entre los años 2007 y 2014, logró favorecer un proceso de convergencia interna medida por la brecha de ingresos entre la población indígena y la población blanca y mestiza. Usando métodos de estadística descriptiva y modelos de regresiones condicionados de Blinder-Oaxaca y Mincer se analiza la asociación entre educación y la brecha de ingresos interétnica. A través de métodos de descomposición de factores en los indicadores nacionales de desigualdad del ingreso, y un modelo de regresión discontinua condicionado, que usa datos de panel del registro social de los perceptores del Bono de Desarrollo Humano (BDH), se analiza el impacto diferenciado por etnicidad de las transferencias monetarias en los hogares beneficiarios. La tesis encuentra que tanto la política educativa como las transferencias monetarias han apoyado a mejorar las capacidades, la educación, y las condiciones de vida y a bajar los niveles de pobreza y la desigualdad interétnica de ingresos. De todos modos, no todos los resultados son homogéneos, y los distintos factores operan diferenciadamente. Estas medidas, por otra parte, se muestran insuficientes para lograr una mayor convergencia interétnica en el nivel de ingresos. En términos generales se requiere impulsar adicionalmente estrategias de promoción social, fomento productivo, acceso a activos productivos, mejorar la productividad, y, particularmente en la población indígena, políticas activas contra la discriminación en el mercado laboral y otros mercados de bienes y servicios, así como políticas culturales que revaloricen las culturas de los pueblos indígenas, y permitan construir, en la diversidad étnica y cultural, mayores relaciones de igualdad., Ecuador, as the rest of the Latin-American region, is a country with high levels of inequality. One of the manifestations of this inequality is defined as interethnic inequality. Even though there has been some improvement in the latest years, this country is still a heterogeneously hierarchical multiethnic society in which the indigenous population is the bottom tier with the worst social performance. After two decades of a weakened State that managed austere economic policies and residual social policies to the end of the last century, beginning from 2007, the Ecuadorian government pushed a social State with a greater role in economic regulation and welfare. The objective of this thesis is to determine if the Ecuadorian State, through the implementation of education and social protection policies between the years 2007 and 2014, accomplished a process of internal convergence measured by the income gap between the indigenous, and the white and mestizo (mixed) population. This paper analyses the association between education and the interethnic income gap using descriptive statistical methods and conditional regression models of Blinder-Oaxaca and Mincer. The analysis includes the impact of the monetary transfers in beneficiary homes differentiated by ethnicity through the discontinuity regression model that uses panel data from the social registration of the beneficiaries of the Bono de Desarrollo Humano (BDH); additionally, the study includes the use of the decomposition of factors method with the national income inequality indicators considering ethnicity criteria. The thesis has found that the education policy as the monetary transfers program has supported the improvement of capabilities, education, and living conditions, while also reducing levels of poverty and interethnic income inequality. Nevertheless, not all results have been homogeneous and the distinct factors operate differentially. These measures, on the other hand, have shown insufficient to achieve a higher interethnic convergence at the income level. In general terms, there is a need to support additional strategies of social and productive promotion, access to productive actives, improvement of productivity, and, particularly in the indigenous population, active policies against discrimination in the labor market and other goods and services markets. Finally, the government should strengthen the cultural policies that improve the recognition and value of indigenous cultures, and allow the construction of major equality relationships in a multiethnic society.
- Published
- 2017
47. Análisis de referenciales en política educativa, Bogotá 1990-2011
- Author
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Zabaleta Vanegas, Iván Hernando and Mora Cortés, Andrés Felipe
- Subjects
education policy ,política educativa ,enfoque de derechos ,approach rights ,planning tools ,370 - Educación ,sistema educativo distrital ,referenciales de política pública ,360 - Problemas y servicios sociales ,asociaciones ,instrumentos de planificación ,district education system ,human capital ,referential public policy ,capital humano ,320 - Ciencia política (política y gobierno) ,350 - Administración pública y ciencia militar - Abstract
El trabajo analiza los referenciales en política educativa para Bogotá entre 1990 y 2011, con la intención de entender y explicar la manera en que se dio el tránsito de paradigmas, como cambio desde el referencial del capital humano a un enfoque de derechos. Se aborda a partir del análisis teórico integracionista de políticas públicas, específicamente el enfoque de análisis por el referencial de Jobert y Muller y el análisis de paradigmas de política de Peter Hall. En concordancia, se trabaja con el esquema cognitivo de Bejarano Mayorga que usa como unidad de análisis los instrumentos de acción pública y las relaciones sociales de poder. Al final se expone, como el referencial territorial de las políticas educativas, ha tenido transformaciones de primer y segundo orden (de reformas de instrumentos y cambios de instrumentos), que no implicaron cambios sustanciales en objetivos y metas, pero que fueron resultado de la interacción, presión, debate y concertación de actores y mediadores interesados en incidir. De tal manera se entiende el tránsito entre referenciales como un proceso activo e inacabado de coexistencia y disputa, incidido principalmente por: la gestión de mediadores privilegiados como el sindicato de maestros y las elites administrativas asociadas a organismos multilaterales (Banco Mundial, Fondo Monetario Internacional, Programa de las Naciones Unidas para el Desarrollo); la pérdida de autoridad en el gobierno distrital que conlleva al desarrollo de experimentos de política educativa con enfoque de derechos; y la proliferación de escenarios de participación que canalizaron el descontento social frente al modelo del capital humano. (texto tomado de la fuente) The paper analyzes the referentials in educational policy for Bogota between 1990 and 2011, with the intention of understanding and explaining the way in which the transit of paradigms occurred, as a change from the human capital referential to a rights approach. It is approached from the integrationist theoretical analysis of public policies, specifically the analysis approach by the referential of Jobert and Muller and the analysis of paradigms of policy of Peter Hall. Accordingly, I work with the cognitive scheme of Bejarano Mayorga that uses instruments of public action and social relations of power as a unit of analysis. In the end, I expose as the territorial referential of educational policies, it has had first and second order transformations (of instrument reforms and instrument changes), which did not imply substantial changes in objectives and goals, but which were the result of interaction, pressure, debate and agreement of actors and mediators interested in influencing. In this way, the transition between the referentials is understood as an active and unfinished process of coexistence and dispute, mainly influenced by: the management of privileged mediators such as the teachers' union and the administrative elites associated with multilateral organizations (World Bank, International Monetary Fund, United Nations Development Program); The loss of authority in the district government that leads to the development of educational policy experiments with a rights approach; And the proliferation of participation scenarios that channeled social discontent with the human capital model. Maestría Gobierno, Régimen político y políticas públicas
- Published
- 2017
48. Educación, libertad y justicia en Fichte
- Author
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Héctor Oscar and Arrese Igor
- Subjects
purl.org/becyt/ford/6 [https] ,Fichte ,Property (philosophy) ,Conceptualization ,Derecho ,Educación ,Filosofía, Ética y Religión ,General Medicine ,purl.org/becyt/ford/6.3 [https] ,Economic Justice ,Epistemology ,HUMANIDADES ,RECONOCIMIENTO ,Estudios Religiosos ,Justicia ,Libertad ,Filosofía ,Education policy ,Sociology ,Order (virtue) - Abstract
Intentaré mostrar en este trabajo que la concepción fichteana de la libertad no puede ser interpretada en términos de las categorías de las libertades negativa y positiva. La razón de esta afirmación reside en que la idea de la libertad en Fichte está íntimamente ligada a la propiedad, dado que se funda en el derecho a la existencia de todos los ciudadanos. Esta concepción implica una idea particular de la justicia distributiva, que no gira en torno de la distribución de bienes, sino de oportunidades para poder vivir del propio trabajo. Ahora bien, también apunto en este trabajo a explorar otra dimensión importante de la idea de la libertad en Fichte, que tiene que ver con el enfoque basado en el desarrollo de capacidades. Para ello, en primer lugar reconstruiré la demostración del reconocimiento del otro a partir de la figura humana del Yo en cuanto cuerpo en reposo. Finalmente, derivaré las consecuencias que tiene esta concepción de la libertad como desarrollo de las capacidades para la política educativa diseñada por Fichte., In this paper, I explore two fundamental dimensions of the Fichtean conceptualization of freedom. First, I describe the intimate relationship that Fichte established between freedom and property. In doing this, I try to reconstruct the justification of the right to earn a living from the own work as a necessary condition of freedom. Second, I offer an account of learning skills as another central condition of freedom in order to reconstruct Fichte’s demonstration of the need of recognizing the other. Last, I derive the implications of Fichte’s idea of recognition in order to design an education policy., Facultad de Humanidades y Ciencias de la Educación
- Published
- 2017
49. Sexual Education Policy, Marco Berger and Absent. Regards in conflict from the Communication Didactics (today under construction)
- Author
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Diego A. Moreiras
- Subjects
Law 26.150 ,Perspective (graphical) ,Marco Berger ,cine ,General Engineering ,ausente ,didáctica de la comunicación ,Ley 26.150 ,semiotics ,Semiotics ,sexual educational policy ,cinema ,Social conflict ,communication didactics ,educación sexual integral ,Sociology ,Education policy ,absent ,Humanities ,semiótica - Abstract
Este escrito es parte de las preocupaciones del equipo de Investigación de la Dra. Ximena Triquell11, y en ese marco inscribe la pesquisa en una perspectiva sobre conflictos sociales en discursos audiovisuales, en este caso, aquellos vinculados con la sexualidad en contextos escolares. En este marco, y con el objetivo de dar cuenta de conflictos vinculados a la sexualidad, este artículo presenta en primera instancia un análisis semiótico del filme Ausente, de Marco Berger. En segundo lugar, busca encuadrar estas reflexiones anteriores en una perspectiva que denominamos didáctica de la comunicación, que consideramos se encuentra actualmente en construcción. En tercer lugar, a partir de lo anterior, propone una reflexión oblicua sobre la educación sexual integral en Argentina. Firstly, this article presents a mainly semiotic analysis of the filme Absent, by Marco Berger. Secondly, and from then on, it proposes some oblique considerations about Argentina´s Comprehensive Sexual Education Policy. In the third place, it seeks to focus these previous reflections in a perspective, actually under construction, that we call Communication Didactics. Finally, this paper is part of the concerns of the Research Team led by Dr. Ximena Triquell. In that institutional frame, we inscribe these results in a larger inquiry, whose topics include social conflicts in audiovisual discourses. In our case, the attention is centered in sexual conflicts in educational sceneries.
- Published
- 2016
50. Unanswered Questions in Colombia’s Foreign Language Education Policy
- Author
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Camilo Andrés Bonilla Carvajal and Isabel Tejada-Sánchez
- Subjects
Linguistics and Language ,Foreign language ,English education ,Public administration ,8 Literatura y retórica / Literature ,lcsh:LB5-3640 ,Education ,colonialismo lingüístico ,educación bilingüe en Colombia ,Political science ,Marco Común Europeo de Referencia ,Synonym (database) ,Education policy ,linguistic colonialism ,Social science ,Neuroscience of multilingualism ,Language policy ,060201 languages & linguistics ,Common European Framework of Reference ,Bilingual education ,05 social sciences ,050301 education ,06 humanities and the arts ,Economic benefits ,language policy ,lcsh:Theory and practice of education ,Bilingual education in Colombia ,0602 languages and literature ,política lingüística ,37 Educación / Education ,lcsh:L ,0503 education ,lcsh:Education - Abstract
Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign language education policy in Colombia, with special attention to English. It outlines the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives. We then move on to analysing the choice of English as a synonym for bilingualism and conclude with emerging questions that are to be considered for future debates and reassessments of Colombia’s English-Spanish bilingual education policy. Siguiendo una tendencia general en el Occidente no anglófono, Colombia ha intentado incansablemente difundir la educación en lengua inglesa en aras de alcanzar beneficios económicos. Este artículo busca ofrecer una descripción crítica de la política de enseñanza de lengua extranjera: inglés. Se considera el impacto de las múltiples transiciones que ha sufrido la misma a lo largo de los años mediante una descripción histórica de las anteriores iniciativas, la recepción de parte de los académicos y la propuesta actual del gobierno. Finalmente, se analiza la elección del inglés como sinónimo de bilingüismo para concluir con las dudas que suscita la política actual a fin de abrir un futuro debate y revaloración sobre la educación bilingüe español-inglés.
- Published
- 2016
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