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The educational policies of the last decades in Argentina have profoundly modified the system, the population and the expectations and demands towards education. In this framework, the choice of secondary school appears as an extremely important aspect in the processes of socio-educational inequality. This article is based on two qualitative research projects on school choice and family strategies in lower and upper class contexts respectively in the city of Córdoba. The results allow us to refute some assumptions of the academic tradition, such as the assumption that lower class families do not choose or that upper class families have all the options. We identify that choice is differentially signified according to social class and involves strategies of sounding, prioritizing and choosing in order to shorten the distance between what is possible and what is desired. [ABSTRACT FROM AUTHOR]

Las políticas educativas de las últimas décadas en Argentina han modificado profundamente el sistema, la población y las expectativas y demandas hacia la educación. En este marco, la elección de la escuela secundaria se presenta como un aspecto sumamente importante en los procesos de desigualdad socio-educativa. Este artículo se basa en dos proyectos de investigación con abordaje cualitativo sobre la elección de escuela y las estrategias familiares en contextos de clase baja y alta respectivamente en la Ciudad de Córdoba. Los resultados nos permiten dar por tierra algunos supuestos de la tradición académica, como por ejemplo que las familias de clase baja no eligen o que las familias de clase alta tienen todas las opciones. Identificamos que la elección es significada diferencialmente de acuerdo a la clase social y supone estrategias de sondeo, priorización y elección para acortar la distancia entre lo posible y lo deseado.

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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen El objetivo de este artículo es mostrar cómo la lógica de competencia entre centros, introducida mediante las políticas de elección escolar, se transforma en una lógica de supervivencia desde la perspectiva de quienes habitan los centros en situación más comprometida, en los llamados “centros gueto”. Para mostrarlo, nos apoyamos en un estudio cualitativo con entrevistas comprensivas con 16 docentes y directores/as de centros públicos en Madrid. A partir del análisis de entrevistas, sostenemos que la elección escolar no es tan sólo una tecnología de gubernamentalidad neoliberal, sino también una tecnología de biopolítica educativa que “hace vivir a unos y deja morir a otros”.

Este artículo problematiza el proceso de elección de las escuelas a las cuales asisten jóvenes que forman parte de familias de origen boliviano y que residen actualmente en la Argentina. A partir del trabajo etnográfico desarrollado en espacios escolares y comunitarios de las provincias de Córdoba y Buenos Aires hemos observado que en estos procesos entran en juego aspectos vinculados a la proximidad geográfica, el proyecto educativo y perfil de la escuela, las percepciones de la misma en los entornos familiares y comunitarios, las aspiraciones de las familias y les jóvenes y, principalmente, la asistencia previa de conocidos y familiares. Poner el foco en la elección de la escuela secundaria permite adentrarse en una serie de aspectos que, hasta el momento, han sido poco indagados. Entre otros, cabe señalar los modos que adoptan (y tensionan) las relaciones intergeneracionales y el peso de las relaciones intra-generacionales.

Se analizan las razones de madres que habitan Isla de Pascua para escolarizar a sus hijos en educación básica en algunos de los tres colegios de la isla que ofrece este nivel educativo. Tal proceso se lleva a cabo en un escenario en el cual uno de los establecimientos –el público- tiene una oferta educativa más cercana a la lengua y cultura rapanui que los otros dos colegios privado subvencionados a los cuales, sin embargo, asiste una cantidad importante de familias rapanui, en tanto las familias no locales (continentales) tienden a preferir casi totalmente estos últimos establecimientos. Para efectos de la recolección y análisis de la información, se prioriza el aspecto de etnicidad presente en este territorio (familias rapanui y continentales) entrevistando a 30 madres de ambos grupos étnicos incluyendo aquellas que pertenecen a familias mixtas. Se concluye que discursos relacionados con la etnicidad (nosotros/ellos) están presentes tanto para elegir escuelas como para evitarlas, lo que se entremezcla con otras representaciones sociales de la familia y del futuro de los hijos frente a un mundo globalizado.

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El presente artículo analiza primero las expectativas que tienen las personas jóvenes en su último año de educación obligatoria respecto al camino a elegir después de su educación obligatoria, singularmente entre la opción académica y la opción profesional. En segundo lugar, estudia las motivaciones de las personas jóvenes que han escogido la opción de la Formación Profesional. Se parte del marco teórico de los efectos secundarios de Boudon y del marco de la identificación con la institución escolar. Se utilizan técnicas bivariadas y multivariadas para valorar los datos de un estudio longitudinal que empezó en el curso 2013-2014 con una muestra de 2.056 jóvenes. Los principales resultados son que el nivel de estudios de la familia y sobre todo las notas influyen en la expectativa de ir al Bachillerato o a la Formación Profesional. La mayoría de jóvenes que escogen la Formación Profesional tienen elevadas motivaciones expresivas e instrumentales, y en general muestran también un elevado grado de autonomía en sus opciones profesionales.

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the 'enactment' of education policy.

Los diversos sistemas educativos en el mundo persiguen objetivos tanto públicos como privados. Específicamente, deben intentar conciliar el permitir mayor libertad para que las escuelas puedan responder a los objetivos privados de las familias con preservar un modelo educacional que entregue una experiencia educacional colectiva para mantener una sociedad cohesionada. Usando datos de PISA 2009, este trabajo examina de forma exploratoria las posibles implicancias que tendría el tipo de financiamiento y tipo de provisión (pública o privada) en el logro de los siguientes cuatro objetivos que han sido planteados para la educación: (a) libertad de elección, (b) eficiencia productiva, (c) equidad, y (d) cohesión social. En términos generales, se encuentra que existen tensiones en el logro de objetivos privados y públicos de forma simultánea. Sin embargo, existen algunas políticas públicas que logran reducir estas tensiones, mientras que otras tienden a incrementarla.Educational systems around the world pursue both public and private objectives. They are able to balance both objectives by allowing greater freedom for schools to meet the families’ private objectives with an educational model that delivers a collective experience that maintains a cohesive society. Using data from PISA 2009, this study explores the possible implications that public and private funding and provision have on the following four objectives of education: (a) freedom of choice, (b) productive efficiency, (c) equity, and (d) social cohesion. We find that there are tensions in achieving some of these objectives simultaneously. However, there are some policies that reduce some of these tensions, while others tend to exacerbate them.

La expansión de las lógicas de casi-mercado en la (re)configuración de los regímenes educativos ha hecho mella tanto en la articulación de la oferta como en la gestión de la demanda escolar. En lo relativo a la demanda, la potenciación del casi-mercado se ha plasmado, principalmente, en la extensión de políticas de distinta índole dirigidas a ampliar el margen formal de elección escolar por parte de las familias. En el terreno de la oferta, y más allá de las vías abiertas a la privatización de la enseñanza, el mismo proceso ha comportado la devolución a las escuelas de mayores márgenes de autonomía, en diversos campos (curricular, gestión de personal y presupuestos, admisión de alumnos...). En este artículo se repasan, desde una perspectiva europea y crítica, algunos de los principales peligros atribuibles a estos procesos, fundamentalmente relacionados con la segregación escolar, y se señalan algunas claves explicativas para contribuir a comprender su naturaleza e implicaciones.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we analyze the schooling alternatives of families that could face school closure. This article identifies, characterizes, and georeferences the institutions classified as low-performing by the SEP Law along with their closest alternatives. The findings indicate that a significant number of families do not have any quality alternatives nearby, particularly families in rural areas and/ or in schools with a high percentage of low SES students. Additionally, when admissions barriers and family preferences are incorporated in the analysis, school alternatives are considerably reduced. Alternatives are further reduced when using a more stringent definition of school quality. [ABSTRACT FROM AUTHOR]

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Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)