Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings

Case Study;Chile;Community Resistance;Fairclough;Greene;Mixed-method;Mothers;Municipalization;Neoliberalism;Neoliberal Imaginary;Parents;Public Education;Right to Education;Resistance;Stake;SIMCE;Standarization;Standarized Testing;School Closing;School Networks;Tomasevski

Pino Yancovic, Mauricio

关键词: Case Study;    Chile;    Community Resistance;    Fairclough;    Greene;    Mixed-method;    Mothers;    Municipalization;    Neoliberalism;    Neoliberal Imaginary;    Parents;    Public Education;    Right to Education;    Resistance;    Stake;    SIMCE;    Standarization;    Standarized Testing;    School Closing;    School Networks;    Tomasevski;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/92996/PINOYANCOVIC-DISSERTATION-2016.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I contrast this analysis with the use of the right to education by a group of poor Chilean parents, who in 2014, successfully resisted school closings in their community. I address these issues by conducting a mixed-methods study based on two methodological approaches: A critical discourse analysis of the right to education as it is elaborated in the Chilean constitution and a multi-sited case study in three schools of parent and community resistance to school closings. There are two main findings that can be summarized based on my research: 1) The commission in charge of developing the constitutional right to education did so with the goal of developing an educational market to promote a school choice policy in Chile, shielding it in a neoliberal imaginary of society; and 2) Parents and guardians of my multi-sited case study have an active role to play in the policy-making process, they cannot be reduced to educational consumers but must be understood as politically engaged persons that can articulate a resistance process by networking with other political agents.A general conclusion of my dissertation is that the right to education should be reframed considering Tomasevski 4 A's scheme, and be reviewed based on how inclusive an educational system is, how diverse and non-standardized the provision of this education is, and if the relationship of meso-level institutions with schools is actually supporting the realization of this fundamental human right.