Chapter 15 State, Civil Society, and Market in the Configuration of School Systems in the South Cone of Latin America: The Argentine, Chilean, and Brazilian cases

Tiramonti, Guillermina; Nóbile, Mariana

doi:10.1108/s1479-3660(2013)0000019019

Cited by 2 publications

(4 citation statements)

References 2 publications

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“…Interestingly, Chile and Mexico are the Latin American countries that began focusing policies and research on school leadership the earliest (Fernandez-Hermosilla, 2015). Argentina has a relatively decentralized education system, but it does not seem that decentralization policies per se triggered an interest in school leadership (de Podestá et al, 2005;Hirschberg, 2015;Tiramonti and Nobile, 2013). The link between decentralization and leadership seems clear in the case of Ecuador, where a large decentralization project began in 2012 (Ministerio de Educación del Ecuador, 2012a), and standards related to school leaders were published the same year (Ministerio de Educación del Ecuador, 2012b).…”

Section: Do System Centralization and Decentralization Explain Regional Trends In Leadership Policy?mentioning

confidence: 99%

“…In Argentina, studies collect evidence on principals' demographic characteristics (Weinstein et al, 2014) with some interest in understanding the role, goal and priorities they have in the context of socio-economic inequalities, increasing social problems affecting schools, and a changing school population that includes historically marginalized population (de Podestá et al, 2005;Tiramonti and Nobile, 2013). Only recently has there been an interest in describing different leadership styles (Hirschberg, 2015).…”

Section: Countries With An Emerging Interest In School Site Leadershipmentioning

confidence: 99%

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School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

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School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000–2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give ‘coherent, meaningful shape’ to what we know and what we don’t know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

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Section: Do System Centralization and Decentralization Explain Regional Trends In Leadership Policy?mentioning

confidence: 99%

Section: Countries With An Emerging Interest In School Site Leadershipmentioning

confidence: 99%

School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…These values may come in conflict with those of the bureaucracy, and the principal is left with the dilemma of serving as an employee of the system or an advocate for a point of view about what is best for students and the community. Tiramonti and Nobile (2013) studied the challenges of school systems in the Southern Cone region of Latin America: Argentina, Chili, and Brazil. The key problem was incorporating marginalized sectors in the context of their extreme poverty and history of exclusion.…”

Section: Leadershipmentioning

confidence: 99%

“…The coordination of sports and arts activities that promote social cohesion and communication across groups are examples of leading for social justice (Tiramonti and Nobile, 2013;Cribb and Gewirtz, 2003).…”

Section: Educational Leadership For Social Justicementioning

confidence: 99%

Educational leadership for social justice in Costa Rica, Mexico, and Spain

García

Slater

Gorosave

et al. 2017

JEA

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Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

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Chapter 15 State, Civil Society, and Market in the Configuration of School Systems in the South Cone of Latin America: The Argentine, Chilean, and Brazilian cases

Cited by 2 publications

References 2 publications

School leadership in Latin America 2000–2016

School leadership in Latin America 2000–2016

Educational leadership for social justice in Costa Rica, Mexico, and Spain

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