Crisis and Education in Southern Europe: The Effects of Austerity and Ideology

Abstract

Since the mid-1970s, the countries of Southern Europe have been approaching European education patterns. This result can be observed in the positive dynamics and convergence with the rest of Europe. However, despite these visible results, the convergence was more evident up until the outbreak of the crisis, where the overall economic and political conditions also brought changes in policymaking in education to the Southern European countries, both in terms of policy priorities and educational outcomes. Therefore, while economic hardship and austere programs are a common trait in recent years, the changes cannot be directly or simply attributed to economic or financial constraints; these changes are mainly due to different political options endorsed by the governments of Portugal, Spain, Italy, and Greece. The main empirical sources are the Eurostat and theoecd. Other empirical material relates to national reports produced in the framework of an international project:ecseInternational Report, Educational Challenges in Southern Europe. Equity and efficiency in a time of crisis.

At the Margins: Challenges for Sociologists of Education in Southern Europe

“…It is worth considering that, during the last decade, sociologists of education, especially in Italy, have not paid explicit attention to the Southern or Mediterranean context (Landri, 2008;Mongelli et al, 2012;Colombo et al, 2016), although broader analysis in this direction was carried out in other countries. Many projects and scholars (Santos, 1998;Capucha et al, 2016;Mayo, 2006;Cueca, 2014;Teodoro, 2019) have looked at educational inequalities in Southern Europe, considering it as a territory amongst other Souths, a metaphor of disadvantaged and excluded groups from the benefits of neoliberal globalisation present also in Europe (Sultana, 2012). In this frame, perhaps, the focus on socio-educational problems in Southern Europe has been considered too narrow or of minor importance.…”

“…Vale la pena considerar que, durante la última década, los sociólogos de la educación, especialmente en Italia, no han prestado atención explícita al contexto meridional o mediterráneo (Landri, 2008;Mongelli et al, 2012;Argentin et al, 2016), aunque en otros países se ha llevado a cabo un análisis más amplio en este sentido. Muchos proyectos y estudiosos (Santos, 1998;Capucha et al, 2016;Borg & Mayo, 2006;Cueca, 2014;Teodoro, 2019) han analizado las desigualdades educativas en el sur de Europa, considerándolo como un territorio entre otros del Sur, una metáfora de los grupos desfavorecidos y excluidos de los beneficios de la globalización neoliberal presente también en Europa (Sultana, 2012). En este marco, quizás, el enfoque de los problemas socioeducativos en el sur de Europa se ha considerado demasiado especializado o de menor importancia.…”