Disentangling Chile's authoritarian neoliberalism and its effects: the downfall of public higher education and its implications for equitable access

Pitton, Viviana

doi:10.1080/17508480701494267

Cited by 12 publications

(13 citation statements)

References 18 publications

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“…Así, al amparo del terrorismo de Estado, se desarrollaron, desde 1975, las llamadas "Siete modernizaciones" que buscaban transformar al Estado y a la Sociedad en su conjunto. La transformación de la universidad era parte central de este proyecto (Fisher, 2009;Oliva, 2008;Pitton, 2007).…”

Section: Chile Como Caso Emblemático De Transformación Neoliberal De unclassified

Desbordadas/os: Rendición de cuentas e intensificación del trabajo en la universidad neoliberal. El caso de Chile

Sisto

2020

EPAA

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In a context of university policies guided by neo-liberal models, the University has been strongly challenged by the increase in accountability and performance-based financing mechanisms. These policies challenge the work of the University and its workers: academics. This study explores, from the position of academics, how the accountability policies implemented from the central level are deployed in the local space, challenging academic work and its workers. A total of 36 interviews were analyzed. Findings showed that certain themes emerged as the most relevant concerning daily work. Among these, curricular assessment systems acquire a leading role in establishing which actions count and which do not. The interviews also allowed an understanding of how participants experience these policies. The intensification of work emerges as the most relevant process accounting for a work that goes beyond its limits occupying personal, family, rest, and social spaces. This also occurs within a context of an increasing questioning of the meanings and values of academic work that are being installed by university policies of high accountability.

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Section: Chile Como Caso Emblemático De Transformación Neoliberal De unclassified

Desbordadas/os: Rendición de cuentas e intensificación del trabajo en la universidad neoliberal. El caso de Chile

Sisto

2020

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“…La política social articula toda su multiplicidad de elementos en torno a racionalidades de gobierno o gubernamentalidades históricamente situadas (Bailey, 2013). En nuestro caso, la gubernamentalidad neoliberal es la que se encuentra desplegada como modo dominante de gobierno sobre las subjetividades e instituciones de ES (Espinoza, 2017;Pitton, 2007;Simbürger, 2013Simbürger, , 2018. Dicha gubernamentalidad organiza el orden del discurso de la política educacional a través del cual se promueve la disposición de los sujetos a asumir la responsabilidad de emprender acciones que aseguren y legitimen su inclusión en tanto sujetos capaces de ostentar el derecho a la ES.…”

Section: La Forma Del Poder/saber En La Gubernamentalidad Neoliberal Y Su Modo De Subjetivación Emprendedoraunclassified

Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile

Briones

Leyton

2020

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Based on Foucauldian notions such as discourse, regime of subjectification, and governmentality, the article analyzes one of the dominant discourses constituting the affirmative action policy in higher education in Chile. Our analysis is based principally on main documents associated to the discursive formation of the Support and Effective Access into Higher Education Program (PACE by its acronyms in Spanish), the main affirmative action program in that country. We argue that this program deploys a meritocratic exceptionality subjectification regime that governs inclusion and right to HE through a discursive chain that articulates notions of selectivity, excellence, quality, talent, sacrifice, responsibilization and critique against the dominant admission policy. This articulation is inscribed and mobilized in the discourses about working-class students, their families and schools, and the university. This makes possible, on the one hand, the legitimacy of the program as well as of their students as new constituencies with the right to HE, and on the other hand, the strategic foreclosure and invisibilisation of the structures of inequality that sustain the majority of working-class students and their knowledges excluded from HE.

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“…Según éste, si bien, en principio, ésta tuvo un carácter contrarrevolucionario, prontamente, y de un modo creciente desde 1975 se hizo notorio el carácter de revolución neoliberal, al amparo de la violencia de Estado. Fue así que, sin una presión explícita de los mercados internacionales o de organismos multilaterales, Chile comenzó a implementar una drástica revolución neoliberal que prontamente se verificará en la legislación laboral y de protección social, en el campo de la salud y en el campo de la educación (Assaél et al, 2011;Bustos, 2015;Pitton, 2007;Stromquist & Sanyal, 2013).…”

Section: Chile Como Un Caso De Políticas Neoliberales Aplicadas a La unclassified

“…Ésta ha sido presentada como una legislación opuesta al valor de mercado, que busca responder a una deuda radical de las políticas de Estado en términos de igualdad en Chile. Sin embargo esta reforma se instala dentro de un sistema cuyas bases están profundamente inspiradas en un modelo de mercado (Assaél et al, 2011;Fardella & Sisto, 2015;Pitton, 2007;Sisto, 2012;Stromquist & Sanyal, 2013). Esto, en el contexto de lo que algunos han llamado neoliberalismo avanzado, caracterizado por promover estrategias de gobierno de carácter híbrido, privatizando la provisión de servicios públicos, pero con un Estado que no desaparece, sino que toma una nueva fuerza a través de mecanismos de gobierno basados en el financiamiento y rendición de cuentas (Davies, 2017).…”

Section: Introductionunclassified

Inclusión “a la Chilena”: La inclusión escolar en un contexto de políticas neoliberales avanzadas

Sisto

2019

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The Chilean educational system has been considered one of the most mercantilist in the world, with a strong presence of private providers of educational services under a financing based on demand (voucher system). In 2015, the “Law of School Inclusion” was promulgated with the stated purpose of transforming the model towards one based on the public good. This article addresses the analysis of the justification and installation of this policy, as a case of transformation in a highly neoliberalized context. The results of two studies are presented. The first analyzes the official discourse by which this reform is justified and promoted. The second analyzes the specific instruments that materialize it. This is a way of acceding not only to the rhetoric through which such a transformation is justified, but to the concretion of this transformation from the approach of the specific instruments and procedures through which the law becomes operative by addressing schools And communities through concrete demands and regulations. The results show relevant tensions related to the persistence of the so-called school choice as a basic principle, and mechanisms whose effects tend to increase segregation.

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Disentangling Chile's authoritarian neoliberalism and its effects: the downfall of public higher education and its implications for equitable access

Cited by 12 publications

References 18 publications

Desbordadas/os: Rendición de cuentas e intensificación del trabajo en la universidad neoliberal. El caso de Chile

Desbordadas/os: Rendición de cuentas e intensificación del trabajo en la universidad neoliberal. El caso de Chile

Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile

Inclusión “a la Chilena”: La inclusión escolar en un contexto de políticas neoliberales avanzadas

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