Tensions between State and Market in Chile: Educational Policy and Culture

Matear, Ann

doi:10.18352/erlacs.9633

Cited by 11 publications

(6 citation statements)

References 23 publications

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“…With the return to democracy, President Aylwin's ( Concertación ) government was impeded from making substantial policy and implementation changes to the education system, due to the predominance of senate politicians from the previous government. In this context, changes to the LOCE as a constitutional matter were unattainable, and later governments of the Concertación would also settle for a ‘politics of pragmatism’, focused on increasing public investment in education (Matear 2007a:65, 2007b). Aylwin's government consequently initiated a number of programmes to improve the quality of the national education system.…”

Section: Reform and Inequalities In Chile's Education Systemmentioning

confidence: 99%

“…The decentralization of the education system under the military government led to mass privatization of educational establishments, increasing gaps in educational attainment at secondary school level, causing differential access to higher education between socio‐economic groups. Despite a number of reforms implemented by the post‐dictatorship Concertación governments between 1990 and 2003, by 2004 inequity was so prominent that the OECD warned the Chilean government that it would ‘have a negative impact on democratic values and institutions’ (Matear 2007a:61). This effectively was the case as growing tensions finally gave rise to the civil protests in 2006.…”

Section: Introductionmentioning

confidence: 99%

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Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent

Webb

Radcliffe

2013

Studies Ethnicity & National

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Enduring inequalities in Chile's education system are both a socio-economic and ethno-national problem. Student protests in 2006 and 2011 are representative of growing public concerns over the neoliberal socio-economic model adopted by respective governments since the military regime ended in 1990. Education has also become a contested space in which the recognition of indigenous rights -and cultural and linguistic diversity in particular -have been negotiated. This article presents an analysis of the history of Mapuche struggles over education, in light of recent neoliberal reforms and political protests. Reforms to address large achievement differentials among indigenous populations have come through proposals for Intercultural Bilingual Education (IBE) in Chile and these, we suggest, have challenged the hegemonic education system and its assimilatory mechanisms. Its current administration, however, reflects minimal commitments to indigenous rights and only the thinnest recognition of cultural difference. Instead, the status quo of mono-cultural and mono-linguistic Chilean nationalism continues to be transmitted via the national curriculum.

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Section: Reform and Inequalities In Chile's Education Systemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent

Webb

Radcliffe

2013

Studies Ethnicity & National

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“…Academically, the results of the national Sistema de Medición de la Calidad de la Educación (Quality of Education Measurement System) tests in Spanish, math, and science for fourth and eighth grade students show that since their introduction in 1987 those from poorer backgrounds and municipal schools have achieved lower scores than those in private schools. Meanwhile there is a growing gap between the results of municipal and (independent) private schools, and there has been little or no significant change in subsidized private schools over time (Aedo, 1998;Matear, 2007).…”

Section: Social Political and Educational Changes In Chile Since The 1980smentioning

confidence: 99%

Hegemony and Frustration

Burton¹

2012

Latin American Perspectives

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What is the nature of government policy making and its relations with social actors in post-1990 Chile? A case study of the education sector shows a shift in the Concertación government's approach to participation from market (1980s) to weak representative (i.e., involvement of organized groups) (1990-2006 and since 2007) and deliberative (2006) forms. The reasons for this shift include the relative strength of (right-wing) political actors in representative institutions such as Congress and the weakness of (left-wing) social actors in organizational and electoral terms. ¿Cuál es la esencia de la creación de políticas y su relación con los actores sociales en el Chile post-1990? Un estudio de caso sobre el sector educativo muestra un cambio en el enfoque del gobierno de Concertación, de uno que se centraba en el mercado (en la década de los ochenta) a uno con representación limitada y mayor amplitud de deliberación (1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006) antes de volver a la representatividad restringida después de 2007. Las razones de este cambio obedecen al relativo poder que actualmente esgrimen actores de la derecha política en instituciones representativas como el Congreso y la debilidad de la izquierda en términos organizativos y electorales.

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“…Tensions between goals of equity and the market driven educational system in Chile are characterized by Matear (2007) as exacerbating disparities. She cites a 2004 external review of the Chilean education system that warned, ''Segregation by social class was so marked as to have a negative impact on democratic values and institutions'' (p. 61).…”

Section: Educational Reform and Continuing Disparitiesmentioning

confidence: 99%

“…The increasingly individualistic focus of vocational guidance is another point of concern. Individualistic goals are replacing collectivistic values, according to Matear (2007), at least in part because the market rather than the state is providing education. Models of guidance practice in Chile tend toward a trait and factor approach (Márquez et al, 2005), which may decontextualize the individual from socioeconomic and cultural factors.…”

Section: Toward a Critical Praxis Of Vocational Guidancementioning

confidence: 99%

Critical Perspectives on Adolescent Vocational Guidance in Chile

McWhirter

2011

Journal of Career Development

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In this article, the lens of critical psychology is applied to adolescent career development and vocational guidance in Chile. The authors describe and critique the status of adolescent vocational guidance in Chile, the reproduction of extant social inequities in Chilean education, and offer recommendations for enhancing vocational guidance practice, training, and research. The authors' recommendations may be applicable to other contexts in which social disparities limit the vocational potential of significant groups in society.

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Tensions between State and Market in Chile: Educational Policy and Culture

Cited by 11 publications

References 23 publications

Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent

Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent

Hegemony and Frustration

Critical Perspectives on Adolescent Vocational Guidance in Chile

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