Browsing by Author "Parcerisa L."

Now showing 1 - 3 of 3
  • No Thumbnail Available
    Item
    Anti-Standardization Movements in Education: A Comparative Analysis in Chile, Spain and MexicoMovimientos Anti-Estandarización en Educación: Un Análisis Comparado de Chile, España y México
    (2022) Parcerisa L.; Villalobos C.; Cruz E.S.; Saura G.
    © 2022 Ariadna Ediciones. All rights reserved.This article aims to analyze, from a comparative perspective, the processes of collective resistance against test-based accountability policies in education in three countries: Chile, Spain, and Mexico. The study follows the comparative method to identify the convergences and divergences between the Alto al SIMCE movement in Chile, the teacher protest movement in Mexico, and the Green Tides movement in Spain. The results indicate that the adoption processes and the specific forms of test-based accountability policies can influence, condition, and constrain social movements’ protests and the possibilities for social change, underlining the interdependent relationship between action and social structure, which is key to explaining social a protest’s success or failure.
  • No Thumbnail Available
    Item
    EdTech companies and contemporary digital educational governance. Analyzing the expansion and role of the EdTech sector in the Chilean educational system
    (2024) Villalobos, Cristóbal; Parcerisa L.; Castillo, Karla; Olguin, Tomás
    This article analyses the network of actors involved in the contemporary digitalization of the Chilean school system and the role of private EdTech corporations in this ecosystem. Using a framework based on new modes of education governance and contributions from the cultural political economy, three sources were triangulated: i) 22 semi structured interviews with key actors and policymakers, ii) a database of startups in the EdTech sector in Chile and iii) a systematization of the main digital education policies implemented in the country. The findings reveal a poorly coordinated network of actors, which has allowed the inorganic and heterogeneous growth of EdTech corporations, whose role encompasses not only the production of technology but also its articulation and management. To this form, EdTech companies play a central role not only as producers of technology, but also as articulators and administrators, illustrating a displacement of the State from some of its historic functions.
  • No Thumbnail Available
    Item
    The Role of Ideas in a Counter-Cultural Education Reform. The Case of Chilean Inclusion LawEl Rol de las Ideas en una Reforma Educativa Contracultural. La Ley de Inclusión en Chile
    (Policy Press, 2024) Corral E.; Villalobos C.; Parcerisa L.
    © The Author(s) 2024.The article explores the role of ideas and discourses that allowed the agenda-setting and enactment of the Inclusion Law in Chile in the year 2015, which can be conceived as a countercultural change in one of the most marketized educational systems worldwide. Based on the framework of discursive institutionalism, the investigation analyses sixteen interviews with key actors (ministers, academics, legislators, advisers) involved in the enactment of such policy, and the analysis of parliamentary acts and other official documents. The findings show that the debate of ideas that allowed the approval of the law included the mobilization of ideas such as the right to education and the end of the educational market, the generation of discursive strategies of persuasion about technical elements of the program and the generation of consensus on its implementation times, highlighting the importance of the processes of construction of common meanings in the implementation of complex educational laws.