Discursive Fluctuations of the School Library Program in Chile: A Critical Policy Analysis

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dc.catalogadorpva
dc.contributor.authorGarcía, Macarena
dc.contributor.authorVelázquez-Burgos, Rodrigo
dc.contributor.authorVéliz, Soledad
dc.contributor.authorOyarzún, Juan de Dios
dc.contributor.authorSaona Urmeneta, María Ignacia
dc.date.accessioned2024-10-16T18:52:49Z
dc.date.available2024-10-16T18:52:49Z
dc.date.issued2023
dc.description.abstractIn Latin America, school libraries were founded based on the hopes of fostering democracy and reducing social and educational inequalities. Nevertheless, current dominant discourses relate school libraries more closely to the demand to improve academic results. In this article, we explore what we consider to be an intensification of neoliberal discourses about school libraries by studying the case of the Learning Resource Centres (Centros de Recursos para el Aprendizaje, CRA) in Chile, a program that has been exemplary compared to other Latin American countries. With a Critical Policy Analysis (Bacchi 2009. Analysing Policy: What's the Problem Represented to be? Australia: Pearson, 2012. Engaging with Carol Bacchi. Strategic Interventions and Exchanges. Adelaide: University of Adelaide Press, 2015. "The Turn to Problematization: Political Implications of Contrasting Interpretive and Poststructural Adaptations."Open Journal of Political Science 5 (1): 1-12), we question the problems that the CRA produce and aim to solve and their transformations through time. We focus on four public policy documents tracing how school libraries are related to the global educational reforms of the late 1980s and the 1990s and how they are assessed in the 2010s. We read the documents sketching out three exclusions that, we argue, lay the foundation for a neoliberal intensification of the CRA program: the exclusions of pedagogical innovation, of other learning resources beyond books, and of the local community.
dc.fuente.origenScopus
dc.identifier.doi10.1515/libri-2023-0005
dc.identifier.eissn0024-2667
dc.identifier.issn1865-8423
dc.identifier.scopusidSCOPUS_ID:85170520561
dc.identifier.urihttps://doi.org/10.1515/libri-2023-0005
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88273
dc.information.autorucFacultad de Comunicaciones; García, Macarena; 0000-0001-8051-9969; 5894
dc.information.autorucEscuela de Psicología; Véliz, Soledad; 0000-0001-7143-420X; 208306
dc.information.autorucS/I; Saona Urmeneta, María Ignacia; 0000-0001-6302-8527; 251401
dc.issue.numero3
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final208
dc.pagina.inicio199
dc.publisherDe Gruyter Saur
dc.revistaLibri
dc.rightsacceso restringido
dc.subjectSchool libraries
dc.subjectLearning resource centres
dc.subjectPublic policy
dc.subjectCritical policy analysis
dc.subjectChile
dc.subjectLatin America
dc.subject.ddc010
dc.subject.deweyCiencias de la informaciónes_ES
dc.subject.ods04 Quality education
dc.subject.ods10 Reduced inequalities
dc.subject.ods16 Peace, justice and strong institutions
dc.subject.odspa04 Educación de calidad
dc.subject.odspa10 Reducción de las desigualdades
dc.subject.odspa16 Paz, justicia e instituciones solidas
dc.titleDiscursive Fluctuations of the School Library Program in Chile: A Critical Policy Analysis
dc.typeartículo
dc.volumen73
sipa.codpersvinculados5894
sipa.codpersvinculados208306
sipa.codpersvinculados251401
sipa.trazabilidadSCOPUS;2023-09-17
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