We employ a policy assemblage, mobilities, and mutations framework to analyze the geographies that constitute and reflect educational policy circulation at the regional or supranational level in trans-regional regimes and/or quasi-federal polities such as the European Union (EU) and the Caribbean Community (CARICOM). Recognizing that policies are mobile in a fragmentary fashion as they are re/dis/assembled in specific ways, places, and purposes, we move beyond methodological nationalism and pay attention to the make-up of policies as they are in motion and the places they affect. In other words, using the trans-regional and/or quasi-federal level, we juxtapose the tensions between policy as fixed, territorial, or place-specific against the dynamic, regional, and relational policy elements. Methodologically, we use a comparative federalist lens to trace and examine the distillation, translation, and mobilization of education policy across and between quasi-federal polities. In this sense, epistemologically, we further explicate the manner in which such policy instruments move across the various interconnected units and sites composing these federal-type entities, while (re)territorializing and deterritorializing what we construe as complex educational assemblages. We show that contra to the extant literature, in Europe/EU and the Caribbean/CARICOM, movement, and mobility involves the connectivity between policymaking sites, and policies arrive at their destination in the same form as they appeared elsewhere, allowing for forms of discursive isomorphism.
{"title":"Regionalization and policy mobilities in comparative perspective: Composing educational assemblages in quasi-federal polities","authors":"Tavis D. Jules, Florin D. Salajan","doi":"10.14507/epaa.31.6764","DOIUrl":"https://doi.org/10.14507/epaa.31.6764","url":null,"abstract":"We employ a policy assemblage, mobilities, and mutations framework to analyze the geographies that constitute and reflect educational policy circulation at the regional or supranational level in trans-regional regimes and/or quasi-federal polities such as the European Union (EU) and the Caribbean Community (CARICOM). Recognizing that policies are mobile in a fragmentary fashion as they are re/dis/assembled in specific ways, places, and purposes, we move beyond methodological nationalism and pay attention to the make-up of policies as they are in motion and the places they affect. In other words, using the trans-regional and/or quasi-federal level, we juxtapose the tensions between policy as fixed, territorial, or place-specific against the dynamic, regional, and relational policy elements. Methodologically, we use a comparative federalist lens to trace and examine the distillation, translation, and mobilization of education policy across and between quasi-federal polities. In this sense, epistemologically, we further explicate the manner in which such policy instruments move across the various interconnected units and sites composing these federal-type entities, while (re)territorializing and deterritorializing what we construe as complex educational assemblages. We show that contra to the extant literature, in Europe/EU and the Caribbean/CARICOM, movement, and mobility involves the connectivity between policymaking sites, and policies arrive at their destination in the same form as they appeared elsewhere, allowing for forms of discursive isomorphism.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47105414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nationwide large-scale assessments (NLSA)—an example of cross-border policy mobility—manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments.
{"title":"Taming the time zone: National large-scale assessments as instruments of time in the Russian Federation","authors":"Nelli Piattoeva, N. Vasileva","doi":"10.14507/epaa.31.7323","DOIUrl":"https://doi.org/10.14507/epaa.31.7323","url":null,"abstract":"Nationwide large-scale assessments (NLSA)—an example of cross-border policy mobility—manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El artículo tiene por objetivo analizar críticamente cómo las políticas educativas a nivel nacional han contribuido en la pre-construcción de un determinado tipo de sujeto que estaría influyendo en las experiencias educativas de niñas, niños y adolescentes migrantes o hijas/os de migrantes, con especial foco en el Norte Grande de Chile. En particular el artículo está basado en un estudio cualitativo donde se realizaron entrevistas semi-estructuradas a informantes claves y una sistematización de políticas públicas. Para el trabajo teórico-empírico, se articulan dos corrientes teóricas: los estudios fronterizos junto a la interculturalidad crítica. A partir del análisis, se concluye que las diferentes formas de pre-figuración de un determinado tipo de sujeto que se reproduce a través de las políticas educativas influyen directamente en la inclusión de las niñas, niños y adolescentes migrantes o hijas/os de migrantes tanto en sus procesos de enseñanza-aprendizaje como en las relaciones que se establecen dentro de las comunidades educativas. Estas dimensiones tienen relación con el adultocentrismo presente en las políticas públicas; la jerarquización de acuerdo a aspectos socioculturales y la insistencia de la narrativa de la legalidad de las y los niñas y niños.
{"title":"Construcción de subjetividades fronterizas de la niñez por las políticas educativas chilenas en contextos de migración","authors":"Sara Joiko","doi":"10.14507/epaa.31.7671","DOIUrl":"https://doi.org/10.14507/epaa.31.7671","url":null,"abstract":"El artículo tiene por objetivo analizar críticamente cómo las políticas educativas a nivel nacional han contribuido en la pre-construcción de un determinado tipo de sujeto que estaría influyendo en las experiencias educativas de niñas, niños y adolescentes migrantes o hijas/os de migrantes, con especial foco en el Norte Grande de Chile. En particular el artículo está basado en un estudio cualitativo donde se realizaron entrevistas semi-estructuradas a informantes claves y una sistematización de políticas públicas. Para el trabajo teórico-empírico, se articulan dos corrientes teóricas: los estudios fronterizos junto a la interculturalidad crítica. A partir del análisis, se concluye que las diferentes formas de pre-figuración de un determinado tipo de sujeto que se reproduce a través de las políticas educativas influyen directamente en la inclusión de las niñas, niños y adolescentes migrantes o hijas/os de migrantes tanto en sus procesos de enseñanza-aprendizaje como en las relaciones que se establecen dentro de las comunidades educativas. Estas dimensiones tienen relación con el adultocentrismo presente en las políticas públicas; la jerarquización de acuerdo a aspectos socioculturales y la insistencia de la narrativa de la legalidad de las y los niñas y niños. ","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.
本文对文献进行了系统的回顾，试图分析小学教育与教学课程评价之间的关系是如何研究的，以及这些研究的主要结果是什么。为了进行分析，我们考虑了61篇在Scopus和/或Web of Science上发表的文章。作为主要结果，我们强调了三个观点。这项研究主要集中在通过仪器验证的技术工作上。小学教育存在一定的本体论缺失，使得研究强化了这种形成语境下课程碎片化的逻辑。研究政策和实践似乎无法建立一种反霸权的话语，以更好地分析、质疑和批评主导的教育政策。
{"title":"A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura","authors":"P. Duarte, D. Fonseca","doi":"10.14507/epaa.31.7875","DOIUrl":"https://doi.org/10.14507/epaa.31.7875","url":null,"abstract":"O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh, Huriya Jabbar, Kate E. Kennedy
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals–quality, equity, liberty, plurality, and innovation–along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of “choice”’ helps to explain its durability.
{"title":"Durability and debate: How state-level policy actors frame school choice","authors":"Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh, Huriya Jabbar, Kate E. Kennedy","doi":"10.14507/epaa.31.7749","DOIUrl":"https://doi.org/10.14507/epaa.31.7749","url":null,"abstract":"School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals–quality, equity, liberty, plurality, and innovation–along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of “choice”’ helps to explain its durability.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45384938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neste trabalho, problematizamos a trajetória de institucionalização da participação sociopolítica no Brasil e seus efeitos e implicações para a educação e para o campo das políticas educacionais. Para isso, recorremos à literatura e periodizamos essa relação em cinco momentos, assim identificados por diferentes características e distintos resultados para a educação. Concluímos que a participação na educação é sempre tensionada por diferentes atores e cenários, que ora promovem um avanço da institucionalização da participação, ora induzem a um recuo desse princípio na definição das políticas educacionais. Aponta-se ainda a dificuldade de transposição das políticas de governo rumo às políticas de estado e a consequente fragilidade do estatuto da participação na condução dos assuntos educacionais.
{"title":"Um histórico do processo de institucionalização da participação no Brasil e suas implicações para as políticas educacionais","authors":"Tauã Carvalho de Assis, M. Gohn","doi":"10.14507/epaa.31.7811","DOIUrl":"https://doi.org/10.14507/epaa.31.7811","url":null,"abstract":"Neste trabalho, problematizamos a trajetória de institucionalização da participação sociopolítica no Brasil e seus efeitos e implicações para a educação e para o campo das políticas educacionais. Para isso, recorremos à literatura e periodizamos essa relação em cinco momentos, assim identificados por diferentes características e distintos resultados para a educação. Concluímos que a participação na educação é sempre tensionada por diferentes atores e cenários, que ora promovem um avanço da institucionalização da participação, ora induzem a um recuo desse princípio na definição das políticas educacionais. Aponta-se ainda a dificuldade de transposição das políticas de governo rumo às políticas de estado e a consequente fragilidade do estatuto da participação na condução dos assuntos educacionais.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44019294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hablar de las escuelas de Reggio Emilia es hablar de un proyecto educativo, político, ético y estético que continúa con plena vigencia más de medio siglo después de su nacimiento. Bajo una concepción del espacio como "tercer educador", este proyecto ha repensado desde sus inicios el diseño de lugares bellos y promotores de aprendizajes creativos, críticos y relevantes. ¿Qué principios sustentan el diseño de estos lugares?, ¿qué se entiende por un espacio bello?, ¿de qué manera la investigación sobre el espacio puede transformar la realidad cotidiana en las escuelas? Este artículo recoge el diálogo contrastado de tres pensadoras referentes en el “Reggio Emilia Approach”: Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi. Sus testimonios ayudan a comprender la relevancia de un proyecto educativo vinculado a la comunidad y a una imagen de infancia como ciudadanía, donde la calidad del espacio se define por la calidad de las relaciones que este permite y activa. Relaciones que se promueven desde la reflexión compartida entre docentes y otros profesionales a través de procesos de documentación pedagógica que, a su vez, estimulan el desarrollo profesional de maestras y maestros.
{"title":"La política de lo educativo en el “Reggio Emilia Approach” 75 años después: Diálogos sobre la belleza del espacio escolar con Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi","authors":"Ana Márquez-Román, Encarnación Soto Gómez","doi":"10.14507/epaa.31.7889","DOIUrl":"https://doi.org/10.14507/epaa.31.7889","url":null,"abstract":"Hablar de las escuelas de Reggio Emilia es hablar de un proyecto educativo, político, ético y estético que continúa con plena vigencia más de medio siglo después de su nacimiento. Bajo una concepción del espacio como \"tercer educador\", este proyecto ha repensado desde sus inicios el diseño de lugares bellos y promotores de aprendizajes creativos, críticos y relevantes. ¿Qué principios sustentan el diseño de estos lugares?, ¿qué se entiende por un espacio bello?, ¿de qué manera la investigación sobre el espacio puede transformar la realidad cotidiana en las escuelas? Este artículo recoge el diálogo contrastado de tres pensadoras referentes en el “Reggio Emilia Approach”: Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi. Sus testimonios ayudan a comprender la relevancia de un proyecto educativo vinculado a la comunidad y a una imagen de infancia como ciudadanía, donde la calidad del espacio se define por la calidad de las relaciones que este permite y activa. Relaciones que se promueven desde la reflexión compartida entre docentes y otros profesionales a través de procesos de documentación pedagógica que, a su vez, estimulan el desarrollo profesional de maestras y maestros.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45518152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The American educational policy agenda has been fraught with neoliberal laws that center educational improvement and innovation (Barros, 2012). Neoliberalism operates on the premise that market competition will spur excellence in educational opportunities and decrease the education debt in marginalized communities (Fejes & Salling Olesen, 2016). Moreover, in the case of urban education systemic reforms, researchers need to endeavor how marginalized communities relay their concerns or endorsements in the media. News articles are one appropriate unit of analysis for investigating this problem. In this paper, I examine how an education reform law in Puerto Rico, Ley de Reforma Educativa de Puerto Rico (LREPR), was reported on in the four most popular newspapers on the Island. Conducting content analysis of newspaper articles produced findings that contribute to the policy literature by describing three central frames found in the media coverage of LREPR: (a) rhetoric on the “Free Selection of Schools” school voucher program, (b) the effects of mass school closures on municipalities, and (c) rhetoric on Alianza Schools—Puerto Rico’s Charter Schools Initiative. I close with how the frames depart from the Republican-leaning political affiliation of the newspapers and present a collective resistance to the neoliberal education reform policy.
{"title":"Framing neoliberalism: A content analysis of Ley de Reforma Educativa de Puerto Rico","authors":"Patricia M. Virella","doi":"10.14507/epaa.31.7494","DOIUrl":"https://doi.org/10.14507/epaa.31.7494","url":null,"abstract":"The American educational policy agenda has been fraught with neoliberal laws that center educational improvement and innovation (Barros, 2012). Neoliberalism operates on the premise that market competition will spur excellence in educational opportunities and decrease the education debt in marginalized communities (Fejes & Salling Olesen, 2016). Moreover, in the case of urban education systemic reforms, researchers need to endeavor how marginalized communities relay their concerns or endorsements in the media. News articles are one appropriate unit of analysis for investigating this problem. In this paper, I examine how an education reform law in Puerto Rico, Ley de Reforma Educativa de Puerto Rico (LREPR), was reported on in the four most popular newspapers on the Island. Conducting content analysis of newspaper articles produced findings that contribute to the policy literature by describing three central frames found in the media coverage of LREPR: (a) rhetoric on the “Free Selection of Schools” school voucher program, (b) the effects of mass school closures on municipalities, and (c) rhetoric on Alianza Schools—Puerto Rico’s Charter Schools Initiative. I close with how the frames depart from the Republican-leaning political affiliation of the newspapers and present a collective resistance to the neoliberal education reform policy.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48704116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tabata Contreras-Villalobos, Verónica López, J. Lalueza
El Abandono Escolar (AE) es un proceso complejo, marcado por la desigualdad y exclusión, que sufren quienes no cumplen con ritmos y aprendizajes esperados. Es la Educación Para Jóvenes y Adultos (EPJA) quien acoge a estas personas. Sin embargo, su labor es invisibilizada, dificultando con ello la posibilidad de dar solución y respuesta a los múltiples desafíos que afrontan. Al respecto, encontramos dos países que han bajado sus cifras de AE, pero que no cuentan con el reconocimiento político y económico que les apoye. Son los y las docentes quienes podrían estar ejerciendo un rol clave para revertir el fenómeno. Por tanto, se plantea como objetivo comprender los significados de docentes EPJA en Chile y España sobre el AE, para dilucidar abordajes de acción. A través de una metodología cualitativa y estudio de caso múltiple, se analizaron 25 entrevistas correspondientes a docentes EPJA. Como resultado, existe una lectura sistémica de AE indicando que es el sistema educativo quien abandona, definiendo una identidad docente particular que sufre también el AE y que enfrenta el fenómeno a través del vínculo y acompañamiento. Elementos coherentes con una lógica de cuidado, literacidad crítica y justicia social que busca transformar y mejorar el sistema educativo.
{"title":"Significados de docentes de educación para jóvenes y adultos en Chile y España, sobre el abandono escolar","authors":"Tabata Contreras-Villalobos, Verónica López, J. Lalueza","doi":"10.14507/epaa.31.7526","DOIUrl":"https://doi.org/10.14507/epaa.31.7526","url":null,"abstract":"El Abandono Escolar (AE) es un proceso complejo, marcado por la desigualdad y exclusión, que sufren quienes no cumplen con ritmos y aprendizajes esperados. Es la Educación Para Jóvenes y Adultos (EPJA) quien acoge a estas personas. Sin embargo, su labor es invisibilizada, dificultando con ello la posibilidad de dar solución y respuesta a los múltiples desafíos que afrontan. Al respecto, encontramos dos países que han bajado sus cifras de AE, pero que no cuentan con el reconocimiento político y económico que les apoye. Son los y las docentes quienes podrían estar ejerciendo un rol clave para revertir el fenómeno. Por tanto, se plantea como objetivo comprender los significados de docentes EPJA en Chile y España sobre el AE, para dilucidar abordajes de acción. A través de una metodología cualitativa y estudio de caso múltiple, se analizaron 25 entrevistas correspondientes a docentes EPJA. Como resultado, existe una lectura sistémica de AE indicando que es el sistema educativo quien abandona, definiendo una identidad docente particular que sufre también el AE y que enfrenta el fenómeno a través del vínculo y acompañamiento. Elementos coherentes con una lógica de cuidado, literacidad crítica y justicia social que busca transformar y mejorar el sistema educativo.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite Hispanic-serving institutions’ (HSIs) growing number and ongoing institutional diversification, appropriations to Title V, capacity-building grants, has plateaued. Considering these trends, we constructed a unique dataset of Title V non-applicants, applicants, and recipients from 2009–2017 to examine how equitably these federal funds were allocated across HSIs. Through our analytic modeling, we examined HSIs’ pursuit and receipt of these grants, finding that HSIs with large, Latinx enrollments are much more likely to secure funding. Although the distribution of these grants is more uniform across institutional characteristics than suggested in previous studies, we identify several opportunities to improve the equitable allocation of this public resource.
{"title":"Toward ensuring the equitable allocation of federal funding: An analysis of Hispanic-serving institutions’ pursuit and receipt of Title V grants","authors":"Stephanie Aguilar-Smith, J. Yun","doi":"10.14507/epaa.31.7281","DOIUrl":"https://doi.org/10.14507/epaa.31.7281","url":null,"abstract":"Despite Hispanic-serving institutions’ (HSIs) growing number and ongoing institutional diversification, appropriations to Title V, capacity-building grants, has plateaued. Considering these trends, we constructed a unique dataset of Title V non-applicants, applicants, and recipients from 2009–2017 to examine how equitably these federal funds were allocated across HSIs. Through our analytic modeling, we examined HSIs’ pursuit and receipt of these grants, finding that HSIs with large, Latinx enrollments are much more likely to secure funding. Although the distribution of these grants is more uniform across institutional characteristics than suggested in previous studies, we identify several opportunities to improve the equitable allocation of this public resource.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48215156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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