HistoryHistory

Primary Research QuestionsPrimary Research QuestionsMethodologyMethodology

Chelcea Boesiger Dr. Jill Pinkney Pastrana Department of Education Studies University of Wisconsin-Eau Claire

Chelcea Boesiger Dr. Jill Pinkney Pastrana Department of Education Studies University of Wisconsin-Eau Claire

• Sept. 11, 1973: Military coup d'état

• 1973-1990: Pinochet in power

• 1980: Neoliberal Education Reforms formally begin

• 2006: “Revolución de los pingüinos”

• May-December 2011: “Chilean Education Conflict”

•Qualitative and quantitative results were analyzed and reported

Quantitative:

•Statistical analysis of information from schools, standardized assessments, funding provided by schools and families, government statistics.

Qualitative:

•Participant observations of protests/marches/activities. •Non-participant observations of protests/marches/activities. •Facilitation of focus groups/group interviews•Attendance and observation at student movement meetings.

What are the motivating factors behind participation or non-participation in the student protests for education reform in July 2011?

Interview Protocol:

•How are you participating?•What do you think about everything that is happening with the mobilization, strike, marches, etc.?•What do your parents think?•What vision do you have for Chilean education?•Why do you think the movement as a whole started?•Do you have friends who are participating?

•Why do you think they are participating?•Do you have friends who are not participating?

•Why do you think they are not participating?

Demanding Change- “To stop now would be a crime:” Student Mobilization & Neoliberal Education Policy in ChileDemanding Change- “To stop now would be a crime:” Student Mobilization & Neoliberal Education Policy in Chile

Neoliberal Education ReformNeoliberal Education Reform

FindingsFindings

Analytical Categories Analytical Categories

Conclusions Conclusions

With deep gratitude to my faculty collaborator Dr. Jill Pinkney Pastrana for her willingness to teach her knowledge, share her passion, and demonstration of patience in our working together.

International Fellows for the grant that enabled myself and my faculty collaborator to travel to Chile and perform this research.

Department of Education Studies and the Office of Research and Sponsored Programs for their support through the analysis process of this research.

Differential Tuition for providing poster processing funds.

Characteristics of Neoliberal Education Reform

Changing Role of the State

State set National StandardsAccountability/Assessment/Testing

Decentralization School organization and leadershipFunding

Privatization Move towards Public/Private PartnershipsFlexible LaborIdeological shift - “logic of the market on schooling”CompetitionVouchersCharters

Curricular Reform Refocused towards “market” goalsAligned with standardized assessments

(from Pinkney Pastrana 2012)

AcknowledgementsAcknowledgements

HistoryGovernment Rule (dictatorship)Post dictatorship governmentPolitical participation of youth

Sociopolitical PerspectivesUrban versus Rural IdentitiesLived proximity to events

Education PolicyNeoliberal Education PolicyOther models

Education Democratic ParticipationChallenging the status quoSupporting the status quo

FamilyRoles during dictatorshipCurrent political standingPhysical location of family home

Social AffiliationMajor identified at the UniversityExtracurricular and research groupsHigh School studentsTeachers/ProfessorsClaiming identity

Key ReferencesKey ReferencesElacqua, G. (2009). For-profit schooling and the politics of education reform in Chile, When ideology trumps evidence, Universidad Diego Portales: 1-56.Pastrana, J. P. (2007). "Subtle Tortures of the Neo-liberal Age: Teachers, Students, and the Political Economy of Schooling in

Chile." Journal for Critical Education Policy Studies 5(2).Taylor, M. (2011). "The Reformulation of Social Policy in Chile, 1973-2001: Questioning a Neoliberal Model." Global Social Policy 3(2): 21-44.Torche, F. "Privatization Reform and Inequality of Educational Opportunity: The Case of Chile." Sociology of Education 78(4): 316-343.Torres, C. A. A. L. M. (2008). "Cuasi Mercado Educacional en Chile: El Discurso de los Tomadores de Decisión." Education Policy Analysis Archives 16(8): 2-43.

“When asked, ‘Why are you

participating?’ he answered,

‘How can I not?’”

Although all analytical categories were at minimum alluded to, the primary categories students emphasized were the following:

•The history of Chile and the dictatorship of Pinochet.•Education Policy and the ways in which the system currently favors and allows “for profit” schools and results problematic.•The democratic participation of students in challenging the status quo in some regard was highly visible. All students stated or alluded to the need for change.

These categories help to define the motivations for participating (or not participating) in the student movement which was in its’ peak in July/August of 2011.

http://maps.google.com/maps?hl=en&tab=wl

All photos taken mid June-July 2011 by Boesiger