Speaking Cooperation, Acting Competition: Supply-Side Subsidies and Private Schools in Socioeconomically Disadvantaged Contexts in Buenos Aires

Autor/inn/en	Moschetti, Mauro C.; Snaider, Carolina
Titel	Speaking Cooperation, Acting Competition: Supply-Side Subsidies and Private Schools in Socioeconomically Disadvantaged Contexts in Buenos Aires
Quelle	In: Education Policy Analysis Archives, 27 (2019) 131, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moschetti, Mauro C.) ORCID (Snaider, Carolina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Educational Policy; Heuristics; Competition; Private Schools; Poverty; Enrollment; Educational Change; Public Schools; Family School Relationship; Classification; Social Differences; Equal Education; School Choice; Partnerships in Education; Trend Analysis; Principals; Administrator Attitudes; Selective Admission; Urban Schools; Grants; Educational Finance; Elementary Schools; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Heuristik; Wettkampf; Private school; Privatschule; Armut; Einschulung; Bildungsreform; Public school; Öffentliche Schule; Classification system; Klassifikation; Klassifikationssystem; Sozialer Unterschied; Choice of school; Schulwahl; Hochschulpartnerschaft; Trendanalyse; Principal; Schulleiter; Bildungsselektion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Grant; Finanzielle Beihilfe; Bildungsfonds; Elementary school; Grundschule; Volksschule
Abstract	Few studies have explored how schools respond to competition in socially embedded education quasi-markets. This study focuses on how state-subsidized privately-run low-fee schools (S-LFPSs) compete with free public schools in some of the poorest neighborhoods of the City of Buenos Aires. In particular, we explore how S-LFPSs follow different logics of action to attract (and shape) enrollment profiting from their extended autonomy and some regulatory gaps. We applied discourse analysis on data from eight months of ethnographic case study research in nine S-LFPSs. Student selection and operational changes (e.g., increasing the student/teacher ratio) prevail over academic and curricular changes. Selection is operated by means of aptitude tests and screening interviews, and other symbolic artifacts aimed at signaling differences with state-run schools and the potential fit between schools and families. We present a heuristic typology of the different logics of action systematizing the schools' responses as their leading orientations toward the competitive environment. We suggest that policy inconsistencies and deficient governmental oversight tilt the field against state-run schools. Rather than ensuring equality of educational opportunity, the policy contributes to shape and deepen a highly segregated and inequitable educational landscape. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01