The Transition from a Deregulated Market to a Centralised School Admission System in Chile: Mapping Middle-Class Responses to New School Choice Rules

Autor/inn/en	Hernández, Macarena; Carrasco, Alejandro
Titel	The Transition from a Deregulated Market to a Centralised School Admission System in Chile: Mapping Middle-Class Responses to New School Choice Rules
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 7, S.1107-1124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrasco, Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1851592
Schlagwörter	Administrative Organization; School Choice; Educational Policy; Marketing; Equal Education; Educational Change; Middle Class; Parent Attitudes; Admission Criteria; Admission (School); Policy Analysis; Sociocultural Patterns; Foreign Countries; Socioeconomic Influences; Private Schools; Public Schools; Social Integration; Comparative Analysis; Elementary Secondary Education; Chile + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Politics of education; Bildungspolitik; Bildungsreform; Mittelschicht; Elternverhalten; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Politikfeldanalyse; Soziokulturelle Theorie; Ausland; Sozioökonomischer Faktor; Private school; Privatschule; Public school; Öffentliche Schule; Soziale Integration
Abstract	Despite increasing consensus around strengthening school choice regulations to reduce its segregating effects, policy changes and research in this direction are scarce. In that context, this article tackles the recent equity-oriented reform introduced in the highly marketised Chilean school system. Based on in-depth interviews, we explore the responses of middle-class parents to the implementation of a new centralised admission system that modified the school choice rules. Our findings differentiate five types of responses. Alongside uncovering a significant opposition from parents for whom the reform is experienced as a threat to their middle-classness, we found a variety of stances consistent with heterogeneity within the broader middle class, and we reveal a high ambivalence in their policy interpretations. From these findings, we discuss the sociocultural complexities of reforms aimed at balancing choice and equity, and we contribute to prior literature by unravelling the nuances in the middle-class attitudes towards desegregation policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01