The Increasing Role of Non-State Actors in Education Policy-Making. Evidence from Uruguay

Autor/inn/en	Moschetti, Mauro; Martínez Pons, Marc; Bordoli, Eloísa; Martinis, Pablo
Titel	The Increasing Role of Non-State Actors in Education Policy-Making. Evidence from Uruguay
Quelle	In: Journal of Education Policy, 35 (2020) 3, S.367-393 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moschetti, Mauro) ORCID (Martínez Pons, Marc) ORCID (Bordoli, Eloísa) ORCID (Martinis, Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1562569
Schlagwörter	Foreign Countries; Educational Policy; Educational Change; Policy Analysis; Privatization; Case Studies; Policy Formation; Discourse Analysis; Institutional Autonomy; Accountability; Networks; Educational History; Enrollment Trends; Private Schools; Administrative Organization; Public Education; Preschool Education; Elementary Secondary Education; Uruguay + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsreform; Politikfeldanalyse; Privatisation; Privatisierung; Case study; Fallstudie; Case Study; Politische Betätigung; Diskursanalyse; Institutionelle Autonomie; Verantwortung; History of education; Bildungsgeschichte; Private school; Privatschule; Öffentliche Erziehung; Pre-school education; Vorschulerziehung
Abstract	Over the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from this privatization agenda. More recently, however, research has identified a significant shift in the discursive order especially driven by a series of new actors including think tanks and civil society organizations favourable to different forms of privatization. Building on case study methods and informed by a cultural political economy (CPE) approach this paper addresses two purposes. First, it attempts to explore possible explanations for the scarce development of the private sector in Uruguayan education. Second, it aims to characterize the discourses and strategies increasingly used by different actors to frame and promote policy ideas potentially leading to privatization policies. The study shows how a small but influential number of actors have become involved in the process of promoting ideas that seek to influence policymaking. Findings reveal how these actors frame school autonomy and accountability as policy solutions by means of different strategies of networking and knowledge mobilization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01