Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile

Autor/in	Rambla, Xavier
Titel	Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile
Quelle	In: International Review of Education, 52 (2006) 3-4, S.353-370 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-005-0001-6
Schlagwörter	Comparative Analysis; Foreign Countries; Educational Strategies; Poverty; Global Education; Logical Thinking; Equal Education; Rural Urban Differences; Argentina; Brazil; Chile + Suchen Sie Ihr Suchwort? Ausland; Lehrstrategie; Armut; Globales Lernen; Stadt-Land-Beziehung; Argentinien; Brasilien
Abstract	The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a "logic of induction" has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban-rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10