Browsing by Author "Parcerisa, Lluís"

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    El rol de la investigación en la configuración del campo educativo en Chile. Perspectivas, influencias y omisiones
    (2020) Villalobos Dintrans, Cristóbal Alejandro; Parcerisa, Lluís
    En las últimas décadas, la globalización capitalista ha generado profundas transformaciones en los campos educativos, favoreciendo la emergencia de nuevos actores, procesos de influencia y modelos de gobernanza. Esto cambios han promovido una extensa literatura sobre el rol de los movimientos sociales en la producción del campo, pero otros actores, como los y las académicos/as, expertos y agentes que ejercen de intermediarios del conocimiento han sido escasamente analizados. Considerando esto, el artículo desarrolla un modelo conceptual para analizar los factores y actores que contribuyen a la configuración del campo educativo en Chile, analizando particularmente el rol que pueden desempeñar losy lasacadémicos/asy la investigación educacional en este proceso. El análisis permite relevar las principales formas de influencia de la investigación en los procesos de producción del campo educativo, relevando cuatro importantes futuras líneas empíricas de investigación
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    Geographies of resistance in the chilean education system in the post-dictatorship age (1990-2019): A protest event analysis
    (Springer International Publishing, 2023) Villalobos, Cristóbal; Parcerisa, Lluís
    From a comparative perspective, the Chilean school system can be considered a paradigmatic case that combines structural privatization processes, sophisticated accountability systems and high levels of school segregation. This chapter aims to analyze the role of the spatial dimension in the trajectory of protests in the education sector during the Chilean post-dictatorship (1990-2019). Methodologically, the research carries out a Protest Event Analysis (PEA) of a novel database of more than 1.700 protests. The findings show that the spatial dimension (e.g., regional distribution, degree of rurality, types of places of protest, etc.) mediates not only the characteristics and the nature of actors who participate in protest events but also the strategies and repertoires of collective action deployed by social movements.
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    Movimientos sociales y resistencia al accountability en Chile: estrategias discursivas, identidad y acciones de la campaña Alto al SIMCE
    (ARIADNA EDICIONES & SAINT PETERSBURG STATE UNIV, 2020) Parcerisa, Lluís; Villalobos Dintrans, Cristóbal Alejandro
    The main objective of the article is to analyze the Alto al SIMCE (Stop the SIMCE) campaign in Chile through an analytical framework that combines different heuristic tools from social movement theories. Specifically, the article explores the discursive frames present in the narratives of the movement, as well as aspects related to the formation and trajectory of the campaign, collective identity, alliances and repertoires of collective action used by activists to influence educational policies. At the methodological level, the article is based on a case study with a qualitative approach and combines documentary and press analysis with semi-structured interviews. The results offer reflections and novel insights about external and internal factors that can favor and/or hinder the success of collective action against test-based accountability in the educational field.
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    The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia
    (2023) Parcerisa, Lluís; Collet-Sabé, Jordi; Villalobos, Cristóbal
    This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor in three historical periods: (i) the moment of emergence, linked to the dissident schools (1965–1970); (ii) the process of transition to democracy and educational decentralisation, marked by the difficulties in reforming public education (1970–1977); and (iii) the post-transition period, marked by the new constitution, the integration of dissident schools into the public system (1978–1990) and the marginalisation of the movement. The conclusions highlight its influence and subsequent decline as a sociopolitical actor in education reform.