This edited volume highlights the deep issues of the educational markets and school segregation from its origins to its effects. The book discusses both global trends as well as focalized examples. It’s based on a comprehensive review of existing literature and an in-depth analysis of two educational systems: The French-speaking community in Belgium and Chile. Both contexts are characterized by a high degree of segregation, a structural environment of free choice of schools and competition between public and private schools financed with public resources.
This book provides an up-to-date synthesis of scientific knowledge on the issue of segregation and rigorous analyses of recent policies aimed at reducing segregation in educational systems. It highlights the complexity of a process of change, the importance of its legitimacy among the population and the need of identifying the ethical and social justice issues surrounding school segregation. By providing a solid theoretical and empirical synthesis, this book is a great resource to students, researchers and academics in education, as well as social scientists and policy-makers.
विषयसूची
Introduction.- Part I – Foundations: theoretical grounds, literature reviews and empirical balance. Chapter I. What’s wrong with segregation in schools? Ethical perspectives.- Chapter II. Understanding school markets in order to transform them?.- Chapter III. Education markets and mechanisms of reproduction: dimensions of variability and political.- limitations for educational reform.- Chapter IV. The educational market as a source of school segregation: paths of problematization and reform.- Chapter V. Educational Markets and Socioeconomic segregation: An international overview.- Part II – Roots of segregation and attempts to desegregate in two contexts. Chapter VI. School segregation in Belgium.- Chapter VII. School desegregation policies in Belgium.- Chapter VIII. School segregation in Chile.- Chapter IX. Policies of school desegregation in Chile: tensions between market and non-selection policies.- Part III – Emerging issues. Chapter X. The education of the elite: A legitimized school segregation in Chile.- Chapter XI. The segregation of migrant students in Chile.- Chapter XII. Beyond socioeconomic segregation across schools: Research on ability-grouping within schoolsin Chile.- Chapter XIII. Does the extreme secondary school segregation in Chile extend to its higher education?.- Chapter XIV. Objectives and practices of socialisation in schools: towards a fragmentation of the school field?.- Conclusions: What can we learn from Belgium and Chile?.
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Vincent Dupriez is professor of education at the University of Louvain. He develops research on educational policies and organizations. His recent work focuses on the regulation in education systems and the evolution of the teaching profession, exposed to new modes of governance. Vincent Dupriez was President of the GIRSEF research center from 2010 to 2017. In 2008, he was selected as George Bereday Award recipient for the best article in Comparative Education Review.
Juan Pablo Valenzuela, is Professor at the Universidad de Chile, main researcher at the Institute of Advanced Studies in Education (IE) and at the Center for Advanced Research in Education (CIAE), and teaches in the Economic Department from the same university. He has a Master and Ph D degrees in Economics, from the University of Michigan, Ann-Arbor. He has published several researches about school improvement on primary and secondary education, evaluation of public policies on the field, segregation, public education reforms, and schooling leadership.
Marie Verhoeven is a full time professor at the University of Louvain (Belgium) and a senior researcher at GIRSEF. She has been (co-)director of GIRSEF since 2019-2020. Grounded in the field of sociology of education, her research interests focus on the transformations of socialization and educational policies in “late modernity”. Specialized in qualitative (comprehensive) methods, she particularly examines social and ethnic segregation processes, educational policies (and new professions) related to prevention of violence and drop-out, and multicultural and inclusion educational policies, examining the interplay between macro (international discourses and policies), meso (school market, school-level organization) and micro (careers and identities) levels. She also has a particular interest in social justice theories in education.
Javier Corvalán, is Professor at the Faculty of Education of University Alberto Hurtado. He has a Ph D degree in sociology from the Catholic University of Louvain (Belgium). He teaches sociology of education and his main fields of research are educational policies and equity and politics and history of education. He has published several researches about school choice, intercultural education and educational quasi markets in Chile.
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