Browsing by Author "Gelber, Denisse"

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    COVID-19 and the right to education in Chile: An opportunity to revisit our social contract
    (2021) Gelber, Denisse; Castillo, Carolina; Alarcón, Luciano; Treviño Villarreal, Juan Ernesto; Escribano, Rosario
    © 2021, UNESCO Institute for Lifelong Learning and Springer Nature B.V.The COVID-19 pandemic is pushing the world into a devastating economic and social scenario. The consequences of this crisis largely impact children and teenagers, both now and in the future. School closures have particularly affected vulnerable children, deepening the effects of their unequal socio-economic circumstances. In this context, the actions governments are taking to protect their citizens’ right to education will be crucial to reducing or exacerbating inequality in the long term. The authors of this article analyse the case of Chile, one of the most successful countries in Latin America regarding educational achievement and enrolment, as well as the most segregated educational system among member countries of the Organisation for Economic Co-operation and Development (OECD). How is the right to education being guaranteed for all during the COVID-19 pandemic? Are the measures taken by the Ministry of Education mitigating or intensifying long-term inequalities? Based on the 4-A scheme described by Katarina Tomasevski, which conceptualises national governments’ obligations to guarantee the right to education, the authors examine the normative basis of Chile’s market-oriented educational system (1980–2013) as well as the latest educational reform (2014–2017), which aimed to promote the right to quality education, and critically analyse the measures adopted by the Chilean Ministry of Education in response to the pandemic. The authors conclude that Chile is facing a major challenge to ensure the right to education for all. A new social contract is required to reduce structural inequalities, and to avoid a potential setback in human rights
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    Del dicho al hecho: creencias y prácticas inclusivas en establecimientos y aulas escolares en Santiago
    (2019) Gelber, Denisse; Treviño Villarreal, Juan Ernesto; González Vivanco, Cristian Alonso; Escribano Alisio, María del Rosario; Ortega Alvear, Lorena del Carmen
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    Educational Inequalities among Latin American Adolescents: Continuities and Changes over the 1980s, 1990s and 2000s
    (ELSEVIER SCI LTD, 2012) Marteleto, Leticia; Gelber, Denisse; Hubert, Celia; Salinas, Viviana
    The goal of this paper is to examine recent trends in educational stratification for Latin American adolescents growing up in three distinct periods: the 1980s, during severe recession; the 1990s. a period of structural adjustments imposed by international organizations; and the late 2000s, when most countries in the region experienced positive and stable growth. In addition, to school enrollment and educational transitions, we examine the quality of education through enrollment in private schools, an important aspect of inequality in education that most studies have neglected. We use nationally representative household survey data for the 1980s, 1990s and 2000s in Brazil, Chile, Mexico and Uruguay. Our overall findings confirm the importance of macroeconomic conditions for inequalities in educational opportunity,suggesting important benefits brought up by the favorable conditions of the 2000s. However, our findings also call attention to increasing disadvantages associated with the quality of the education adolescents receive, suggesting the significance of the EMI framework-Effectively Maintained Inequality-and highlighting the value of examining the quality in addition to the quantity of education in order to fully understand educational stratification in the Latin American context. 2011 International Sociological Association Research Committee 28 on Social Stratification and Mobility. Published by Elsevier Ltd. All rights reserved.
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    School choice and parents' preferences for school attributes in Chile
    (2020) Hofflinger, Alvaro; Gelber, Denisse; Tellez Canas, Santiago
    A key assumption of school choice and competition policies is that parents' most important (if not only) priority when choosing a school is its quality. However, evidence about which of a school's attributes really drives parental choice is still scarce. We use census data from a parent questionnaire in Chile, a country with a national school choice and competition system, to describe the attributes most commonly considered by parents when choosing a school, and to assess how the probability of prioritizing those attributes varies with the parents socioeconomic characteristics, while controlling for other characteristics of the family. We find that parents choosing a school prioritize its proximity, its quality, and whether it provides religious education. Furthermore, the probability of parents prioritizing proximity is higher for parents of low socioeconomic status, while the probability of them prioritizing quality and religious education is higher for parents of high socioeconomic status. These findings show that only advantaged families choose schools based on their quality, and therefore school choice and competition policies may offer a limited benefit for disadvantaged pupils, possibly maintaining or reinforcing socioeconomic segregation in the education system.
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    The centrality of immigrant students within teacher-student interaction networks: A relational approach to educational inclusion
    (2020) Ortega Alvear, Lorena del Carmen; Boda, Zsofia; Treviño Villarreal, Juan Ernesto; Arriagada Elzo, Verónica Alejandra; Gelber, Denisse; Escribano Alisio, María del Rosario
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