Browsing by Author "Parcerisa L."

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    EdTech companies and contemporary digital educational governance. Analyzing the expansion and role of the EdTech sector in the Chilean educational system
    (2024) Villalobos, Cristóbal; Parcerisa L.; Castillo, Karla; Olguin, Tomás
    This article analyses the network of actors involved in the contemporary digitalization of the Chilean school system and the role of private EdTech corporations in this ecosystem. Using a framework based on new modes of education governance and contributions from the cultural political economy, three sources were triangulated: i) 22 semi structured interviews with key actors and policymakers, ii) a database of startups in the EdTech sector in Chile and iii) a systematization of the main digital education policies implemented in the country. The findings reveal a poorly coordinated network of actors, which has allowed the inorganic and heterogeneous growth of EdTech corporations, whose role encompasses not only the production of technology but also its articulation and management. To this form, EdTech companies play a central role not only as producers of technology, but also as articulators and administrators, illustrating a displacement of the State from some of its historic functions.
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    Ethnic and cultural discrimination in school choice processes in sociocultural minorities in ChileDiscriminación étnica y cultural en procesos de elección de escuela en minorías socioculturales en Chile
    (2022) De Dios Oyarzun J.; Parcerisa L.; Carrasco A.
    © 2022 Pontificia Universidad Catolica de Valparaiso. All rights reserved.In this research, we analyze the experiences of school choice of families from sociocultural minorities in the Chilean education market. The study is based on qualitative research that includes a sample of 21 interviews with two subgroups: Mapuche families and Latin American immigrant parents. The findings allow us to identify the main background, criteria, concerns and expectations of immigrant and Mapuche families that participated in the study regarding the school choice for their sons and daughters, and show that ethnicity and culture intersect with the social class to produce unequal experiences in accessing the school system. Furthermore, the investigation sheds light on the different and variegated expressions of cultural and institutional racism and discrimination, as well as the main particularities that, considering their social and territorial contexts, experienced each sociocultural minority during school choice processes. To conclude, the article rescues the value of illuminating the experience of sociocultural minorities studied from critical theoretical approaches, to clarify the dynamics of inclusion and exclusion in school systems.
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    The Role of Ideas in a Counter-Cultural Education Reform. The Case of Chilean Inclusion LawEl Rol de las Ideas en una Reforma Educativa Contracultural. La Ley de Inclusión en Chile
    (Policy Press, 2024) Corral E.; Villalobos C.; Parcerisa L.
    © The Author(s) 2024.The article explores the role of ideas and discourses that allowed the agenda-setting and enactment of the Inclusion Law in Chile in the year 2015, which can be conceived as a countercultural change in one of the most marketized educational systems worldwide. Based on the framework of discursive institutionalism, the investigation analyses sixteen interviews with key actors (ministers, academics, legislators, advisers) involved in the enactment of such policy, and the analysis of parliamentary acts and other official documents. The findings show that the debate of ideas that allowed the approval of the law included the mobilization of ideas such as the right to education and the end of the educational market, the generation of discursive strategies of persuasion about technical elements of the program and the generation of consensus on its implementation times, highlighting the importance of the processes of construction of common meanings in the implementation of complex educational laws.