I. Estudios Urbanos y Territoriales

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Browsing I. Estudios Urbanos y Territoriales by Subject "04 Educación de calidad"

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    Infrastructural inequality: exploring the emergence of digital classes in the Metropolitan Area of Santiago, Chile
    (2023) Correa, Juan; Ulloa-Leon, Felipe; Vergara-Perucich, Francisco; Aguirre-Nunez, Carlos; Truffello, Ricardo
    This paper examines the digital divide in the city of Santiago, Chile. The research uses the density of mobile phone antennas as a proxy for digital infrastructure. The findings show that there is a strong correlation between the density of mobile phone antennas and socioeconomic status. Areas with higher incomes and more mobile phone antennas have better Internet connectivity than areas with lower incomes and fewer mobile phone antennas. The objective is to shed light on the power dynamics and invisible networks that shape the configuration of infrastructures, highlighting the need for equitable access to the digital world as a fundamental democratic right. The conclusions indicate that communication infrastructures are unevenly distributed and that the transition from analogue to smart cities risks exacerbating social inequalities. Rectifying these disparities is essential to avoid leaving the most vulnerable behind in technological transitions.
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    Rethinking educational strategies through Bourdieus "trialectic" of space: insights from the Chilean case
    (2024) Abufhele, Valentina; Theodore, Rachel; Angelcos, Nicolas; Perez, Miguel; Mendez, Maria Luisa; Rasse, Alejandra
    While educational decisions are considered a key mediator between residential and educational segregation, the role of spatial dimensions in the construction of educational strategies has been only recently studied. This article contributes to linking urban and educational research to examine decisions about schooling, using the case of Santiago, Chile. Empirical research included focus groups with parents and students at public and semi-public schools in four neighbourhoods of Santiago. We take a particular policy conjuncture, a progressive reform of the education system called the Inclusion Law, as a window to observe how educational decisions are anchored to spatial dimensions, and how a change in the "rules of the game" challenges families' educational strategies. Using Bourdieus "trialectic" of space we show that the interplay and dynamic transposition of social, physical and symbolic dimensions of space contributes to the development of three educational strategies spanning across different neighbourhoods. The article contributes to showing the differential role and value of each spatial dimension according to social class in all educational strategies. The resources that agents mobilise in the educational field are influenced by their particular positions in social space, the material conditions of the neighbourhoods they inhabit, as well as the symbolic significance they attribute to both schools and neighbourhoods. Finally, we suggest that the change in the rules of the educational game elicits resistances because the positions that agents occupy in all three spaces remain unaltered by the new regulatory framework.