Old and new social movements in the educational field. An analysis of the trajectory of collective action frames in Chile (1990 - 2014)

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dc.article.number903
dc.contributor.authorVillalobos, Cristobal
dc.contributor.authorParcerisa, Lluis
dc.date.accessioned2024-10-01T07:00:18Z
dc.date.available2024-10-01T07:00:18Z
dc.date.issued2023
dc.description.abstractAs a consequence of the neoliberal reforms initiated in the 1980s by the Pinochet dictatorship, education in Chile has become a highly controversial issue. Despite the extensive literature on social movements and education in Chile, there is still little evidence on the role of classic social movements and new social movements (NMS) in the educational field, and there is even less evidence on the evolution of the collective action frames of these actors over time. To contribute to this discussion, this article seeks to examine the trajectory of the discursive frameworks of collective action (diagnosis and prognosis) developed by different educational actors (teachers, university students and high school students) between 1990 and 2014. Methodologically, the article is based on a descriptive quantitative analysis of a database that follows the Protest Event Analysis (AEP) method, including 1,468 protest events. The results show the hybridization of the discursive tactics deployed in the protests by the classic social movements (teachers) and NMS (student movement) and the differences that exist concerning the protests' discursive frames over time of these groups. In this way, the article identifies convergences and divergences between actors and certain transversal changes over time, which allows discussing the potentialities and limitations of the theory of old and new social movements.
dc.description.funderHorizon 2020 de investigación e innovación de la Unión Europea
dc.description.funderUnión Europea
dc.description.funderEuropean Research Council
dc.description.funderAgencia Nacional de Investigación y Desarrollo
dc.format.extent10 páginas
dc.fuente.origenWOS
dc.identifier.doi10.14516/ete.471
dc.identifier.eissn1878-5654
dc.identifier.issn2340-7263
dc.identifier.pubmedidMEDLINE:33604430
dc.identifier.scopusidSCOPUS_ID:85202520905
dc.identifier.urihttps://doi.org/10.14516/ete.471
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88031
dc.identifier.wosidWOS:001137424100005
dc.information.autorucFacultad de Educación; Villalobos Dintrans, Cristobal Alejandro; S/I; 143637
dc.issue.numero2
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final120
dc.pagina.inicio95
dc.publisherPolicy Press
dc.relation.ispartofRevista Austral de Ciencias Sociales
dc.revistaESPACIO TIEMPO Y EDUCACION
dc.rightsregistro bibliográfico
dc.subjectsocial movements
dc.subjectcollective action frames
dc.subjectprotests
dc.subjecteducational field
dc.subjectChile
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleOld and new social movements in the educational field. An analysis of the trajectory of collective action frames in Chile (1990 - 2014)
dc.typeartículo
dc.volumen10
sipa.codpersvinculados143637
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;01-10-2024
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