Disentangling the binomial change/inertia to the Chilean educational policy in the post-dictatorship era (1990–2022). A normative policy instrument perspective

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dc.catalogadorgrr
dc.contributor.authorVillalobos, Cristóbal
dc.contributor.authorQuiero Bastias, Máximo Francisco
dc.contributor.authorPereira Mardones, Sebastián Andrés
dc.contributor.authorPeralta, José
dc.date.accessioned2024-11-07T13:04:48Z
dc.date.available2024-11-07T13:04:48Z
dc.date.issued2024
dc.description.abstractChile is a paradigmatic case of market-oriented educational policies. This has led to a prolific research agenda aimed at understanding the trajectory and trends during the country’s dictatorial period and after the return to democracy. Generally, these studies have focused on comparing the main educational policies across different governments. In contrast, this article employs a normative policy instrument perspective to analyse the trajectory of Chilean educational policies from 1990 to 2022. The focus is on disentangling the inertia/change binomial in the implementation of educational policies, considering policy development within and between governments. Thus, the article seeks to understand when, how, and why subjects of educational policies, financial priorities, and ideological orientations change or persist over more than 30 years. The findings challenge the belief that educational policies are coherent and consistent within governments, identifying grey areas in each period. Additionally, the paper provides evidence of historical inertia in educational policies that transcends the ideologies of the governing parties. Finally, it is observed that changes in market-oriented educational policies have been more pronounced in the last decade, particularly during periods of political alternation between left- and right-wing governments.
dc.fuente.origenSCOPUS
dc.identifier.doi10.1080/02680939.2024.2397784
dc.identifier.eissn0268-0939
dc.identifier.issn1464-5106
dc.identifier.scopusidSCOPUS_ID:85203426168
dc.identifier.urihttps://doi.org/10.1080/02680939.2024.2397784
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88466
dc.identifier.wosidWOS:001309056300001
dc.information.autorucEscuela de Trabajo Social; Villalobos, Cristóbal ; 0000-0002-1964-7213; 143637
dc.information.autorucInstituto de Sociología; Quiero Bastias, Máximo Francisco; 0000-0001-5404-9764; 1070672
dc.information.autorucInstituto de Sociología; Pereira Mardones, Sebastián Andrés; 0000-0003-0808-3173; 221697
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaJournal of Education Policy
dc.rightsacceso restringido
dc.subjectChile
dc.subjectEducational policies
dc.subjectMarket system
dc.subjectPolicy trajectories
dc.subjectPrivatization
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleDisentangling the binomial change/inertia to the Chilean educational policy in the post-dictatorship era (1990–2022). A normative policy instrument perspective
dc.typeartículo
sipa.codpersvinculados143637
sipa.codpersvinculados1070672
sipa.codpersvinculados221697
sipa.indexScopus
sipa.indexWOS
sipa.trazabilidadSCOPUS;2024-09-15
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