Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572957
Title: Accountability policy effects within school markets : a study in three Chilean municipalities
Author: Falabella, Alejandra
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
Implemented as a political experiment m the early- 1980s, Chile's educational market model is radical and extensive. Later, when the centre-left Concertaci6n coalition came to power (1990-2010), the market-led scheme was largely maintained, yet a set of centralising accountability policies have been gradually added, resulting in a market + accountability regime. The assumption is that this model will encourage schools to continuously improve the quality of their provision, ensure that it is both diverse and innovative, and provide for more equality of opportunity amongst pupils. The central aim of this thesis is to study the ways in which accountability policies are understood, practised and experienced by educational institutions within a market-led schema in the Chilean context. For this purpose, the research develops a qualitative case study approach, examining in an intense and comprehensive way three institutional networks: two local Ministries of Education; three municipalities, and four schools. The data analysis is set within a framework of dialogue between the theories of Foucault and Bourdieu, as well as referencing a body of critical educational policy literature. The research concludes that, whilst these policies may produce some positive contributions under specific circumstances, overall they generate substantial damage to teaching quality, triggering exam-oriented methods; intensifying inequities among and within schools; and sharpening managers' insecurities and anxieties, which accentuate hierarchical and bureaucratic systems of control. These are not 'unexpected effects'; they are consistent strategies that enable institutions to compete in the market, although with unequal resources and chances. All in all, it is argued that the state does not 'regulate' the 'free market', as a separate and neutral entity, in order to assure educational quality and diminish inequities, as suggested by Concertaci6n's policy-makers and 'Third Way' scholars. Accountability-performance policies are powerful technologies that produce and sharpen individuals' desires and motivations for competing, so the market can function. These are the most pervasive and extensive effects of this policy arrangement that work beyond market activities. They entail an ethical transformation of how schooling and professionalism is understood and thought about.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572957  DOI: Not available
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