Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.645904
Title: Social democracy in Latin America : policymakers and education reform in Brazil and Chile
Author: Burton, Guy Jonathan Sands
Awarding Body: London School of Economics and Political Science (University of London)
Current Institution: London School of Economics and Political Science (University of London)
Date of Award: 2009
Availability of Full Text:
Access through EThOS:
Full text unavailable from EThOS. Please try the link below.
Access through Institution:
Abstract:
What is social democracy in the Latin American and what has been its impact on public policy. I argue that it is a government's origins and its use of the state and related institutions that shape the nature and content of social democracy. To illustrate this, three cases using governments and their approach to educational policy to 2007 are presented: the Concertacion (since 1990) in Chile and the Cardoso (1995-2002) and Lula (since 2003) governments in Brazil. The first part situates social democracy within the Latin American context. First, social democracy is defined ideologically and sociologically in relation to the wider Left-Right divide. Second, social democracy is distinguished between two models: the Third Way (which is more tolerant of inequality resulting from difference, the market and less associated with class concerns) and the Participatory Left (which has deeper roots in socialist ideology, state intervention and social movements). The section establishes that despite differences between each. Third Way and Participatory Left social democrats adopt elite-based policymaking in government. The second part analyses the impact of Third Way and Participatory Left social democracy on public (education) policy. The findings reveal broadly similar policy approaches, including a broader role for the state, curricular reform within the prevailing economic/education paradigm; increased (targeted) public spending; extensive use of evaluation/assessment mechanisms; and adoption of more representative means of participation with (organised) stakeholders. At the same time, policy content and relations with particular stakeholders (i.e. private interests, teachers and students) was also shaped by the institutional constraints and historical contexts faced by each government.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.645904  DOI: Not available
Share: