Recent Articles


Education in municipal agendas within the state of Tlaxcala, Mexico
Adriana Carro Olvera
In Mexico the educational policies correspond to a decentralized model, but are designed in the federal government and implemented in coordination with the state governments; however, municipal governments are only taken into account in complementary and tangential activities. For this reason the objective of this research was to analyze the issue of public education in the agendas of...

Partnerships between intercultural preschools and Mapuche communities in Metropolitan Region, Chile: Negotiations in a contact zone
Rukmini Becerra Lubies, Simona Mayo González
The Intercultural and Bilingual Education program in Chile requires intercultural and bilingual preschools to work collaboratively with Mapuche communities to offer a relevant education for Indigenous children; however, no researchers have studied this partnership. In this context, the main objective of this study is to examine the relationships within the communities that have emerged around...

Discursive contestations and pluriversal futures: A decolonial analysis of educational policies in the United Arab Emirates
Elena Aydarova
Most research on global transformations in education has focused on the actions of political and economic elites. As a result, attempts to contest and subvert globally circulated policies at subnational levels have received less attention. To address this gap, this study focuses on discursive contestations around educational reforms in the United Arab Emirates. Drawing on the theoretical...

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”
David Aguayo, Lisa M. Dorner
Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the...

Accounting for institutional variation in expected returns to higher education
Shawn Dorius, David Tandberg, Bridgette Cram
This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that...

Neglecting democracy in education policy: A-F school report card accountability systems
Kevin Murray, Kenneth R. Howe
Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt such systems. This paper examines A-F accountability systems with respect to three kinds of validity. First, it examines whether or not these accountability systems are valid as a measure, that is, do...

Social control in the municipal planning of education in Brazil
Donaldo Bello de Souza, Alzira Batalha Alcântara
Throughout the process of redemocratization of Brazil (1980s), social control was synonymous with civil control by the State, aimed at the construction new social projects from an emancipatory, democratic and participative perspective. Starting in the 1990s, the concept became depoliticized from a conservatory and neoliberal perspective, creating channels of instrumental and centralized...

Evaluation as a mechanism of the regulation of academic work. Case studies at universities in Argentina and Spain
Verónica Soledad Walker
This article focuses on evaluation as a mechanism for regulation within the university field and its impact on academic work. An analysis, based on the literature and data obtained in an investigation that addressed policy evaluation of teaching in Argentina and Spain, reveals that assessment processes propitiate forms of organization of academic work characterized by individualism, strategic...

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