Recent Articles


Transitions to upper secondary education in Catalonia: A sociological analysis of education policy
Aina Tarabini, Judith Jacovkis
Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The...

Normocentrism, diversity, and otherness: Deconstructing Chilean inclusive education policies
Hugo Parra Munoz, Catalina Garrido Reyes, Andrea Carrasco Lobos, Mauricio Vergara Rodríguez, Felipe Hidalgo Kawada, David Meza Buzzetti
During recent decades, and in the context of global movements for educational reforms, a series of inclusive policies have been enacted in Chile. Based on these transformations, the objective of this article is to analyse a set of policies aimed at the attention of special needs students. Methodologically, a documentary work was conducted, in which texts related exclusively to the attention of...

Priority Education Policies: Contributions from a European analysis to the Chilean case
Muriel Armijo Cabrera
This paper proposes an international comparison between the analysis realized in Europe about Priority Education Policies (PEP) and the Chilean case. The discussion related to “inclusive education” is framed in the analysis of educative dispositives that are focused on social segments with major needs, defined as “prior”. The author proposes a bibliographical revision of Chilean priority...

Where do Latinas and Latinos earn social science doctorates?
Frank Fernandez
It is a national imperative to increase the percentage of Latinas and Latinos who earn doctorate degrees in the social sciences and who enter into faculty positions. For the purposes of this study, I focus on whether Latinas and Latinos earned their doctorates at the nation’s most research-intensive universities because those schools are uniquely equipped to prepare doctoral students for...

Identity, voice, and agency: Key concepts for an inclusive teaching of writing in the university
Natalia Ávila Reyes, Federico Navarro, Mónica Tapia-Ladino
Amidst the process of enrollment growth in Higher Education in Latin America, several inclusion policies that benefit traditionally excluded students stand out. However, academic writing continues to be a challenge for their academic pathways. The objective of this article is to propose an evidence-based conceptual framework on inclusion and writing, aiming to overcome deficit narratives and...

Modes of ideology and coloniality in the accounting textbook
David Mendes, Ana Carolina Pimentel Duarte Fonseca, Fernanda Filgueiras Sauerbronn
This paper aims to identify aspects of neoliberal ideology in the chapters dealing with accounting principles, in the textbook Introductory Accounting by FEA USP and in CPC00 (R2) - Conceptual Framework for Financial Reporting. To achieve the objective, we analyze the typical linguistic modes through which ideology operates, based on Thompson (2011). It is a critical and interpretative...

Brazilian technology policies in education: History and lessons learned
José Armando Valente, Maria Elizabeth Bianconcini de Almeida
Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national...

Research utilization in higher education rulemaking: A multi-case study of research prevalence, sources, and barriers
Rebecca Natow
For stakeholders who would like to see more research as a basis for educational policy, it is important to understand the prevalence of research use and the sources of the studies used by policymakers, as well as the factors that hinder research use in educational policymaking. Through an analysis of regulatory documents and interviews with 34 key informants, this multi-case study examined the...

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