EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Policy enactment and educational quasimarkets: Analysing school offer and demand dynamics in Chile
Antoni Verger, Xavier Bonal, Adrián Zancajo
Abstract
This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the 'enactment' of education policy.
Keywords
education quasimarkets; Stephen Ball; recontextualization; policy enactment; public choice theory; Chile; school choice; school competition
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Ball, S.J., Maguire, M. & Braun, A. (2012). How schools do policy. Policy enactments in secondary schools. London: Routledge.