1. History Primary Research Questions Methodology  Chelcea Boesiger  Dr. Jill Pinkney Pastrana  Department of Education Studies  University of Wisconsin-Eau Claire  Chelcea Boesiger  Dr. Jill Pinkney Pastrana  Department of Education Studies  University of Wisconsin-Eau Claire Sept. 11, 1973: Military coup d'état 1973-1990: Pinochet in power 1980: Neoliberal Education Reforms formally begin 2006: “Revolución de los pingüinos” May-December 2011: “Chilean Education Conflict” Qualitative and quantitative results were analyzed and reported Quantitative: Statistical analysis of information from schools, standardized assessments, funding provided by schools and families, government statistics. Qualitative: Participant observations of protests/marches/activities. Non-participant observations of protests/marches/activities. Facilitation of focus groups/group interviews Attendance and observation at student movement meetings. What are the motivating factors behind participation or non-participation in the student protests for education reform in July 2011? Interview Protocol: How are you participating? What do you think about everything that is happening with the mobilization, strike, marches, etc.? What do your parents think? What vision do you have for Chilean education? Why do you think the movement as a whole started? Do you have friends who are participating? Why do you think they are participating? Do you have friends who are not participating? Why do you think they are not participating? Demanding Change- “To stop now would be a crime:” Student Mobilization & Neoliberal Education Policy in Chile Demanding Change- “To stop now would be a crime:” Student Mobilization & Neoliberal Education Policy in Chile Neoliberal Education Reform Findings The focal point of the movement: as described by university student participants was to have free, quality education for everyone. Those students actively involved in the movement could be described as: Well organized Creative Highly motivated Community focused Well informed Critical of current model Discontent Untrusting of government officials Students are aware of The economic inequality in Chile Generational identity Historical education reform conditions in other countries Key Quotes “Nothing has changed in the past [after other “revolutions” for the education problems]” “Education is the only thing that can change things.” “There can be change… something has to happen.” “History is in our hands.” “My parents are paying for me to study, not to march [in protests].” “This [movement] will continue… it’s not done now!” “This is a fight against injustice.” “We have the ability to say these things will make a difference.” “From fear comes revolution.” “We aren’t waiting for someone to come save us, we want to create it.” “Our purpose is not to sell revolution.” “The quality between public and private [schools] became very distinct between [economic] classes.” “Families have huge debts because they are trying to send their kids to the university to be educated They spend about 80% of their I income on this.” “Neoliberalism is human exploitation.” Generally stated by students in focus groups: Many students have to travel long distances to attend a decent school Access to resources is limited Neoliberal education policy is not working The history of Chile is crucial in understanding the current movement Thus the movement is generational Parents political stance/involvement influences their children’s participation Participating in the movement has provided a space to think and discuss outside the classroom for many Believe the government is not providing the type of education it should be. Believe education is a right not a luxury. Analytical Categories Conclusions With deep gratitude to my faculty collaborator Dr. Jill Pinkney Pastrana for her willingness to teach her knowledge, share her passion, and demonstration of patience in our working together. International Fellows for the grant that enabled myself and my faculty collaborator to travel to Chile and perform this research. Department of Education Studies and the Office of Research and Sponsored Programs for their support through the analysis process of this research. Differential Tuition for providing poster processing funds. Characteristics of Neoliberal Education Reform Changing Role of the State  State set National Standards  Accountability/Assessment/Testing Decentralization  School organization and leadership  Funding Privatization  Move towards Public/Private Partnerships  Flexible Labor  Ideological shift - “logic of the market on schooling”  Competition  Vouchers  Charters Curricular Reform  Refocused towards “market” goals  Aligned with standardized assessments (from Pinkney Pastrana 2012) Acknowledgements History  Government Rule (dictatorship)  Post dictatorship government  Political participation of youth Sociopolitical Perspectives  Urban versus Rural Identities  Lived proximity to events Education Policy  Neoliberal Education Policy  Other models Education Democratic Participation  Challenging the status quo  Supporting the status quo Family  Roles during dictatorship  Current political standing  Physical location of family home Social Affiliation  Major identified at the University  Extracurricular and research groups  High School students  Teachers/Professors  Claiming identity Key References Elacqua, G. (2009). For-profit schooling and the politics of education reform in Chile, When ideology trumps evidence, Universidad Diego Portales: 1-56. Pastrana, J. P. (2007). "Subtle Tortures of the Neo-liberal Age: Teachers, Students, and the Political Economy of Schooling in Chile." Journal for Critical Education Policy Studies 5(2). Taylor, M. (2011). "The Reformulation of Social Policy in Chile, 1973-2001: Questioning a Neoliberal Model." Global Social Policy 3(2): 21-44. Torche, F. "Privatization Reform and Inequality of Educational Opportunity: The Case of Chile." Sociology of Education 78(4): 316-343. Torres, C. A. A. L. M. (2008). "Cuasi Mercado Educacional en Chile: El Discurso de los Tomadores de Decisión." Education Policy Analysis Archives 16(8): 2-43. “When asked, ‘Why are you participating?’ he answered, ‘How can I not?’” Although all analytical categories were at minimum alluded to, the primary categories students emphasized were the following: The history of Chile and the dictatorship of Pinochet. Education Policy and the ways in which the system currently favors and allows “for profit” schools and results problematic. The democratic participation of students in challenging the status quo in some regard was highly visible. All students stated or alluded to the need for change. These categories help to define the motivations for participating (or not participating) in the student movement which was in its’ peak in July/August of 2011. http://maps.google.com/maps?hl=en&tab=wl All photos taken mid June-July 2011 by Boesiger