1. http://www.sussex.ac.uk/education/cheer Diversity, Democratisation and Difference: Theories and Methodologies Widening Participation Policies in Chile under Neoliberal governmentalities: Trends, Policy, Discourse and Subjectivities

2. The subjective landscape of widening participation in Chilean higher education % of teachers working in poor schools expecting that their students will get access to higher education, 2000-2012 (Source: CIDE surveys)  77,6% of students perceive HE as highly segmented by class  61% of working class students are willing to get a debt for studying in higher education  79% of students perceive HE as unfair in terms of access

3.  Mode of governmentality under the form of the market  Disciplinary, productive and affective power moving institutions, people, spaces (Lardon, 2014) What is neoliberalism? What is neoliberalism? “Public Education on Sale” “Lennin and Coca-Cola ”

4. How neoliberalism did become hegemonic in Chile?  The context: Socialism government until 1973:  University Reform aiming:  Democratisation of universities’ government structures  Inclusion of working and middle classes into universities to transform power relations in society  Two main drivers that led Chile to embrace neoliberal reforms were:  Secure elite privilege and to re- establish capital accumulation process  Dictatorship’s need of national and international legitimacy  The first Chilean Neoliberal discourse:  National Security Doctrine and economic growth for social development

5. How neoliberalism did become hegemonic in Chile?  Neoliberal economists’ reform by taken over positions of power: privatisation and commodification  Neoliberalism as strategy of political demobilisation and legitimation under the promise of development Neoliberal hegemony: ‘to constitute subject positions from which its discourses about the world made sense to people in a range of different social positions’ (Larner, 2000, p. 9). The neoliberal economists known as “Chicago boys”

6. What was the consequence of neoliberalism for higher education?  Universities for elite reproduction and for the market needs  Students constructed as consumers in opposition to political subjects  Working class students as the abject other, “the internal enemy” with no rights to HE Market Reforms in Chilean higher education  The emergence of new private universities (from 8 in 1981 to 60 universities in total nowadays)  Market rules based on:  Competition, fees, loans, advertisement, national and transnational companies’ investment in universities; banks as one of main policy actors in WP policies “Chilean Justice Minister ousted over corruption scandal involving for-profit universities” (Oct, 2012) ( www.dailycensored.com)

7.  The institutional organisation of secondary education is based on class :  Property:  Private schools for elite; Subsidised schools for middle classes; Public schools for working class  Curriculum  Vocational Educational Training schools (VET) for working class students; Scientific Humanist schools (SH) Curriculum associated to National Entrance Test Secondary School System, Admission and Funding policy: The Institutional Technologies of Widening Participation in Higher Education  National Entrance Test: Set of standardised tests in maths, sciences, languages and history.  Influenced by World Bank  The “State sponsored credit” as policy of loans  State by credits to banks  £360,000 billion pounds between 2006 and 2014 for the banks  Majority of debtors are from working class backgrounds

8. Number of Applicants to the States Sponsored Credit by type of school, 2006-2014 Number of Students with the State Sponsored Credit, 2006-2014 The State Sponsored Credit and the “economy of debt” Source: http://www.ingresa.cl/http://www.ingresa.cl/

9. The State Sponsored Credit and the “economy of debt” “Students demand that goverment stops the seizure because of the debts from university credit” (El ciudadano newspaper, 14th January, 2016) 5 years studying, 15 years paying  WP by debt as a technology of dispossession  WP by debt as governmentality “I am really concern with my performance in some classes, I don’t want to fail, and have to pay and pay…how far I am going into debt” (Interviewee, male, 1 year student) “When I receive your email inviting me to participate in your research, I thought that you were a bank or university agent trying to contact me for paying the debt I have with the university, that is why I did not respond you at the beginning, I got scared” (Interviewee, female, ex-students expulsed for low academic performance).

10. The Articulation of School System and Admission Policy: Excluding the poor  National Entrance Test and the institutional organisation of secondary education as police technology of reproduction of privilege and exclusion Own elaboration: Source: DEMRE 2013, and Espinoza & Gonz á lez 2015 % of Students Inscribed for taking the National Entrance Test and got selected by Universities according to students' schools type. Admission Process, 2013

11. The Articulation of School System and Admission Policy: Excluding the poor % of Enrolment in Disciplines with the Highest Expected Salary and Employability by SES (defined by the type of school as proxy of socioeconomic status Low SES Middle SES High SES Total Civil Engineering (Mechanic; Industrial, and Mines) 23.053.323.7100 Medicine 14.834.750.5100 Geology 23.655.021.4100 Business and Administration 18.641.240.3100 Own elaboration. Source: SIES Database on employment and income searching, 2014 and SIES database on enrolment, 2013

12. The Gendered Widening Participation in Chilean Higher Education  370,405 women and 337,529 in Chilean universities. 1984199620042013 MaleFemaleMaleFemaleMaleFemaleMaleFemale Public-Traditional Universities 62.337.755.144.950.949.152.447.6 New-Private Universities69.630.446.949.848.151.943.756.3 Total enrolment by Type of University (Public-Traditional/New Private) and Gender (Female/Male), 1984-2013

13. The Gendered Widening Participation in Higher Education FemaleMaleTotal Civil Engineering (Mechanic; Industrial, and Mines) 24.475.6100 Medicine 46.653.4100 Geology 33.866.2100 Business and Administration 43.256.8100 % of Enrolment in Disciplines with the Highest Expected Salary and Employability by Gender (Female/Male) Own elaboration: Source: SIES Database on employment and income searching, 2014 and SIES database on enrolment, 2013

14. Final remarks  Neoliberal technologies of widening participation neglect the right to higher education to “working class students”; seen as a threat to universities, as the “internal enemy” of higher education  Archaic gendered workings of policies and universities, excluding women from positions of power and political subjectification. Chilean private universities fear the existence of students’ unions, the possibilities for students and professors to engage publicly in political/civic activities, or the deepening or installation of democratic governance mechanisms