Statemaking Through Distant Presence in the Urban Periphery. An exploration of Scaled Education Actors Negotiating Possible Futures in a Changing Sociopolitical Landscape in Chile.
type: CreativeWork
description: The education system in Chile has been a paradigmatic case of implementing privatisation policies in schooling to the detriment of public education. Nevertheless, during the last decade, following a series of high-school student protests, the country has been slowly implementing remedial policies to address class segregation, exclusion, and quality issues in schools that have arisen as a consequence of privatisation and market-driven policies. At the same time, socio-political changes around the world ―primarily the constellation of forces such as the heightened privatisation of states and cities alongside rising populism and recent substantive social unrest in the Latin American region, including Chile― suggest that this narrative of apparent inclusion falls short in addressing the challenges posed by these crises. The changing nature of highly spatialised politics means that the implementation of the inclusion policy reform will take place in a landscape framed by new social configurations. In these new configurations, the previous categories of inclusion/exclusion will no longer be enough to understand advanced marginalisation, social demands, and reconfiguration of imagined futures that have occurred not only in Chile but worldwide in the last years. Therefore, it becomes imperative to address this new socio-political landscape in both education and the changing nature of Chile, including the political pressures that drive them. Using a sociological, critical education lens, my focus is on the “interplay of education, globalisation, cities, and neoliberalism” (Gulson & Pedroni, 2011, p. 166) considering issues of structure and agency grounded in a phenomenological stance (Coffey & Farrugia, 2014) such as structural inequalities and state power as well as school members’ practices and narratives. The key concern in my work ― following wider questions about socio-spatial configurations in late capitalism ― is to see how elements of local and transnational narrativ…
abstract: The education system in Chile has been a paradigmatic case of implementing privatisation policies in schooling to the detriment of public education. Nevertheless, during the last decade, following a series of high-school student protests, the country has been slowly implementing remedial policies to address class segregation, exclusion, and quality issues in schools that have arisen as a consequence of privatisation and market-driven policies. At the same time, socio-political changes around the world ―primarily the constellation of forces such as the heightened privatisation of states and cities alongside rising populism and recent substantive social unrest in the Latin American region, including Chile― suggest that this narrative of apparent inclusion falls short in addressing the challenges posed by these crises. The changing nature of highly spatialised politics means that the implementation of the inclusion policy reform will take place in a landscape framed by new social configurations. In these new configurations, the previous categories of inclusion/exclusion will no longer be enough to understand advanced marginalisation, social demands, and reconfiguration of imagined futures that have occurred not only in Chile but worldwide in the last years. Therefore, it becomes imperative to address this new socio-political landscape in both education and the changing nature of Chile, including the political pressures that drive them. Using a sociological, critical education lens, my focus is on the “interplay of education, globalisation, cities, and neoliberalism” (Gulson & Pedroni, 2011, p. 166) considering issues of structure and agency grounded in a phenomenological stance (Coffey & Farrugia, 2014) such as structural inequalities and state power as well as school members’ practices and narratives. The key concern in my work ― following wider questions about socio-spatial configurations in late capitalism ― is to see how elements of local and transnational narrativ…
author: Bejares, Consuelo
language: eng
keywords: Global South, Urban marginalisation, Statecraft policies, Youth studies, Affective politics, Education & Skills, Education privatisation reform
license: https://www.repository.cam.ac.uk/bitstreams/97c620f4-9006-48ff-812d-71da7a661b56/download
license: http://purl.org/NET/rdflicense/allrightsreserved
date published: 2025-04-09
date modified: 2026-07-24T01:33:08Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.123018