{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92996"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92996","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Reframing the right to education in the \"\"Chilean neoliberal experiment\"\": a multi-sited case study of community resistance to public school closings\"","abstract":"My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I contrast this analysis with the use of the right to education by a group of poor Chilean parents, who in 2014, successfully resisted school closings in their community. I address these issues by conducting a mixed-methods study based on two methodological approaches: A critical discourse analysis of the right to education as it is elaborated in the Chilean constitution and a multi-sited case study in three schools of parent and community resistance to school closings. There are two main findings that can be summarized based on my research: 1) The commission in charge of developing the constitutional right to education did so with the goal of developing an educational market to promote a school choice policy in Chile, shielding it in a neoliberal imaginary of society; and 2) Parents and guardians of my multi-sited case study have an active role to play in the policy-making process, they cannot be reduced to educational consumers but must be understood as politically engaged persons that can articulate a resistance process by networking with other political agents. A general conclusion of my dissertation is that the right to education should be reframed considering Tomasevski 4 A's scheme, and be reviewed based on how inclusive an educational system is, how diverse and non-standardized the provision of this education is, and if the relationship of meso-level institutions with schools is actually supporting the realization of this fundamental human right.","abstract_html":"My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I contrast this analysis with the use of the right to education by a group of poor Chilean parents, who in 2014, successfully resisted school closings in their community. I address these issues by conducting a mixed-methods study based on two methodological approaches: A critical discourse analysis of the right to education as it is elaborated in the Chilean constitution and a multi-sited case study in three schools of parent and community resistance to school closings. There are two main findings that can be summarized based on my research: 1) The commission in charge of developing the constitutional right to education did so with the goal of developing an educational market to promote a school choice policy in Chile, shielding it in a neoliberal imaginary of society; and 2) Parents and guardians of my multi-sited case study have an active role to play in the policy-making process, they cannot be reduced to educational consumers but must be understood as politically engaged persons that can articulate a resistance process by networking with other political agents. A general conclusion of my dissertation is that the right to education should be reframed considering Tomasevski 4 A's scheme, and be reviewed based on how inclusive an educational system is, how diverse and non-standardized the provision of this education is, and if the relationship of meso-level institutions with schools is actually supporting the realization of this fundamental human right.","abstract_has_math":false,"creators":["Pino Yancovic, Mauricio"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["McCarthy, Cameron","Lubienski, Christopher","Dhillon, Pradeep","Greene, Jennifer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T18:39:03Z","date_published":"2016-11-10T18:39:03Z","updated_at":"2026-07-22T22:26:35Z","subjects":["Case Study","Chile","Community Resistance","Fairclough","Greene","Mixed-method","Mothers","Municipalization","Neoliberalism","Neoliberal Imaginary","Parents","Public Education","Right to Education","Resistance","Stake","SIMCE","Standarization","Standarized Testing","School Closing","School Networks","Tomasevski"],"languages":["en"],"rights":["Copyright 2016 Mauricio Pino Yancovic"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92996","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCarthy, Cameron","Lubienski, Christopher","Dhillon, Pradeep","Greene, Jennifer"]},{"key":"dc:creator","label":"Author","values":["Pino Yancovic, Mauricio"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T18:39:03Z","2018-11-11T10:15:45Z","2016-06-21","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Case Study","Chile","Community Resistance","Fairclough","Greene","Mixed-method","Mothers","Municipalization","Neoliberalism","Neoliberal Imaginary","Parents","Public Education","Right to Education","Resistance","Stake","SIMCE","Standarization","Standarized Testing","School Closing","School Networks","Tomasevski"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Mauricio Pino Yancovic"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92996"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I contrast this analysis with the use of the right to education by a group of poor Chilean parents, who in 2014, successfully resisted school closings in their community. I address these issues by conducting a mixed-methods study based on two methodological approaches: A critical discourse analysis of the right to education as it is elaborated in the Chilean constitution and a multi-sited case study in three schools of parent and community resistance to school closings. There are two main findings that can be summarized based on my research: 1) The commission in charge of developing the constitutional right to education did so with the goal of developing an educational market to promote a school choice policy in Chile, shielding it in a neoliberal imaginary of society; and 2) Parents and guardians of my multi-sited case study have an active role to play in the policy-making process, they cannot be reduced to educational consumers but must be understood as politically engaged persons that can articulate a resistance process by networking with other political agents. A general conclusion of my dissertation is that the right to education should be reframed considering Tomasevski 4 A's scheme, and be reviewed based on how inclusive an educational system is, how diverse and non-standardized the provision of this education is, and if the relationship of meso-level institutions with schools is actually supporting the realization of this fundamental human right.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Mauricio Pino Yancovic, accepted the attached license on 2016-06-03 at 15:17.","The student, Mauricio Pino Yancovic, submitted this Dissertation for approval on 2016-06-03 at 16:00.","This Dissertation was approved for publication on 2016-06-21 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9635 on 2016-11-10 at 12:24:19","Made available in DSpace on 2016-11-10T18:39:03Z (GMT). No. of bitstreams: 3 PINOYANCOVIC-DISSERTATION-2016.pdf: 2195337 bytes, checksum: a56bce7785642bdf1a630ad6c74aa816 (MD5) Mauricio Pino Yancovic Dissertation.docx: 772993 bytes, checksum: ef63d10a3de04a614af7552945397313 (MD5) LICENSE.txt: 4210 bytes, checksum: c2e8916b3a304a6ab17f2aee19b2372e (MD5) Previous issue date: 2016-06-21","Embargo set by: Seth Robbins for item 95418 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95418 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95418 on 2018-11-11T10:15:45Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["\"Reframing the right to education in the \"\"Chilean neoliberal experiment\"\": a multi-sited case study of community resistance to public school closings\""]}]}],"canonical_facts":{"dc:contributor":["McCarthy, Cameron","Lubienski, Christopher","Dhillon, Pradeep","Greene, Jennifer"],"dc:creator":["Pino Yancovic, Mauricio"],"dc:date":["2016-11-10T18:39:03Z","2018-11-11T10:15:45Z","2016-06-21","2016-08"],"dc:description":["My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I contrast this analysis with the use of the right to education by a group of poor Chilean parents, who in 2014, successfully resisted school closings in their community. I address these issues by conducting a mixed-methods study based on two methodological approaches: A critical discourse analysis of the right to education as it is elaborated in the Chilean constitution and a multi-sited case study in three schools of parent and community resistance to school closings. There are two main findings that can be summarized based on my research: 1) The commission in charge of developing the constitutional right to education did so with the goal of developing an educational market to promote a school choice policy in Chile, shielding it in a neoliberal imaginary of society; and 2) Parents and guardians of my multi-sited case study have an active role to play in the policy-making process, they cannot be reduced to educational consumers but must be understood as politically engaged persons that can articulate a resistance process by networking with other political agents. A general conclusion of my dissertation is that the right to education should be reframed considering Tomasevski 4 A's scheme, and be reviewed based on how inclusive an educational system is, how diverse and non-standardized the provision of this education is, and if the relationship of meso-level institutions with schools is actually supporting the realization of this fundamental human right.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Mauricio Pino Yancovic, accepted the attached license on 2016-06-03 at 15:17.","The student, Mauricio Pino Yancovic, submitted this Dissertation for approval on 2016-06-03 at 16:00.","This Dissertation was approved for publication on 2016-06-21 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9635 on 2016-11-10 at 12:24:19","Made available in DSpace on 2016-11-10T18:39:03Z (GMT). No. of bitstreams: 3 PINOYANCOVIC-DISSERTATION-2016.pdf: 2195337 bytes, checksum: a56bce7785642bdf1a630ad6c74aa816 (MD5) Mauricio Pino Yancovic Dissertation.docx: 772993 bytes, checksum: ef63d10a3de04a614af7552945397313 (MD5) LICENSE.txt: 4210 bytes, checksum: c2e8916b3a304a6ab17f2aee19b2372e (MD5) Previous issue date: 2016-06-21","Embargo set by: Seth Robbins for item 95418 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95418 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95418 on 2018-11-11T10:15:45Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/92996"],"dc:language":["en"],"dc:rights":["Copyright 2016 Mauricio Pino Yancovic"],"dc:subject":["Case Study","Chile","Community Resistance","Fairclough","Greene","Mixed-method","Mothers","Municipalization","Neoliberalism","Neoliberal Imaginary","Parents","Public Education","Right to Education","Resistance","Stake","SIMCE","Standarization","Standarized Testing","School Closing","School Networks","Tomasevski"],"dc:title":["\"Reframing the right to education in the \"\"Chilean neoliberal experiment\"\": a multi-sited case study of community resistance to public school closings\""],"dc:type":["text"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:35Z"}