School Educational Project as a Criterion of School Choice: Discourses and Practices in the City of Barcelona

Autor/inn/en	Benito, Ricard; Alegre, Miquel Àngel; Gonzàlez, Isaac
Titel	School Educational Project as a Criterion of School Choice: Discourses and Practices in the City of Barcelona
Quelle	In: Journal of Education Policy, 29 (2014) 3, S.397-420 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.844858
Schlagwörter	School Choice; Educational Policy; Educational Practices; Foreign Countries; Interviews; Parent Attitudes; Institutional Autonomy; Policy Analysis; Familiarity; Institutional Characteristics; Questionnaires; Qualitative Research; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Interviewing; Interviewtechnik; Elternverhalten; Institutionelle Autonomie; Politikfeldanalyse; Fragebogen; Qualitative Forschung
Abstract	In its advancement towards an education quasi-market, Catalonia has recently been driving the development of "school educational projects" in all schools (both public and private) as a tool to facilitate school autonomy and family choices. A school educational project is a formal document in which schools identify their pedagogical goals, missions and orientations, their academic resources and organisational structures. Through the analysis of 60 in-depth interviews with parents of children at the age of commencing universal pre-primary education (three years old) and data collected from surveys completed by a representative sample made up of 3245 families, this article explores the impact of this policy on discourses and practices of school choice amongst families in the city of Barcelona. On the one hand, we observe that interest in educational projects has penetrated the discourses of the most educated parents, even though, at the same time, we detect a generalised lack of knowledge of the content of such projects. On the other hand, we note that the social composition of schools is still a prominent factor in choice practices. Such findings question the ideal of the autonomous and rational citizen-consumer that underlies the policy of establishing educational projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10