Equity of Access to Higher Education in the Context of South-South Cooperation in Latin America: A Pluri-Scalar Analysis

Autor/in	Muhr, Thomas
Titel	Equity of Access to Higher Education in the Context of South-South Cooperation in Latin America: A Pluri-Scalar Analysis
Quelle	In: Higher Education: The International Journal of Higher Education Research, 72 (2016) 4, S.557-571 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0017-9
Schlagwörter	Equal Education; Access to Education; International Cooperation; Justice; Intervention; Privatization; Commercialization; Neoliberalism; Governance; Foreign Countries; Higher Education; Cross Cultural Studies; Brazil; Venezuela + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Internationale Kooperation; Internationale Zusammenarbeit; Gerechtigkeit; Privatisation; Privatisierung; Neo-liberalism; Neoliberalismus; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural comparison; Kulturvergleich; Brasilien
Abstract	This article draws from an education governance approach to conduct a pluri-scalar analysis of equity of access to tertiary education in the context of South-South cooperation. An account of distributional justice in access to tertiary education in the Federative Republic of Brazil and the Bolivarian Republic of Venezuela is integrated with a structural approach related to South-South cooperation among the two nations as well as within the Southern Common Market (MERCOSUR), upon which two interrelated arguments are developed: first, despite persistent inequities in access to university education in both territories, state-interventionist policies enhance equity of access directly with respect to availability and accessibility. Second, South-South cooperation transforms the background conditions for educational justice by producing an alternative structure to the neoliberal global governance of education and its agenda of privatisation and commercialisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01