Social Justice Debate and College Access in Latin America: Merit or Need? The Role of Educational Institutions and States in Broadening Access to Higher Education in the Region

Autor/inn/en	Villalobos, Cristóbal; Treviño, Ernesto; Wyman, Ignacio; Scheele, Judith
Titel	Social Justice Debate and College Access in Latin America: Merit or Need? The Role of Educational Institutions and States in Broadening Access to Higher Education in the Region
Quelle	In: Education Policy Analysis Archives, 25 (2017) 73, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Social Justice; Equal Education; Access to Education; Higher Education; Geographic Regions; Disadvantaged; Governance; College Students; Educational Responsibility; College Role; Institutional Autonomy; Government Role; Educational Policy; Indigenous Populations; Enrollment; Quotas; Comparative Education; Bolivia; Brazil; Chile; Ecuador + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Collegestudent; Erziehungsverantwortung; Institutionelle Autonomie; Politics of education; Sinti und Roma; Einschulung; Quote; Vergleichende Erziehungswissenschaft; Bolivien; Brasilien
Abstract	During the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies. The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01