Race to the Classroom: The Governance Turn in Latin American Education. The Emerging Era of Accountability, Control and Prescribed Curriculum

Autor/inn/en	Rivas, Axel; Sanchez, Belen
Titel	Race to the Classroom: The Governance Turn in Latin American Education. The Emerging Era of Accountability, Control and Prescribed Curriculum
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 2, S.250-268 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivas, Axel) ORCID (Sanchez, Belen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1756745
Schlagwörter	Governance; Accountability; High Stakes Tests; Foreign Countries; Social Change; Economic Development; Educational Policy; Policy Analysis; Performance Based Assessment; Teacher Evaluation; Teacher Effectiveness; Decision Making; Research Reports; Classroom Techniques; Educational Practices; Elementary Secondary Education; Curriculum Development; Latin America; Argentina; Peru; Brazil; Colombia; Mexico; Uruguay; Chile + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Verantwortung; Ausland; Sozialer Wandel; Wirtschaftsentwicklung; Politics of education; Politikfeldanalyse; Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Research report; Forschungsbericht; Klassenführung; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lateinamerika; Argentinien; Brasilien; Kolumbien; Mexiko
Abstract	During the first years of the new century, Latin America went through significant political changes in a period of economic growth. In education, we identify a 'regulatory governance turn' characterised by the emergence of four policy instruments: 1-New performance-based teaching career regulations with teachers' evaluations, 2-Curricular standards and increasing regulation via textbook provision, 3-Test-based accountability based on high-stakes assessments, 4-The formation of the 'school unit' as an accountable decision-making body. These policies created a new regime of accountability, control, and prescribed curriculum, which was fully developed in Chile and Mexico; and substantially in Brazil, Colombia, and Peru. Our research was based on the revision of over 500 articles and policy documents, a genealogy of the trajectories of education policies, and 134 interviews in seven countries: Argentina, Brazil, Chile, Colombia, Mexico, Peru and Uruguay. We present the new policy landscape and analyse the paradoxes of the increasing regulation of classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01