Despite being increasingly democratic and globalized, the Latin American region faces widespread poverty, affecting a large proportion of its population. According to Nelly P. Stromquist, Professor at the University of Maryland College of Education, “poverty increased during the 1980–1990 decade in Latin America, growing from 46 to 60% in urban areas and from 80 to 85% in the countryside” (Stromquist, 2001, p. 966). Due to the region’s globalization, there is more emphasis on the importance of education – however, since education is framed in terms of economic competitiveness, and not social justice, Latin American education systems give priority to efficiency rather than to equity. Consequently, there is not enough attention paid to poor and
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The state offers special opportunities for the poor and “provides income transfers targeted directly at the poorest in society” (Stromquist, 2001, p. 968). By only providing short-term solutions, many Latin American countries neglect to address structural issues that create the disadvantage in educational access and outcomes. In countries suffering structural poverty, education helps individuals attain upward social mobility and obtain better jobs. Nonetheless, in educational systems that cater disproportionately to wealthier students, it becomes increasingly difficult for those in poverty to reap the benefits of education. For example, in rural areas, girls tend to enter school later than boys due to family or work obligations – for poor people, education usually signifies a trade-off between obtaining food and going to school. Due to the culture and ideology of the older generations in some Latin American countries, some children are discouraged from attending school and will go directly to work instead. By educating the older generations on the societal benefits of schooling, it is more likely that they will encourage their children to complete their …show more content…
According to Marx, industrial capitalism compels all nations and individuals to adopt the bourgeoisie mode of production (Lauder et al, 2006). By continuing their pro-market reforms and keeping teachers overworked and underpaid, the Chilean government is delegitimizing the role of education and treating it as a commodity to be sold and bartered in a capitalist market. While the government is trying to take steps to improve educational access and outcomes (e.g. promising free education), these promises have not yet been realized. Additionally, looking at these issues through a Bourdieuan perspective shows how Chilean students are limited by their social structures, largely tied to how much capital these students have. Within Chile, the education system reproduces privilege by granting better learning environments for students in more affluent backgrounds, as the privatization of Chilean schools has led to a disparity in educational quality between public and private institutions. Ultimately, the realities of the Chilean education system make it increasingly difficult for teachers to be effective educators, consequently mitigating the overall quality for its students. On the regional level, Latin American policymakers can strive to reduce the number of hours teachers have to work, increase teachers’
The state offers special opportunities for the poor and “provides income transfers targeted directly at the poorest in society” (Stromquist, 2001, p. 968). By only providing short-term solutions, many Latin American countries neglect to address structural issues that create the disadvantage in educational access and outcomes. In countries suffering structural poverty, education helps individuals attain upward social mobility and obtain better jobs. Nonetheless, in educational systems that cater disproportionately to wealthier students, it becomes increasingly difficult for those in poverty to reap the benefits of education. For example, in rural areas, girls tend to enter school later than boys due to family or work obligations – for poor people, education usually signifies a trade-off between obtaining food and going to school. Due to the culture and ideology of the older generations in some Latin American countries, some children are discouraged from attending school and will go directly to work instead. By educating the older generations on the societal benefits of schooling, it is more likely that they will encourage their children to complete their …show more content…
According to Marx, industrial capitalism compels all nations and individuals to adopt the bourgeoisie mode of production (Lauder et al, 2006). By continuing their pro-market reforms and keeping teachers overworked and underpaid, the Chilean government is delegitimizing the role of education and treating it as a commodity to be sold and bartered in a capitalist market. While the government is trying to take steps to improve educational access and outcomes (e.g. promising free education), these promises have not yet been realized. Additionally, looking at these issues through a Bourdieuan perspective shows how Chilean students are limited by their social structures, largely tied to how much capital these students have. Within Chile, the education system reproduces privilege by granting better learning environments for students in more affluent backgrounds, as the privatization of Chilean schools has led to a disparity in educational quality between public and private institutions. Ultimately, the realities of the Chilean education system make it increasingly difficult for teachers to be effective educators, consequently mitigating the overall quality for its students. On the regional level, Latin American policymakers can strive to reduce the number of hours teachers have to work, increase teachers’