Armed Forces, Market Forces: Intellectuals and Higher Education in Chile, 1973-1993

Austin, Robert

doi:10.1177/0094582x9702400503

Cited by 9 publications

(8 citation statements)

References 13 publications

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“…The political process of educational reform implied discussion of several bills in the National Congress. It is important to note that Michelle Bachelet won the election with significant support 4 and her coalition obtained a parliamentary majority…”

Section: Contents Of Educational Reformmentioning

confidence: 99%

“…Chilean higher education had a significant milestone in its development during the last civicmilitary dictatorship (1973)(1974)(1975)(1976)(1977)(1978)(1979)(1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990) [1][2][3][4][5][6]. After a first stage of persecution and attack against universities, the dictatorship began a phase of neoliberal modernization in Chilean education allowing market operation within it.…”

Section: Introductionmentioning

confidence: 99%

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Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

Valdés

2021

AJESS

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During the second term of the President Michelle Bachelet (2014-2018), a transversal educational reform was carried out. To tertiary education its main purpose was to provide free tuition for higher education institutions (HEIs): Universities, Technical Training Centers (CFT) and Professional Institutes (IP). In that context, this paper analyzes the impact of this educational reform as it pertains to the Chilean system of higher education, with special focus on the implementation of free tuition as a new way to transfer resources from the State to HEIs. The methods used is the documental analysis of different legal texts, as Acts and Budget Acts. They are analyzing to identify manifestations of governmental rationality, identifying the language-in-use or its performative dimension. The analysis considers political variables and how they influenced the process. Its focus is to see legal and institutional changes along with public budget and the impact of HEIs enrolment. The results indicate that despite the significant transformations carried out in the sphere of higher education, the reform could not achieve a significant change in the relationship between the State and HEIs due to the political dispute that arose in the process, thus achieving mixed results. Chilean higher education provides an interesting case study which can serve as reference for educational debates in other countries.

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Section: Contents Of Educational Reformmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

Valdés

2021

AJESS

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“…The increases in the funding to did not however, materialise entirely from a government initiative. Rather, during the tumultuous 1960s, university students exerted tremendous pressure, seeking modernization and democratisation (Austin 1997). In general, most student representative bodies concurred that universities should be open, democratic, universal and autonomous (Austin 1997).…”

Section: President Eduardo Frei Montalvamentioning

confidence: 99%

“…Rather, during the tumultuous 1960s, university students exerted tremendous pressure, seeking modernization and democratisation (Austin 1997). In general, most student representative bodies concurred that universities should be open, democratic, universal and autonomous (Austin 1997). A series of strikes took place, with one lasting 50 days in 1967 by the university students in Valparaiso (Austin 1997).…”

Section: President Eduardo Frei Montalvamentioning

confidence: 99%

Experiences as a Student in Chile with only Pre-computer Technologies

Toro

2014

IFIP Advances in Information and Communication Technology

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This chapter takes the form of a narrative and describes a mix of experiences dealing with exclusion, poverty, teaching methods, and reforms in the school system in Chile, which not only included monetary injections but also the consideration and research into the use of ICTs in its early manifestations, such as TV as a teaching tool. The chapter also describes some of the experiences during the early days of the Pinochet Dictatorship as a student. The events experienced by the writer, as described in this chapter, took place between 1966 and 1975.Teaching methods in the 1960s in Chile, as experienced as a primary school student in Arica, were repetitive and required a good memory rather than striving to engage the young eager student. Despite the increased emphasis on improving education during the 1960s in Chile, whilst attending a rural school, a new reality was presented which in retrospect, seemed to reveal that there was still much more to be done and/or that the measures were missing the intended mark. However, as a child, the realities faced by the rural students were evident, even to a young student who had never attended a school outside Arica before. Computers were unknown to us at the time and I could not have imagined those students from a low socio-economic background having easy access one, had they been around back then. I can state though, that the earliest mathematical tool, I used as a student, was an abacus that we made as part of a project.By the 1970s education and the socio-economics aspects of it took centre stage and new reforms and an increased budget was allocated to it. Yet, there was no silver bullet to solve those socio-economic deformities that existed at the time. Thus, the lack of Social Inclusion and Social Capital remained an issue and which was bound to marginalise students from a low socioeconomical group, especially those in rural school. Later on, the Pinochet coup was to change the whole of the education landscape.

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“…Therein the reform summarily ended the free university system and promoted the establishment of small private higher education institutions. Such reforms, according to Robert Austin (1997), have transformed higher education into an entity of the capitalist marketplace, promoted entrepreneurial profitminded investment and remodelled the content of education to consolidate the reorganized productive structures of the economy.…”

Section: Educationmentioning

confidence: 99%

The Reformulation of Social Policy in Chile, 1973—2001

Taylor

2003

Global Social Policy

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This article subjects the much-heralded Chilean `model' of social policy reform to a critical analysis. It places the Chilean reforms within the political—economic conjuncture from which they emerged and relates the trends towards privatization and decentralization to the larger neoliberal movement towards societal restructuring. Through an examination of pension, education and health reforms, the article argues that the Chilean reformulation of social policy has serious failings in terms of both pervasive structural weaknesses and a profound polarization of service provision. These factors pose important questions regarding the propagation of similar neoliberal social policy models in the Global South.

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Armed Forces, Market Forces: Intellectuals and Higher Education in Chile, 1973-1993

Cited by 9 publications

References 13 publications

Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

Experiences as a Student in Chile with only Pre-computer Technologies

The Reformulation of Social Policy in Chile, 1973—2001

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