Education Evaluation Policy in Chile: Experience at a Multigrade Rural School as a Contribution to Social Justice
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| Title: | Education Evaluation Policy in Chile: Experience at a Multigrade Rural School as a Contribution to Social Justice |
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| Language: | English |
| Authors: | Jessica Aliaga-Rojas (ORCID |
| Source: | Educational Assessment, Evaluation and Accountability. 2025 37(1):95-126. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Educational Policy, Rural Schools, Social Justice, Multigraded Classes, Teaching Experience, Elementary School Teachers, Educational Assessment, Politics of Education |
| Geographic Terms: | Chile |
| DOI: | 10.1007/s11092-024-09446-5 |
| ISSN: | 1874-8597 |
| Abstract: | This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences lived by a teacher working in a multigrade rural school represent realms of social justice and injustice given the scope of Chile's evaluative policy? Thus, from the perspective of the dialogical-"kishu kimkelay ta che" research approach, we conducted this study for 2 years with a primary teacher who assumes all pedagogical and managerial functions in her school. For the analysis, we used the spheres of mutual recognition proposed by Axel Honneth as categories. The findings indicate that, firstly, based on the treatment the teacher receives from the educational political system, experiences related to the principles of social justice understood as mutual recognition are not observed. Secondly, experiences of social injustice stand out, classified as "lack of affection" (oppression), "unequal treatment" (deprivation of rights), and "devaluation of the context" (social disregard). In the discussion, we present certain elements of current policies and their (dis)articulation with the rural teaching experience. Moreover, the violation of universal rights in rural schools becomes evident. Finally, we propose some recommendations to value the territorial and cultural diversity of the country, aiming to contribute to the transformation of public policy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486991 |
| Database: | ERIC |
| Abstract: | This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences lived by a teacher working in a multigrade rural school represent realms of social justice and injustice given the scope of Chile's evaluative policy? Thus, from the perspective of the dialogical-"kishu kimkelay ta che" research approach, we conducted this study for 2 years with a primary teacher who assumes all pedagogical and managerial functions in her school. For the analysis, we used the spheres of mutual recognition proposed by Axel Honneth as categories. The findings indicate that, firstly, based on the treatment the teacher receives from the educational political system, experiences related to the principles of social justice understood as mutual recognition are not observed. Secondly, experiences of social injustice stand out, classified as "lack of affection" (oppression), "unequal treatment" (deprivation of rights), and "devaluation of the context" (social disregard). In the discussion, we present certain elements of current policies and their (dis)articulation with the rural teaching experience. Moreover, the violation of universal rights in rural schools becomes evident. Finally, we propose some recommendations to value the territorial and cultural diversity of the country, aiming to contribute to the transformation of public policy. |
|---|---|
| ISSN: | 1874-8597 |
| DOI: | 10.1007/s11092-024-09446-5 |
