Chile's Inclusion Law: the arduous drive to regulate an unequal education system, 2006–19.
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| Title: | Chile's Inclusion Law: the arduous drive to regulate an unequal education system, 2006–19. |
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| Authors: | Cummings, Peter M. M. (AUTHOR), Mizala, Alejandra (AUTHOR), Schneider, Ben Ross (AUTHOR) |
| Source: | Educational Review. Mar2025, Vol. 77 Issue 3, p764-789. 26p. |
| Subjects: | Education policy, Government regulation, Educational change, Student activism, School choice |
| Geographic Terms: | Chile |
| Abstract: | Chile's Inclusion Law, passed in 2015, significantly increased government regulation of one of the most privatised education systems in the world and provided major redistributive benefits. How did Chile's government succeed in passing and implementing this legislation in the face of a powerful and cohesive opposition? Our study finds that student protesters served as the initial impetus, shaping the education debate and increasing the political salience and urgency of education reform. In line with power resource theory, other left movement organisations and voters used their power to support redistributive education reform, and Bachelet's centre-left coalition followed through on its mandate by proposing the Inclusion Law. Also, a well-connected policy network helped articulate problems with the status quo and shaped the specifics of the education bill. To develop this argument, the paper draws on historical information on the student movement in Chile, quantitative data on education stakeholder appearances in the press, public opinion surveys, and detailed analysis of the 13-month legislative proceedings – to explain the law's passage in congress. To underscore the significance of the Inclusion Law and to contextualise the Chilean case, the paper also compares Chile to other countries with nation-wide school choice systems. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Chile's Inclusion Law, passed in 2015, significantly increased government regulation of one of the most privatised education systems in the world and provided major redistributive benefits. How did Chile's government succeed in passing and implementing this legislation in the face of a powerful and cohesive opposition? Our study finds that student protesters served as the initial impetus, shaping the education debate and increasing the political salience and urgency of education reform. In line with power resource theory, other left movement organisations and voters used their power to support redistributive education reform, and Bachelet's centre-left coalition followed through on its mandate by proposing the Inclusion Law. Also, a well-connected policy network helped articulate problems with the status quo and shaped the specifics of the education bill. To develop this argument, the paper draws on historical information on the student movement in Chile, quantitative data on education stakeholder appearances in the press, public opinion surveys, and detailed analysis of the 13-month legislative proceedings – to explain the law's passage in congress. To underscore the significance of the Inclusion Law and to contextualise the Chilean case, the paper also compares Chile to other countries with nation-wide school choice systems. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2023.2234661 |
