scholarly journals La escuela secundaria frente al desafío de la universalización: Debates y experiencias en Argentina

2020 ◽  
Vol 28 ◽  
pp. 39
Author(s):  
Myriam Southwell
Keyword(s):  
School System ◽  
Social Classes ◽  
Autonomous Community ◽  
Social Image ◽  
Regional Trend ◽  
Secondary Schooling ◽  
New School ◽  
Class Bias ◽  
Community Processes ◽  
The Social

In 2006 Argentina established compulsory secondary schooling, joining the regional trend. During that process a significant debate was developed about whether the school is universalizable with the characteristics that it currently presents, the product of a long historical process that has consolidated a functioning matrix. Does the school present the characteristics that make it feasible to successfully cover all social classes, all cultures, and all school trajectories? This debate focuses on speeches about inclusion within a country that had promoted an egalitarian school system since its inception, building an equivalence between equality, inclusion and homogeneity. The durability of this discourse and how the consecrated school format– in school everyday life and in the social image – is an obstacle in itself for the universalization of schooling. This configuration was very productive in that system, even though it was not exempt from the stratification and class bias marking school culture that has assumed in other countries. This article summarizes some axes of that debate produced in the last decade in Argentina. We present two new school modalities – one as an initiative of specific educational policies and the another as a result of autonomous community processes – that have developed innovative institutional formats to make possible the schooling of diverse school populations.

Of Nils and Nation: Selma Lagerlöf'sThe Wonderful Adventures of Nils

2008 ◽  
Vol 1 (2) ◽  
pp. 168-186 ◽  
Author(s):  
BJÖRN SUNDMARK
Keyword(s):  
Natural Resources ◽  
Ethnic Groups ◽  
School System ◽  
The State ◽  
Social Classes ◽  
State School ◽  
Linguistic Differences ◽  
Vested Interests ◽  
National Ideology ◽  
Selma Lagerlof

Recently past its centenary, The Wonderful Adventures of Nils (1906–7), by Selma Lagerlöf, has remained an international children's classic, famous for its charm and magical elements. This article returns to read the book in its original contexts, and sets out to demonstrate that it was also published as a work of instruction, a work of geography, calculated to build character and nation. Arguing that it represents the vested interests of the state school system, and the national ideology of modern Sweden, the article analyses Nils's journey as the production of a Swedish ‘space’. With a focus on representations of power and nationhood in the text, it points to the way Lagerlöf takes stock of the nation's natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a ‘folkhem’, where social classes, ethnic groups and linguistic differences are all made to contribute to a sense of Swedish belonging and destiny.

scholarly journals Racism, Interculturality, and Public Policies: An Analysis of the Literature on Migration and the School System in Chile, Argentina, and Spain

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098852
Author(s):  
David Martínez Rojas ◽  
Wilson Muñoz Henríquez ◽  
Carlos Mondaca Rojas
Keyword(s):  
Systematic Review ◽  
Social Services ◽  
School System ◽  
Public Policies ◽  
Intercultural Education ◽  
Review Of The Literature ◽  
The Social ◽  
Common Response ◽  
Proper Response

In the last decades, Chile has become a receiving society of migrants, and this has overtaxed the social services in this country, among them the school system. According to the literature, the issue is that migration has not been addressed with a proper response from public policies. This article aims to examine recommendations for the development of these policies. To undertake this task, we have conducted a systematic review of the literature on this issue in Chile, Argentina, and Spain (1990–2018). The three cases show the presence of discrimination and racism, with a common response taking the form of intercultural education. In terms of differences, only in Spain there is a consolidated body of research and public policies that focus on migration. That said, although the policies are more robust in Spain, several studies critically assess them. Hence, this country is a good example to know what to do and what to avoid. That information is exactly what is needed in countries like Chile where migration has become pressing issue that demands a proper response.

Childhood Autism and Social Class: A Question of Selection?

1980 ◽  
Vol 137 (5) ◽  
pp. 410-417 ◽  
Author(s):  
Lorna Wing
Keyword(s):  
Social Class ◽  
Children With Autism ◽  
Early Years ◽  
National Society ◽  
Factors Affecting ◽  
Class Bias ◽  
Class A ◽  
The Social ◽  
Autistic Behaviour ◽  
Childhood Psychoses

SummaryChildren with typical autism, other early childhood psychoses and severe mental retardation without autistic behaviour were identified in an epidemiological study in an area of South East London. The social class distribution of their fathers was examined and no significant differences were found between the groups, nor in a comparison with the general population of the area. Fathers of children with autism and related conditions referred to an out-patient clinic with a special interest in autism, mostly at their own request, and fathers joining the National Society for Autistic Children, were of higher social class than both the average for England and Wales and the fathers of the study children. Joining the NSAC during its early years, and keeping up membership were also linked with higher social class. The findings supported the view that reports of a social class bias in autism may be explained by factors affecting referral and diagnosis.

Education and the Integration of Immigrants in Israel

1969 ◽  
Vol 3 (3) ◽  
pp. 3-19
Author(s):  
Chaim Adler
Keyword(s):  
Social Integration ◽  
School System ◽  
Social Motives ◽  
Modern School ◽  
The Social ◽  
Integration Of Immigrants ◽  
Causes Of Failure

This article deals with the issue of educational versus social integration. It attempts to analyze the historic and social motives of the Israeli elite in delegating to education an important role in the social integration of ethnically different groups. A distinction between two main groups of factors responsible for these students’ failure in school are made: (1) causes of failure directly related to a state of disadvantage; (2) causes of failure stemming from the nature of modern school. The article concludes with a discussion of the measures employed by the Israeli school system to reduce this failure and offers a set of additional measures.

Social-Class Bias in Clinical Judgment and Recommendation for Treatment Using the Biographical Vignette Technique

1975 ◽  
Vol 37 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Leon J. Schofield ◽  
James D. Oakes
Keyword(s):  
College Students ◽  
Social Class ◽  
Middle Class ◽  
Clinical Judgment ◽  
Mental Hospital ◽  
Emotional Problems ◽  
Lower Class ◽  
Class Bias ◽  
The Social ◽  
Psychotic Behavior

An autobiographical vignette technique was used with 14 mental hospital attendants and 14 college students rating the severity of emotional problems and recommending various forms of treatment for fictitious individuals. A social-class bias was observed; the lower-class individuals were seen as having a greater need for help than the middle-class individuals, particularly when both were given descriptions of psychotic behavior. However, the recommendation of treatment was not affected by the social class of the individuals. The results are not consistent with those of a recent study by Routh and King which showed middle-class individuals were rated as having a greater need for help than lower-class individuals using a similar vignette technique.

School Notes: Committee on Historical Studies

1987 ◽  
Vol 11 (2) ◽  
pp. 233-236
Keyword(s):  
Social Sciences ◽  
Social Research ◽  
Historical Analysis ◽  
Processes Of Change ◽  
Graduate Faculty ◽  
New School ◽  
The Past ◽  
The Social ◽  
Social Scientific ◽  
Historical Moment

The Committee on Historical Studies was established in the Graduate Faculty of the New School for Social Research in 1984. The Graduate Faculty has long emphasized the contribution of history to the social sciences. Committee on Historical Studies (CHS) courses offer students the opportunity to utilize social scientific concepts and theories in the study of the past. The program is based on the conviction that the world changes constantly but changes systematically, with each historical moment setting the opportunities and limiting the potentialities of the next. Systematic historical analysis, however, is not merely a diverting luxury. Nor is it simply a means of assembling cases for present-oriented models of human behavior. It is a prerequisite to any sound understanding of processes of change and of structures large or small.

scholarly journals Komparativna analiza hrvatskog i nizozemskog školskog sustava

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Igor Radeka ◽  
Ljiljana Radman
Keyword(s):  
Elementary Schools ◽  
School System ◽  
Cultural Context ◽  
Basic Characteristic ◽  
Institutions Of Higher Education ◽  
Cultural Economic ◽  
Resource Potential ◽  
The Social ◽  
State And Society ◽  
Developed World

The article commences its comparative analysis of the Croatian and the Holland system by emphasising the main features of the Croatian and the Holland state and society and by analysing the Croatian and the Holland school subsystems: kindergardens, elementary schools, high schools, institutions of higher education, specialized schooling and schools for grownups. Transition, as the basic characteristic of the Crotian school system and multiculturalism as the chief feature of the Holland system, are given places of prominence.The authors conclude that the surrounding European cultural context, the geographical and resource potential of the countries which stress the immense significance of education, the large number of the population covered by elementary and high school subsystems and the problems of the social deviation of youth are common to both the Croatian and the Holland societies and their school systems.The differences between these two systems are much greater and these can be divided according to the structure, the degree of centralization and way of running the schools, financing them, their ownership, the organisation of their activitiess, their programs, the pedagogical standards, the position of those attending the systems and the state of the educated labour market.At the end of the article, the authors voice a plea for the application of the positive experience of the Holland school system into the Croatian school system, taking into consideration its historical, cultural, economic, social and national specificities in order to bring the school system of Croatia as close as possible to that of the developed world.

Sign in / Sign up

Export Citation Format

Share Document