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Carmen Núñez Pontificia Universidad Católica de Valparaíso

Public Schools in Emergency Context: their transformation and/or closing after the chilean earthquake. Carmen Núñez Pontificia Universidad Católica de Valparaíso. After the Earthquake.

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Carmen Núñez Pontificia Universidad Católica de Valparaíso

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  1. Public Schools in Emergency Context: their transformation and/or closing after the chileanearthquake Carmen Núñez Pontificia Universidad Católica de Valparaíso

  2. AftertheEarthquake • Big zones of our country were devastated after the earthquake and tsunami last February 28th 2010. • 51% of publics schools were affected

  3. Thediscourse of the“opportunity” of disaster • The closing of public schools begins before the earthquake, especially in rural zones • These schools have a low enrollment, and provide a bad quality education • Closing schools seems the reasonable thing to do.

  4. Closing schools responds to a quality matter, and/or a policy for reducing expenses in education? • Teacher Union: “It is a policy of privatization”

  5. An ethnographic research about closing of rural schools: the case of Chaimávida and Carlos Saenger (Las Pataguas)

  6. Crossing the highway

  7. The self-sustaintability of the public school • The discourse imposes a rationality where the public school must be economically self -sustainable • ¿Why a public institution must be self-sustainable? ¿It is a expense or an investment for the state?

  8. This rationality dominates what it is thinkable for the authorities • Even for teachers it is difficult to resist this rationality, it is hard for them not to agree. • But for the community, the financial argument for school closing seems not to be a legitimate raison

  9. The role of rural teacher today • The role of rural teacher has changed • They don`t live in the local community. Their sense of belonging to the community and their identification with it, is becoming weak. • Their work begin to be seen as a service, diminishing the social function it had before

  10. The Community • “We don’t know why they didn´t defend the school”

  11. An Other Challenge for the TU • The closing and school consolidation is a policy that became strong after the disaster • The Teacher Union haven`t placed successfully this matter in the public discussion yet

  12. After the disaster… Similarities between Katrina in New Orleans, with what is happening in Chile after the earthquake: • The disaster represents an opportunity to take on interventions at the educational level. • These interventions are presented as an economical issue, leaving out or behind the educational implications. • There are strong social and cultural implications for the communities, who lose social and cultural capital through these decisions.

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