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Community school programmes in Latin America: imagining the long-term impact of developing pupils' agency

Community school programmes in Latin America: imagining the long-term impact of developing pupils' agency
Community school programmes in Latin America: imagining the long-term impact of developing pupils' agency
Community school programmes in Latin America have received relatively little consideration when compared to the amount of research conducted on popular education in the region. This paper revises the literature on community school programmes in the context of the theory of dialogic action and the capability approach. First, the roots of inequality in Latin America are discussed. This is followed by a summary of the literature on community school programmes in Latin America, analysing their differences and commonalities and exploring two different community school programmes operating in the region. A conceptual framework is next presented to explore the role of the progressive educator and individuals’ agency, drawing parallels between the ideas of Paulo Freire and those of M S Archer and Amartya Sen in relation to agency and freedom. The paper concludes by questioning whether, by developing pupils’ agency, community school programmes such as those analysed in this paper, could help to tackle educational inequalities in the long term, with a discussion of the implications for further research
0738-0593
80-86
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82

Azaola, Marta Cristina (2014) Community school programmes in Latin America: imagining the long-term impact of developing pupils' agency. International Journal of Educational Development, 38, 80-86. (doi:10.1016/j.ijedudev.2014.03.003).

Record type: Article

Abstract

Community school programmes in Latin America have received relatively little consideration when compared to the amount of research conducted on popular education in the region. This paper revises the literature on community school programmes in the context of the theory of dialogic action and the capability approach. First, the roots of inequality in Latin America are discussed. This is followed by a summary of the literature on community school programmes in Latin America, analysing their differences and commonalities and exploring two different community school programmes operating in the region. A conceptual framework is next presented to explore the role of the progressive educator and individuals’ agency, drawing parallels between the ideas of Paulo Freire and those of M S Archer and Amartya Sen in relation to agency and freedom. The paper concludes by questioning whether, by developing pupils’ agency, community school programmes such as those analysed in this paper, could help to tackle educational inequalities in the long term, with a discussion of the implications for further research

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More information

Accepted/In Press date: 2014
e-pub ahead of print date: 24 April 2014
Published date: September 2014
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 363190
URI: http://eprints.soton.ac.uk/id/eprint/363190
ISSN: 0738-0593
PURE UUID: 810242db-d5ca-4cb0-8e98-6377e655d183
ORCID for Marta Cristina Azaola: ORCID iD orcid.org/0000-0002-6671-4095

Catalogue record

Date deposited: 24 Mar 2014 10:06
Last modified: 15 Mar 2024 03:36

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