Social fragmentation and the public-private school divide: the case of high-achieving high schools in Mexico City
Social fragmentation and the public-private school divide: the case of high-achieving high schools in Mexico City
This study explores views on social fragmentation amongst participants from public and private high-achieving high schools in Mexico City. Whilst issues relating to social fragmentation have recently received more attention in Mexico, there is a lack of research in relation to the existing divisions amongst both school types. The paper aims to expose, through a limited sample size, some of the implications the public-private school divide represents for achieving social cohesion. From a framework of social fragmentation and private schooling in Mexico and drawing on data from semi-structured interviews, the study’s findings discuss the key characteristics of high-achieving high schools, participants’ conflicted views of the devalued place of public education and the current barriers for wider social interaction amongst public and private high schools. Some points for further research are suggested in the last section.
Private schooling, public–private divide, social cohesion, social fragmentation, social interaction
672-686
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82
28 January 2021
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82
Azaola, Marta Cristina
(2021)
Social fragmentation and the public-private school divide: the case of high-achieving high schools in Mexico City.
Globalisation, Societies and Education, 19 (5), .
(doi:10.1080/14767724.2021.1878011).
Abstract
This study explores views on social fragmentation amongst participants from public and private high-achieving high schools in Mexico City. Whilst issues relating to social fragmentation have recently received more attention in Mexico, there is a lack of research in relation to the existing divisions amongst both school types. The paper aims to expose, through a limited sample size, some of the implications the public-private school divide represents for achieving social cohesion. From a framework of social fragmentation and private schooling in Mexico and drawing on data from semi-structured interviews, the study’s findings discuss the key characteristics of high-achieving high schools, participants’ conflicted views of the devalued place of public education and the current barriers for wider social interaction amongst public and private high schools. Some points for further research are suggested in the last section.
Text
PUBLIC PRIVATE DIVIDE_FINAL
- Accepted Manuscript
More information
Accepted/In Press date: 2 January 2021
e-pub ahead of print date: 28 January 2021
Published date: 28 January 2021
Additional Information:
Funding Information:
Many thanks to Ana Claussen Serrano for helping me to collect and transcribe data for this project. Many thanks to all the students and tutors who took part in this research. Many thanks to Jacky Lumby for her invaluable comments on an earlier draft and to the anonymous reviewers for their helpful feedback.
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Private schooling, public–private divide, social cohesion, social fragmentation, social interaction
Identifiers
Local EPrints ID: 446171
URI: http://eprints.soton.ac.uk/id/eprint/446171
ISSN: 1476-7724
PURE UUID: 103920d0-3175-401a-b90f-5cc72d52b1b5
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Date deposited: 26 Jan 2021 17:30
Last modified: 17 Mar 2024 06:15
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