重新迷人的教育:阿根廷的《大众化单身汉》是一种常见的经历

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-10-06 DOI:10.1080/01425692.2023.2256986

Noelia Fernández González

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引用次数: 1

摘要

大众化高中(以下简称bp)是2001年阿根廷危机后由基层社会组织开办的免费和自我管理的高中，为青年和成年人提供完成中等教育的选择，作为对20世纪90年代新自由主义改革在这种教育模式中留下的差距的回应。在2007年一些bp获得国家认可颁发学位后，到2015年，它们的数量迅速增加到近100个bp。在文献综述的基础上，本文提供了一个理论性的工作:它通过BP运动的经验，将新马克思主义方法作为理论分析框架部署到公地。这种方法谴责了共享物质和非物质资源的圈地(商业化和私有化)过程，同时也促进了共同实践，作为预测当前反资本主义未来的种子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Re-enchanting education: Bachilleratos Populares in Argentina as a commoning experience

Bachilleratos Populares (henceforth BPs) are free and self-managed high schools by grassroots social organizations after the Argentine crisis of 2001 to provide an option for youth and adults to finish their secondary education as a response to the gap the neoliberal reform left in this educational modality during the 1990s. After some BPs received state recognition to issue degrees in 2007, their number increased rapidly to almost a hundred BPs by 2015. Based on a literature review, this article offers a work of a theoretical nature: it deploys the neo-Marxist approach to the commons as a theoretical-analytical framework through the experience of the BP movement. This approach denounces the processes of enclosure (commercialization and privatization) of shared material and immaterial resources while also promoting commoning practices as seeds that anticipate an anti-capitalist future in the present.

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.