2019 archivos - Doctorados UDP

Populist polarization in italian politics, 1996-2016. An assessment from a Latin American analytical perspective

Abril Becerra — Tue, 02 Jan 2024 13:42:57 +0000

This study goes beyond the analysis of the causes of the emergence of populist actors in the party system, focusing instead on those cases in which populism and its counterpart anti-populism, translate into an ideological and discursive divide that contributes to structuring a certain party system. When populism/antipopulism emerges as a political cleavage, the factors behind parties’ political choices in general and electoral coalition preferences in particular, can be affected. For this new cleavage, to start to polarize, a change in the political opportunity structure is needed. In fact, when the political opportunity structure opens as a consequence of events external to the party system new actors may enter the system, producing a change in the dynamic of competition. Moreover, considering the organizational density of the parties in the system, defined as the power of penetration of a given party, in terms of both intensity and reach, this dissertation can shed light on the likely duration not only of the parties but also of the cleavage.

La entrada Populist polarization in italian politics, 1996-2016. An assessment from a Latin American analytical perspective se publicó primero en Doctorados UDP.

(ESP) Insistentes nuevas desigualdades: Subjetividades de clase, género y juventud en los procesos de transición educación-trabajo de mujeres egresadas de la Educación Media Técnico Profesional

Tamara Tobar — Wed, 27 Dec 2023 14:52:35 +0000

Sorry, this entry is only available in ESP.

La entrada (ESP) Insistentes nuevas desigualdades: Subjetividades de clase, género y juventud en los procesos de transición educación-trabajo de mujeres egresadas de la Educación Media Técnico Profesional se publicó primero en Doctorados UDP.

Mapping subjectivities from a marginalized childhood: Territories and frontiers of exclusion/social exclusion

Paulina Jara — Mon, 29 May 2023 15:44:19 +0000

How do the processes of social inclusion/exclusion of boys and girls unfold in an “inclusive” school located in a marginalized context? Three specific objectives are proposed, configuring different perspectives: (1) the adults, school dynamics, and power devices; (2) the relationships between adults and children, identifying appropriations and resistances; (3) the children and their unique processes of subjectivation. The methodology used is school ethnography, conducted over 7 months in a marginalized school in Santiago de Chile, with a focus on a 4th-grade class. It is defined as interpretative and visual, incorporating meanings and intersubjective relationships in the field, and deploying devices of children’s visual production (photography and drawing). The results have been cross-referenced to reveal five assemblages that delineate the main territories and frontiers of social inclusion/ exclusion: life/death (territory of destructiveness), creativity/school knowledge (territory of object-knowledge), feminine/masculine (territory of emotionality), actual/virtual (territory of digital culture), and childhood/adulthood (territory of authority). These four cartographies allow us to understand how the processes of inclusion/exclusion of children unfold in this marginalized context and to question Chilean educational policies.

La entrada Mapping subjectivities from a marginalized childhood: Territories and frontiers of exclusion/social exclusion se publicó primero en Doctorados UDP.

Persistent new inequalities: Class, gender, and youth subjectivities in the education-to-work transition processes of female graduates from Technical and Vocational Secondary Education

Paulina Jara — Mon, 29 May 2023 15:44:19 +0000

In the context of the phenomenon of massification of higher education, a deeply segmented secondary education system, and a gender inequality that permeates our entire educational apparatus, this research aimed to understand the experiences of women in the transition processes from the technical and vocational secondary education system to higher education and the job market. Using a qualitative methodology informed by the work of Foucault and feminist epistemologies, this study contributes to identifying diverse discourses that impact the transition experiences of women from technical and vocational education. It also analyzes the production of gender and social class subjectivities and the role of motherhood in shaping their trajectories during these transitions.

La entrada Persistent new inequalities: Class, gender, and youth subjectivities in the education-to-work transition processes of female graduates from Technical and Vocational Secondary Education se publicó primero en Doctorados UDP.

Training of early childhood educators in Chile: Professionalism and identity knowledge in the evolution of curriculum plans, 1981-2015

Paulina Jara — Mon, 29 May 2023 15:44:18 +0000

This research explores how undergraduate programmes in early childhood education in Chile have contributed to the construction of a knowledge base relevant to the profession. As a descriptive multiple case study; it analyses the evolution of the plans of study in five programmes; between 1981 and 2015. Relying on major theoretical perspectives on professionalism; the analysis emphasizes the attributes of the knowledge base of professionalism; and the role of universities in constructing and transmitting the professions’ knowledge base. Findings show that undergraduate preparation has gone through three phases involving different conceptualizations on early childhood teachers: technical (1944-1967); teaching specialty (1968-1998); and profession (1999-2015). Furthermore; the five cases have not been able to construct a theoretically solid knowledge base. Nor have they been able to decisively incorporate three largely agreed-upon elements of their identity knowledge; or to satisfactorily resolve tensions regarding their own knowledge base. Remarkably; different theoretical perspectives on professionalism point in the same direction. This research concludes that the five cases have had little influence on constructing their own knowledge base. Thus; the evolution of their plans of study has been similar to a process of professionalization driven “from above” being the Ministry of Education the leading actor.

La entrada Training of early childhood educators in Chile: Professionalism and identity knowledge in the evolution of curriculum plans, 1981-2015 se publicó primero en Doctorados UDP.

Marcela Pardo