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Global-local conditions of possibili...

Rhoten, Diana Russell.

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Global-local conditions of possibility: The case of education decentralization in Argentina.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Global-local conditions of possibility: The case of education decentralization in Argentina./
作者:	Rhoten, Diana Russell.
面頁冊數:	348 p.
附註:	Adviser: Martin Carnoy.
Contained By:	Dissertation Abstracts International61-01A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9958178
ISBN:	0599614587

Global-local conditions of possibility: The case of education decentralization in Argentina.
Rhoten, Diana Russell.

Global-local conditions of possibility: The case of education decentralization in Argentina. - 348 p.

Adviser: Martin Carnoy.

Thesis (Ph.D.)--Stanford University, 1999.

This research examines the international origins, national intentions, and local interpretations and actions of education decentralization in Argentina. As a multi-level study of education decentralization, the research is framed with the understanding that locally constituted but globally challenged structures and cultures interact to shape actors' interpretations and actions of education policy.

ISBN: 0599614587Subjects--Topical Terms:

626654
Education, Sociology of.

Global-local conditions of possibility: The case of education decentralization in Argentina.
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502 $a Thesis (Ph.D.)--Stanford University, 1999.
520 $a This research examines the international origins, national intentions, and local interpretations and actions of education decentralization in Argentina. As a multi-level study of education decentralization, the research is framed with the understanding that locally constituted but globally challenged structures and cultures interact to shape actors' interpretations and actions of education policy.
520 $a Using historical methods and archival analysis, this research traces the patterns and pressures of the international policy environment from which policies like privatization, deregulation, and decentralization have emerged. It also reviews the national laws that have followed from these global trends to legislate the education decentralization process in Argentina—the Law for the Transfer of Educational Services and the Federal Law of Education. Employing technical and political methods of policy analysis in conjunction with narrative techniques, this research examines the degree of correspondence between the laws' international origins and national intentions and the actors' local interpretations and actions of the laws. In so doing, the study also compares the similarities and differences between actors' interpretations and actions of education decentralization in the three provinces of Jujuy, Córdoba, and Mendoza. Analyzing qualitative and quantitative data, the study assesses the relationship between a province's political, economic, and cultural context and actors' interpretations and actions of education decentralization so as to demonstrate that both material capacities and symbolic identities vary the policy process and its outcomes.
520 $a The research concludes with three propositions relevant to explaining the case of Argentina and to advocating and analyzing future policy processes in other areas and sectors. One, the way in which decentralization is interpreted depends on the locality's geo-economic identity as well as the locality's financial capacity to support an education system. Two, the way in which decentralization is re-acted to depends on the locality's political identity and on the administrative capacity of the locality's State to manage an education system. Three, the way in which decentralization is en-acted is conditioned as much, if not more, by the cultural identity and assumptions of power and authority that define a locality's State-society relations as by its organizational capacity to negotiate the interests of an education system.
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