International large-scale assessment and citizenship. Exploring the relationship between politics and ICSS in Chile (2009-2016)
DOI:
https://doi.org/10.35362/rie8413973Keywords:
Citizenship, ICCS, Chile, Politics, International Large Scale AssessmentAbstract
This article analyzes the results of ICCS in 2009 and 2016 in four attributes of student citizenship training (civic knowledge, willingness to participate in elections, trust in political parties and willingness to share with people from other social classes) considering the implementation of three policies developed in Chile in recent years: i) the Voluntary Voting Act (2012); ii) the Preferential School Subsidy Act (2008) and; iii) curricular changes in Civic and Citizenship (2011). The results show that there are few changes in national averages between 2009 and 2016, although changes are evident when the data is disaggregated by socioeconomic level. These results allow us to re-interpret the relationship between ILSAs and educational policies, to think about how International Large-Scale Assessments may contribute to the development of educational systems that empower students for citizenship.
Downloads
References
Alarcón, C. (2020). An Improbable Identification? The Netherlands as a “Reference Society” within the Chilean Educational Policy-Making Debate (2014–2015). European Education, 52(1), 48–67. https://doi.org/10.1080/10564934.2019.1694418
Alvarado, E., Rivera, P., y Morales, R. (2019). Radicalizing democracy from social movements. The compared cases of Podemos in Spain and Frente Amplio in Chile. Izquierdas, 48, 87–105. https://doi.org/10.4067/S0718-50492019000400087
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
Bieber, T. (2016). Soft governance, international organizations and education policy convergence: comparing PISA and the Bologna and Copenhagen processes. Amsterdam: Springer.
Canales, M., Bellei, C., y Orellana, V. (2016). ¿Por qué elegir una escuela privada subvencionada? Sectores medios emergentes y elección de escuela en un sistema de mercado. Estudios Pedagogicos, 42(3), 89–109. https://doi.org/10.4067/s0718-07052016000400005
Cariola, L., Covacevich, C., Gubler, J., Lagos, E., y Ortiz, M. (2011). Chilean participation in IEA Studies. In C. Papanastasiou, T. Plomp, y E. Papanastasiou (Eds.), IEA 1958–2008: 50 Years of Experiences and Memories. Nicosia: Cultural Center of the Kykkos Monastery (pp. 373-387).
Carlin, R. E. (2006). The decline of citizen participation in electoral politics in post-authoritarian Chile. Democratization, 13(4), 632–651. https://doi.org/10.1080/13510340600791921
Carnoy, M., Khavenson, T., y Ivanova, A. (2013). Using TIMSS and PISA results to inform educational policy: a study of Russia and its neighbours. Compare, 45(2), 248–271. https://doi.org/10.1080/03057925.2013.855002
Carrasco, D., Banerjee, R., Treviño, E., y Villalobos, C. (2020). Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America. Educational Psychology, 40(2), 186–206. https://doi.org/10.1080/01443410.2019.1699907
Corvalán, A., y Cox, P. (2013). Class-Biased Electoral Participation: The Youth Vote in Chile. Latin American Politics and Society, 55(03), 47–68. https://doi.org/10.1111/j.1548-2456.2013.00202.x
Cox, C. (en prensa). IEA Civic Education Studies in Latin America: paths of influence and critique in policy and research. In J Torney-Purta y B. Malak-Minkiewicz (Eds.), Civic and Citizenship Education Studies of IEA: Influences on Practice, Policy and Research. Amsterdam: IEA.
Cox, C., y García, C. (2017). Evolution of citizenship education in Chile: Recent curricula compared. In García-Cabrero, B., Sandoval-Hernández, A., Treviño, E., Diazgrandos-Ferrand, S. y Perez, G. (Eds.). Civics and Citizenship. Theoretical Models and Experiences in Latin America. Rotterdam/Boston/Taipei: Sense Publisher (pp. 85-103).
Cox, C., y Meckes, L. (2016). International large-scale assessment studies and educational policy-making in Chile: contexts and dimensions of influence. Research Papers in Education, 31(5), 502–515. https://doi.org/10.1080/02671522.2016.1225349
Gorur, R. (2017). Towards productive critique of large-scale comparisons in education. Critical Studies in Education, 58(3), 341–355. https://doi.org/10.1080/17508487.2017.1327876
Grek, S. (2009). Governing by numbers: The PISA “effect” in Europe. Journal of Education Policy, 24(1), 23–37. https://doi.org/10.1080/02680930802412669
Heyneman, S., y Lee, B. (2014). The impact of international studies of academic achievement on policy and research. In Rutkowski, L., von Davier, M. y Rutkowski, R. (Eds.). Handbook of International Large-Scale Assessment: Background, technical issues and methods of data analysis. New York: CRC Press (pp. 37–72).
Hox, J., Moerbeek, M., y Van de Schoot, R. (2017). Multilevel analysis: Techniques and applications. Routledge.
INJUV (2009). Sexta encuesta nacional de juventud. Santiago, Chile.
Isac, M. M., Maslowski, R., Creemers, B., y van der Werf, G. (2014). The contribution of schooling to secondary-school students’ citizenship outcomes across countries. School Effectiveness and School Improvement, 25(1), 29–63. https://doi.org/10.1080/09243453.2012.751035
Klemencic, E. (2010). The impact of international achievement studies on national education policymaking: The case of Slovenia - how many watches do we need? International Perspectives on Education and Society, 13, 239–266. https://doi.org/10.1108/S1479-3679(2010)0000013012
Knowles, R. T., Torney-Purta, J., y Barber, C. (2018). Enhancing citizenship learning with international comparative research: Analyses of IEA civic education datasets. Citizenship Teaching and Learning, 13(1), 7–30. https://doi.org/10.1386/ctl.13.1.7_1
MINEDUC. (2013). Bases Curriculares 2013. Historia, Geografía y Ciencias Sociales. Santiago, Chile.
Niemann, D., y Martens, K. (2018). Soft governance by hard fact? The OECD as a knowledge broker in education policy. Global Social Policy, 18(3), 267–283. https://doi.org/10.1177/1468018118794076
Ozga, J. (2008). Governing Knowledge: Research Steering and Research Quality. European Educational Research Journal, 7(3), 261–272. https://doi.org/10.2304/eerj.2008.7.3.261
Parcerisa, L., y Falabella, A. (2017). La consolidación del estado evaluador a través de políticas de rendición de cuentas: trayectoria, producción y tensiones en el sistema educativo chileno. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 25, 1–24. https://doi.org/10.14507/epaa.25.3177
Parcerisa, L., Fontdevila, C., y Verger, A. (2020). Understanding the PISA influence on national education policies: a focus on policy transfer mechanisms. In S. Jornitz y A. Wilmers (Eds.), International perspectives on school settings, education policy and digital strategies. A transatlantic discourse in education research. Lerverkusen.
Parcerisa, L., y Verger, A. (2019). PISA projections in Chile: The selective use of league leaders in the enactment of recent education reforms. In Wladow, F. y Steiner-Khamsi, G. (Eds.). Understanding PISA’s attractiveness: Critical analyses in comparative policy studies. Bloomsbury Academic (pp. 25-48).
Pelgrum, H., Blahova, V., Dukynaitė, R., Pavešić, B. J., y Kangro, A. (2011). IEA experiences from Latvia, Lithuania, Slovak Republic and Slovenia. In C. Papanastasiou, T. Plomp, y E. Papanastasiou (Eds.), IEA 1958–2008: 50 Years of Experiences and Memories. Nicosia: Cultural Center of the Kykkos Monastery (pp. 447–468).
Pizmony-Levy, O., y Torney-Purta, J. (2018). How journalists and researchers communicate results of international large-scale assessments. Cadmo, 26(1), 51–65. https://doi.org/10.3280/CAD2018-001007
Rioux, C., y Little, T. D. (2020). Underused Methods in Developmental Science to Inform Policy and Practice. Child Development Perspectives, 14(2), 97–103. https://doi.org/10.1111/cdep.12364
Sandoval-Hernández, A., Isac, M., y Miranda, D. (Eds.) (2018). Teaching tolerance in a globalized world. Amsterdam: Springer-IEA.
Schulz, W., Fraillon, J., Ainley, J., Losito, B., y Kerr, D. (2008). International Civic and Citizenship Education Study: Assessment Framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).
Sellar, S., Lingard, B., Rutkowski, D., y Takayama, K. (2018). Student preparation for large-scale assessments: a comparative analysis. In Madoxx, B. (Ed.). International Large-Scale Assessments in Education. Insider Research Perspective. London, UK: Bloomsbury. (pp. 137–155).
Simola, H. (2013). El milagro finlandés de PISA: observaciones históricas y sociológicas sobre la enseñanza y la formación del profesorado. Revista de Currículum y Formación Del Profesorado, 17(2), 153–169.
Torney-Purta, J., y Amadeo, J.-A. (2013). International Large-Scale Assessments: Challenges in Reporting and Potentials for Secondary Analysis. Research in Comparative and International Education, 8(3), 248–258. https://doi.org/10.2304/rcie.2013.8.3.248
Treviño, E., Béjares, C., Villalobos, C., y Naranjo, E. (2017). Influence of teachers and schools on students’ civic outcomes in Latin America. The Journal of Educational Research, 110(6), 604–618. https://doi.org/10.1080/00220671.2016.1164114
Treviño, E., Villalobos, C., Béjares, C., y Naranjo, E. (2019). Forms of youth political participation and educational system: The role of the school for 8th grade students in Chile. Young, 27(3), 279–303. https://doi.org/10.1177/1103308818787691
Valenzuela, J. P., Bellei, C., y De los Ríos, D. (2014). Socioeconomic school segregation in a market-oriented educational system. The case of Chile. Journal of Education Policy, 29(2), 217–241. https://doi.org/10.1080/02680939.2013.806995
Valenzuela, J. P., Villarroel, G., y Villalobos, C. (2013). Ley de Subvención Escolar Preferencial (SEP): algunos resultados preliminares de su implementación. Revista Pensamiento Educativo, 50(2), 113–131. https://doi:10.7764/PEL.50.2.2013.7
Villalobos, C., y Quaresma, M. L. (2015). Sistema escolar chileno: Características y consecuencias de un modelo orientado al mercado. Convergencia, 22(69), 63–84. https://doi.org/10.29101/crcs.v22i69.3634
Villalobos, C., y Valenzuela, J. P. (2012). Polarización y cohesión social del sistema escolar chileno. Revista de Análisis Económico, 27(2), 145–172. http://dx.doi.org/10.4067/S0718-88702012000200005
Wagemaker, H. (2011). IEA: International studies, impact and transition. In C. Papanastasiou, T. Plomp, y E. Papanastasiou (Eds.), IEA 1958-2008: 50 years of experiences and memories. Nicosia: Cultural Center of the Kykkos Monastery (pp. 257–272).
Wagemaker, H. (2013). International large-scale assessments: From research to policy. In Rutkowski, L., von Davier, M. y Rutkowski, R. (Eds.). Handbook of international large-scale assessment: Background, technical issues, and methods of data analysis. New York: CRC Press (pp. 11-36).
Weinstein, J., y Villalobos, C. (2016). Chile: la experiencia de la Subvención Escolar Preferencial. In Souto, M. (Ed.). Transferencias directas a escuelas: reflexiones sobre prácticas en América Latina. IPPE: Buenos Aires (pp. 58–100).
How to Cite
Downloads
Published
Issue
Section
License
Any authors who publish with this journal accept the following terms:
