¿How much influence does the international agenda have over the Central American educational systems? A theoretical framework
DOI:
https://doi.org/10.5377/paradigma.v25i40.7532Abstract
This essay proposes a theoretical framework to analyze the international input on Central American educational reform processes in the early 90s, in light of the political and cultural background in the region. The framework is based on a dialogue between the critical international and cultural perspectives of political economy applied in studies of educational sociology, in order to understand the influence that international agencies and their respective educational agendas have on educational reform processes in each national historical setting. The essay sustains that this theoretical analysis helps to understand how globalization, mainly understood as global capitalism, interacts with the national educational systems as a part of the nation state; and also, the power relations between different national agents, and their capacity to produce, thru educational reform process, an ideological hegemonic vision of society and ideal citizenship according to a country’s ideas of class, ethnicity, gender and religion.
Keywords
Educational reforms in Central America, educational sociology, political economy, globalization, ideological hegemony
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