Las jornadas de puertas abiertas como dispositivos de segmentación de los mercados educativos locales. El caso de la educación postobligatoria

  1. Curran, Marta 1
  2. Castejón, Alba 2
  3. Manzano, Martí 2
  1. 1 Universidad Complutense de Madrid, España
  2. 2 Universidad Autónoma de Barcelona, España
Revista:
Revista internacional de sociología

ISSN: 0034-9712

Año de publicación: 2021

Volumen: 79

Número: 2

Tipo: Artículo

DOI: 10.3989/RIS.2021.79.2.19.166 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista internacional de sociología

Objetivos de desarrollo sostenible

Resumen

The aim of this paper is to explore the role of Open Doors Events as key institutional devices to position schools in local education markets. The paper draws on data from a qualitative study based on observation in 25 Open Doors Events in secondary schools in the city of Barcelona. The findings show, on the one hand, how promotional actions are mediated by the school’s position in the local hierarchy and by objectively unequal features in terms of type of ownership, social composition and programs offered. On the other hand, they reveal how, from these unequal positions, schools display different logics of action aimed at informing about their status among families and students from different social backgrounds. Overall, the paper presents a typology of schools that contributes at better understanding the hierarchy of the local education market in the transition to upper secondary education.

Referencias bibliográficas

  • Álvarez Álvarez, C. 2008. “La etnografía como modelo de investigación en educación”. Gazeta de Antropología 24(1): 1-15 http://hdl.handle.net/10481/6998.
  • Ball, S. J. y C. Maroy. 2009. “School’s logics of action as mediation and compromise between internal dynamics and external constraints and pressures”. Compare: A Journal of Comparative and International Education 39(1): 99-112.
  • Boterman, W., S. Musterd. C. Pacchi y C. Ranci. 2019. “School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes”. Special Issue: Urban Studies.
  • Bourdieu, P. 2012. La distinción. Barcelona: Taurus.
  • DeWalt, K. M. y B. R. DeWalt. 2002. Participant Observation: a guide for fieldworkers. Walnut Creek, Calif.: AltaMira Press.
  • European Centre for the Development of Vocational Training. 2016. Annual report 2015. Luxembourg: Publications Office.
  • Goffman, E. 1951. “Symbols of Class Status” The British Journal of Sociology 2(4): 294-304.
  • Goffman, E. 2004. La presentación de la persona en la vida cotidiana. Buenos Aires-Madrid: Amorrortu.
  • Institut d’Infància i Adolescència de Barcelona. 2019 “Oportunitats Educatives de la infància i l’adolescència a Barcelona 2018-2019”. IIAB-IERMB i Ajuntament de Barcelona.
  • Lubienski, C. 2003. “Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools”. American Education Research Journal 40(2): 395-443.
  • Maroy, C. 2004. “Regulation and Inequalities in European Education Systems.” Final Report, Université catholique de Louvain. Louvain.
  • Maroy, C. y A. van Zanten. 2009. “Regulation and competition among schools in six European localities”. Sociologie Du Travail 51(SUPPL. 1): 67-79.
  • Maxwell, C., U. Deppe, H-H. Krüger y W. Helsper. 2018. Elite Education and Internationalisation: From the Early Years to Higher Education. London: Palgrave Macmillan.
  • Moschetti, M. C. y C. Snaider. 2019. “Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires”. Education Policy Analysis Archives, 27(131): 1-30.
  • Podolny, J. M. 1993. “Status-based model of market competition”. American Journal of Sociology 98(4): 829-872.
  • Sanchiz Ochoa, P. y M. Cantón Delgado. 1995. “Acceso y adaptación al campo”, en Etnografía. Metodología cualitativa en la investigación sociocultural, coordinado por Á. Aguirre Baztán. Barcelona: Marcombo.
  • Sauder, M., F. Lynn y J. M. Podolny. 2012. “Status: Insights from Organizational Sociology.” Annual Review of Sociology 38: 267-283.
  • Simon, H. A. 2000. “Bounded rationality in social science: Today and tomorrow”. Mind&Society 1(1): 25-39.
  • Síndic de Greuges 2016. “La Gestió del Procés d’Admissió d’Alumnat”. La Segregació Escolar a Catalunya (I). Síndic de Greuges. Barcelona.
  • Tarabini, A., Curran, M., Castejón, A. y Montes, A. (2018). “Framing youth educational choices at the end of compulsory schooling: the Catalan case”, in Aina Tarabini y Nicola Ingram Educational Choices, Transitions and Aspirations in Europe: Systemic, Institutional and Subjective Challenges. 95-109. Routledge
  • Tarabini A. y Jacovkis, J. (2020) “The politics of educational transitions: Evidence from Catalonia”. European Educational Research Journal, 1-16.
  • Taylor, C. 2001. “Hierarchies and ‘local’ markets: The geography of the ‘lived’ market place in secondary education provision”. Journal of Education Policy 16(3): 197-214.
  • Taylor, S. y R. Bogdan. 1987. Introducción a los métodos cualitativos de investigación: La búsqueda de significados. Barcelona: Paidós.
  • van Zanten, A. 2009. “Competitive arenas and schools’ logics of action: A European comparison”. Compare: A Journal of Comparative and International Education 39(1): 85-98.
  • van Zanten, A., S. J. Ball y B. Darchy-Koechlin. 2015. World Yearbook of Education 2015. Elites, Privilege and Excellence: The National and Global Redefinitions of Educational Advantage. New York: Routledge.
  • van Zanten, A. y A. Legavre. 2014. “Engineering access to higher education through higher education fairs.” LIEPP Working Paper No. 22. Paris.
  • van Zanten, A. y C. Maxwell. 2015. “Elite education and the State in France: durable ties and new challenges”. British Journal of Sociology of Education 36(1): 71-94.
  • van Zanten, A, y A. Olivier. 2015. “Status strategies of higher education institutions: a study of ‘open door events’ in France”. LIEPP Working Paper No. 40. Paris.
  • Waslander, S. y M. Thrupp. 1995. “Choice, competition and segregation: An empirical analysis of a new zealand secondary school market, 1990-93”. Journal of Education Policy 10(1): 1-26.
  • Wilson, T.S y R.L. Carlsen. 2016. “School Marketing as a Sorting Mechanism: A Critical Discourse Analysis of Charter School Websites”. Peabody Journal of Education 91(1): 24-46.
  • Winter, S. J., C. Saunders y P. Hart. 2003. “Electronic window dressing: Impression management with websites”. European Journal of Information Systems 12(4): 309-322.
  • Woods, P. A., C. Bagley y R. Glatter. 1998. “School Responsiveness in a Competitive Climate: The Public Market in England”. Educational Adminsitration Quarterly 34(Supplemental): 650-676.
  • Zancajo, A. 2017. “Las escuelas ante el mercado. Análisis de las respuestas de la oferta escolar en un entorno de competencia: el caso de Chile”. Ph.D dissertation, Departamento de Sociología. Universidad Autónoma de Barcelona, Barcelona.
  • Zancajo, A. 2019. “Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market”. Education Policy 1-22.
Fuente de los datos: Dialnet