Dussel, Ines, Guillermina
Tiramonti, and Alejandra Birgin. 2000. "Decentralization and recentralization
in the Argentine educational reform." in Educational knowledge: Changing relationships between the state, civil society, and the educational community Thomas S Popkewitz, New York: State University of New York Press.
- looking at the reforms as a result of power relations (155) using spatial metaphors
- "the official discourses on decentralization democratic statements are mainly articulated in terms of a populist philanthropism." (158)
- creation of the "needy" subject (159)
- the needy is no longer seen as one who should be represented (by collective groups, unions, etc), but should have a relationship directly with the state, social services, etc.
- this involves an important social reorganization, getting rid of these collective representation mechanisms
- Social Plan initially ranked the 10,000 schools in the nation, gave a ton of money to the lowest 1000
- families are expected to be a part of the bureaucratic control of the decentralized system (164)
- the needy and other programs remap the system where some students get more, liek Affirmative Actions, which is kind of OK theoretically, but changes the relations between people in schools and communities in important ways (162-3)...think of how some nutrition programs are given to poor students, while everyone else in the school doesn't get them (166)
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