We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
INCLUSIVE POLICIES AND THE PERILS OF DISSONANCE: A CASE STUDY OF AN INTERNATIONAL BACCALAUREATE PUBLIC SCHOOL IN ECUADOR.
- Authors
Bittencourt, Tiago
- Abstract
In 2006, the Ecuadorian Ministry of Education signed an agreement which sought to gradually introduce the International Baccalaureate's Diploma Programme into as many of the country's 1400 publicly funded secondary schools as possible. The initiative was part of a concerted effort aimed at addressing pervasive forms of inequality, argued to be colonially produced and exacerbated by recent neoliberal policies. Drawing on 5 months of ethnographic work in a low-income public school, this paper examines the effects the Ministry of Education's agreement has on a school's social cohesion. Findings showcase how the introduction of the Diploma Programme has inadvertently led to a dichotomized school, creating tensions between students and amongst the teaching staff. Furthermore, it has stigmatized students who either do not apply or are not accepted into the program. Based on these findings, I argue how a nation-wide education policy underlined by a logic of inclusion may create new and unanticipated micro-forms of exclusion at the school level. Consistent with the ongoing literature on inclusion, findings from this study emphasize the need for inclusion to be constituted as an ongoing process, one that demands consistent reevaluation and adaptation.
- Subjects
ECUADOR; INTERNATIONAL baccalaureate; EDUCATION policy; PUBLIC schools; SECONDARY schools; CASE studies
- Publication
FIRE: Forum for International Research in Education, 2020, Vol 6, Issue 1, p24
- ISSN
2326-3873
- Publication type
Article
- DOI
10.32865/fire202061176