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He is the director of the research group Globalisation, Education and Social Policies (GEPS) at the UAB and Coordinator of the GLOBED Project, an Erasmus Mundus Master on Education Policies for Global Development. He has been member of the EU Network of Experts in Social Sciences and Education (NESSE) and is member of the Editorial Board of several international journals of education policies and educational development. Professor Bonal has widely published in national and international journals and is the author of several books on sociology of education, education policy and globalisation, education and development. He has worked as a consultant for international organisations such as UNESCO, UNICEF, the European Commission, and the Council of Europe.","image":"https://0.academia-photos.com/23928165/9269158/116020630/s200_xavier.bonal.png","thumbnailUrl":"https://0.academia-photos.com/23928165/9269158/116020630/s65_xavier.bonal.png","primaryImageOfPage":{"@type":"ImageObject","url":"https://0.academia-photos.com/23928165/9269158/116020630/s200_xavier.bonal.png","width":200},"sameAs":["https://scholar.google.es/citations?user=Z4KttVMAAAAJ\u0026hl=ca"],"relatedLink":"https://www.academia.edu/124414561/School_Segregation_of_Roma_Communities_Trends_and_Pathways_Towards_Educational_Inclusion"}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/heading-95367dc03b794f6737f30123738a886cf53b7a65cdef98a922a98591d60063e3.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-8c9ae4b5c8a2531640c354d92a1f3579c8ff103277ef74913e34c8a76d4e6c00.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-170d1319f0e354621e81ca17054bb147da2856ec0702fe440a99af314a6338c5.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/text_button-d1941ab08e91e29ee143084c4749da4aaffa350a2ac6eec2306b1d7a352d911a.css" /><link crossorigin="" href="https://fonts.gstatic.com/" rel="preconnect" /><link href="https://fonts.googleapis.com/css2?family=DM+Sans:ital,opsz,wght@0,9..40,100..1000;1,9..40,100..1000&family=Gupter:wght@400;500;700&family=IBM+Plex+Mono:wght@300;400&family=Material+Symbols+Outlined:opsz,wght,FILL,GRAD@20,400,0,0&display=swap" rel="stylesheet" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/common-2b6f90dbd75f5941bc38f4ad716615f3ac449e7398313bb3bc225fba451cd9fa.css" /> <meta name="author" content="xavier bonal" /> <meta name="description" content="Xavier Bonal is Professor of Sociology at the Universitat Autònoma de Barcelona (UAB) and Special Professor of Education and International Development at the…" /> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs" /> <script> var $controller_name = 'works'; 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He is the director of the research group Globalisation, Education and Social Policies (GEPS) at the UAB and Coordinator of the GLOBED Project, an Erasmus Mundus Master on Education Policies for Global Development. He has been member of the EU Network of Experts in Social Sciences and Education (NESSE) and is member of the Editorial Board of several international journals of education policies and educational development. Professor Bonal has widely published in national and international journals and is the author of several books on sociology of education, education policy and globalisation, education and development. He has worked as a consultant for international organisations such as UNESCO, UNICEF, the European Commission, and the Council of Europe.<br /><span class="u-fw700">Phone: </span>+34 935814654<br /><b>Address: </b>Department of Sociology<br />Edifici E, Campus UAB<br />08193 Bellaterra (Barcelona)<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://manchester.academia.edu/StuartShields"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="117297877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/117297877/Navigating_Educational_and_Urban_Landscapes_Middle_Class_School_Choice_Strategies_in_Local_Education_Markets"><img alt="Research paper thumbnail of Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets" class="work-thumbnail" src="https://attachments.academia-assets.com/113191450/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117297877/Navigating_Educational_and_Urban_Landscapes_Middle_Class_School_Choice_Strategies_in_Local_Education_Markets">Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucm.academia.edu/AlejandroMontes">Alejandro Montes</a></span></div><div class="wp-workCard_item"><span>Journal of School Choice</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The middle-classes use school choice as a strategy of class reproduction and comparative advantag...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d63133599eced0f29a402040824c724f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113191450,"asset_id":117297877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113191450/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117297877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117297877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117297877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104892707"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104892707/School_Segregation_in_Times_of_Globalization_Research_and_Policy_Challenges"><img alt="Research paper thumbnail of School Segregation in Times of Globalization: Research and Policy Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/104499032/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104892707/School_Segregation_in_Times_of_Globalization_Research_and_Policy_Challenges">School Segregation in Times of Globalization: Research and Policy Challenges</a></div><div class="wp-workCard_item"><span> Educational Markets and Segregation Global Trends and Singular Experiences From Belgium and Chile </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter we situate school segregation as an increasingly relevant eld of study within edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter we situate school segregation as an increasingly relevant eld of study within educational policy. In the introduction we map the origins of the study of segregation and its unbalanced development in the USA, Europe and Latin America, showing how the trends of change in contemporary society have repositioned the importance and interest in school segregation. In the second section we synthesize the social mechanisms that generate school segregation, considering both external and internal factors within the educational eld. Next, we describe and discuss the evidence on public policies that have sought to prevent, contain or reduce segregation, distinguishing those implemented in traditional educational contexts from those applied in educational systems oriented by market dynamics. Finally, we re ect on the reasons why school desegregation policies have been given low priority, despite the enormous amount of evidence on their adverse effects. We identify signi cant political, cultural and institutional limits that hinder desegregation policies, particularly their potential for social and political con ict, which tends to dissuade public authorities from giving them the priority that this policy deserves.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6de6c9ff82df8cd3ddc3263729421e25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104499032,"asset_id":104892707,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104499032/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104892707"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104892707"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104892707; 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Una ventana de oportunidad" class="work-thumbnail" src="https://attachments.academia-assets.com/104325462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104654572/La_lucha_contra_la_segregaci%C3%B3n_escolar_Una_ventana_de_oportunidad">La lucha contra la segregación escolar. Una ventana de oportunidad</a></div><div class="wp-workCard_item"><span>La reproducción de las desigualdades sociales en el sistema educativo. El mapa escolar de València. 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Residential...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The geography of school choice critically shapes families’ educational opportunities. Residential segregation, social inequalities and the educational marketplace interact in complex ways and produce spatialised educational opportunities for families. This paper analyses the link between these dimensions and how they structure families’ educational <br />opportunities in the city of Madrid. Based on several administrative datasets that capture students’ residential location, their socio-economic position, the schools they attend and the characteristics of school supply, our analysis reveals the uneven spatial distribution of the different school modalities in Madrid, where advantaged families and neighbourhoods have more diversified and socio-economically homogenous nearby schooling options. The results also depict the way the city is spatially divided along a <br />continuum of ‘privileged’ residential and educational assets. The paper reflects on how reforms expanding school choice and diversification of the educational market undertaken by the regional government may have increased the link between residential and school segregation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d926d37de6ca4f3a1031e8f5c57a3768" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104237998,"asset_id":104534878,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104237998/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104534878"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104534878"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104534878; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103662314"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103662314/The_spatially_uneven_effects_of_a_desegregation_education_policy"><img alt="Research paper thumbnail of The spatially uneven effects of a desegregation education policy" class="work-thumbnail" src="https://attachments.academia-assets.com/103610779/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103662314/The_spatially_uneven_effects_of_a_desegregation_education_policy">The spatially uneven effects of a desegregation education policy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SheilaGonz%C3%A1lezMotos">Sheila González Motos</a></span></div><div class="wp-workCard_item"><span>European Educational Research Joournal</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The spatial, institutional and social configurations of school supply and demand are crucial aspe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The spatial, institutional and social configurations of school supply and demand are crucial aspects in understanding the various mechanisms of production and reproduction of socio-spatial inequalities in education. The same policy instruments may have different effects depending on the characteristics of local education markets and the dynamics of supply and demand in each of them. This article investigates how a policy designed to reduce school segregation in the city of Barcelona resulted in uneven effects in different catchment areas of the city, which are socially and educationally diverse. By comparing the effects of the same policy strategy in different territories, the article identifies four mechanisms that mediate and occasionally prevent the effectiveness of the policy instruments or their implementation procedures. Identifying these mechanisms is an important and necessary task when reviewing the existing policy design and adapting it to the particularities of local education markets.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a91737a04ba3b2d99405ca5aecb31b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103610779,"asset_id":103662314,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103610779/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103662314"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103662314"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103662314; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103348268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy"><img alt="Research paper thumbnail of Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103379101/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy">Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Education policy analysis archives</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Federal and highly decentralized political systems open different spaces to interpret, adapt, and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share<br />important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="697db0fe2d8033b945530d3e23290d1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103379101,"asset_id":103348268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103379101/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103348268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103348268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103348268; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97905626"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97905626/Desigualdades_socioespaciales_en_la_educaci%C3%B3n_en_Euskadi"><img alt="Research paper thumbnail of Desigualdades socioespaciales en la educación en Euskadi" class="work-thumbnail" src="https://attachments.academia-assets.com/99401958/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97905626/Desigualdades_socioespaciales_en_la_educaci%C3%B3n_en_Euskadi">Desigualdades socioespaciales en la educación en Euskadi</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gráfico 3.1. Distribución del ISEC: densidad global y por provincia / Porcentaje de alumnado con ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gráfico 3.1. Distribución del ISEC: densidad global y por provincia / Porcentaje de alumnado con ISEC bajo (p.15) por provincia (cohorte 1º ESO/2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7840ba38955bb01b4c73386541a4c238" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99401958,"asset_id":97905626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99401958/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97905626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97905626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97905626; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94617077"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94617077/Educaci%C3%B3n_a_distancia_familias_y_brecha_digital_lecciones_del_cierre_escolar_Distance_learning_families_and_digital_divide_lessons_from_school_closure"><img alt="Research paper thumbnail of Educación a distancia, familias y brecha digital: lecciones del cierre escolar Distance learning, families and digital divide: lessons from school closure" class="work-thumbnail" src="https://attachments.academia-assets.com/97024441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94617077/Educaci%C3%B3n_a_distancia_familias_y_brecha_digital_lecciones_del_cierre_escolar_Distance_learning_families_and_digital_divide_lessons_from_school_closure">Educación a distancia, familias y brecha digital: lecciones del cierre escolar Distance learning, families and digital divide: lessons from school closure</a></div><div class="wp-workCard_item"><span>Revista de Educación a Distancia</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen El cierre escolar producido por la pandemia de Covid-19 convirtió el proceso de enseñanza...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen El cierre escolar producido por la pandemia de Covid-19 convirtió el proceso de enseñanza-aprendizaje en una práctica a distancia, fundamentada principalmente en el uso de intensivo tecnologías de comunicación. A partir del análisis de los resultados de una encuesta online realizada en marzo de 2020 a más de 35.000 familias con hijos e hijas entre los 3 y los 18 años, este artículo explora las consecuencias de la brecha digital en las oportunidades de aprendizaje de los estudiantes durante el confinamiento. El análisis subraya la interacción de la brecha digital con otros aspectos educativos-distinta respuesta escolar-y sociales-distintas posibilidades de apoyo familiar al estudio-. La brecha digital, en sus diversas acepciones, las condiciones de confinamiento y el desigual capital cultural familiar generaron oportunidades de aprendizaje desiguales entre el alumnado. Las conclusiones señalan las lecciones aprendidas de esta experiencia para garantizar la igualdad de oportunidades educativas en contextos de educación no presencial.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7de08eadf848610f94f7007d484596a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97024441,"asset_id":94617077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97024441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94617077"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94617077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94617077; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92437658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena"><img alt="Research paper thumbnail of The World Bank and education in a changing global arena" class="work-thumbnail" src="https://attachments.academia-assets.com/95446385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena">The World Bank and education in a changing global arena</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>International Encyclopedia of Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank has been one of the most important actors influencing global education development...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f96205b93ada54cdcb45c2bd0f0e83e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95446385,"asset_id":92437658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95446385/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92437658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92437658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92437658; 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Reconstruir fraternidad. Blanco, I. y Gomà, R. (eds.)</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43ba3c6ac677ea18403ea6df8dd23895" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93129596,"asset_id":89304639,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93129596/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89304639"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89304639"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89304639; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89304639]").text(description); $(".js-view-count[data-work-id=89304639]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89304639; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89304639']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43ba3c6ac677ea18403ea6df8dd23895" } } $('.js-work-strip[data-work-id=89304639]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89304639,"title":"La segregación educativa","internal_url":"https://www.academia.edu/89304639/La_segregaci%C3%B3n_educativa","owner_id":23928165,"coauthors_can_edit":true,"owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":93129596,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/93129596/thumbnails/1.jpg","file_name":"Vidas_Segregadas_La_segregacion_educativa.pdf","download_url":"https://www.academia.edu/attachments/93129596/download_file","bulk_download_file_name":"La_segregacion_educativa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/93129596/Vidas_Segregadas_La_segregacion_educativa-libre.pdf?1666851804=\u0026response-content-disposition=attachment%3B+filename%3DLa_segregacion_educativa.pdf\u0026Expires=1740947630\u0026Signature=cCmFnMG80r2nM83vsBFPrVoM1qEZSk0ErZMABW3EomEAkd0W2xTJ1eUUWEUzjAZlo1cZnW4g-yrTsXLG1oeLk6YuqxCF9CnbPHhU4VwLoWWV4trUwPXynKqyihP6qljNSieNf3gq-nOCKD-HRlq9hp-9UGVBgDIw7MX9n8Y1fglaX9XpwabCBVrRVtfkNUoX-IvPNEYB07Ml6krwSFb1jkGfiwE3g529m9X1nWwG582Y2YAVBzXPF1gIyX45BeNghEcJABm9sXFrcrTy4LUin53qn0EEB7dW4s1Npt~fpXlnr3upor5BsL1lhiYuP5wPVOME55bKlBn8JYT9gw0Jkw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74673641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74673641/Los_retos_de_la_educaci%C3%B3n_en_el_siglo_XXI_en_excelencia_y_equidad_La_necesidad_del_Pacto_Educativo"><img alt="Research paper thumbnail of Los retos de la educación en el siglo XXI en excelencia y equidad. La necesidad del Pacto Educativo" class="work-thumbnail" src="https://attachments.academia-assets.com/82740624/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74673641/Los_retos_de_la_educaci%C3%B3n_en_el_siglo_XXI_en_excelencia_y_equidad_La_necesidad_del_Pacto_Educativo">Los retos de la educación en el siglo XXI en excelencia y equidad. La necesidad del Pacto Educativo</a></div><div class="wp-workCard_item"><span>Revista Idea, 54</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40722b7f07f78e0e400ee50e6326e324" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82740624,"asset_id":74673641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82740624/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74673641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74673641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74673641; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74673641]").text(description); $(".js-view-count[data-work-id=74673641]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74673641; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74673641']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40722b7f07f78e0e400ee50e6326e324" } } $('.js-work-strip[data-work-id=74673641]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74673641,"title":"Los retos de la educación en el siglo XXI en excelencia y equidad. 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However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4d66c76899c411cc78f7055f1555f86a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76813749,"asset_id":65063845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76813749/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65063845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65063845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65063845; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63725985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective"><img alt="Research paper thumbnail of Regulating Public-Private Partnerships, governing non-state schools: An equity perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/76057434/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective">Regulating Public-Private Partnerships, governing non-state schools: An equity perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The global expansion of non-state actors as providers of basic education has frequently taken pla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.<br /><br />Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7106d41eb8a60264b94a3eabf79aa9d6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76057434,"asset_id":63725985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76057434/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63725985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63725985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63725985; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7106d41eb8a60264b94a3eabf79aa9d6" } } $('.js-work-strip[data-work-id=63725985]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63725985,"title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective","internal_url":"https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective","owner_id":36212627,"coauthors_can_edit":true,"owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":76057434,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76057434/thumbnails/1.jpg","file_name":"380092eng.pdf","download_url":"https://www.academia.edu/attachments/76057434/download_file","bulk_download_file_name":"Regulating_Public_Private_Partnerships_g.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76057434/380092eng-libre.pdf?1639199180=\u0026response-content-disposition=attachment%3B+filename%3DRegulating_Public_Private_Partnerships_g.pdf\u0026Expires=1740944974\u0026Signature=gJxuVF6E7yzCrPPxuL6vwJlkUTEW9e-meh1EjkfHxjtHb1p1ouS5EksOLI7aM1Qn4H1cgHiL~eUikFolPxtprUH~klkQ8e7FNOJKJmm9P6Zg-IMhmgZNO34gx5Aps-meBKg8kZjhWY7VmiHNstGpgUa-dFF3cpwjiT1TPratMwalZmZGMYPGA9FMqyJ~Fs1KE0aNnU3cDzwkaj7knQc5j4zap6XiTM~D9h4lI-vR3Oc1-vHEWW2eJKS5EGMGLtUz3JoVJjavz1WBvSG5~MQkEe6yi0dnby3DubiNX96bu3XKUtO0Y58PQjMd4D0h-0gAK142dmYZf4n1PkNgfaWp2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61789050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61789050/Socio_spatial_inequality_and_local_educational_action_in_the_construction_of_caring_cities"><img alt="Research paper thumbnail of Socio-spatial inequality and local educational action in the construction of caring cities" class="work-thumbnail" src="https://attachments.academia-assets.com/74737131/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61789050/Socio_spatial_inequality_and_local_educational_action_in_the_construction_of_caring_cities">Socio-spatial inequality and local educational action in the construction of caring cities</a></div><div class="wp-workCard_item"><span>GOLD VI Working Paper Series #03</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The increase in social inequality and the new forms of exclusion and expulsion in cities are incr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The increase in social inequality and the new forms of exclusion and expulsion in cities are increasingly forcing public care policies to be based on the ethics of care. The forms of social isolation and poverty and the attention to the multiple needs of the reproduction of life call for a policy based on a paradigm that prioritises welfare and sustainability. Local governments play a key role in this field, due to their strategic position of proximity and knowledge of community needs. In this challenge, citizenship education is a cornerstone of the development of a strategy that fosters care and prevents social isolation while educating future generations in <br />new values and priorities in order to guarantee social equity. This report identifies five challenges for local political action which use education to respond to the needs derived from the inequality and social fragmentation that characterise 21st-century cities. It concludes with a set of recommendations arising from the reflections made for each of the five challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b3e305a44911cb3c8e7758ff89f5d8e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74737131,"asset_id":61789050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74737131/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61789050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61789050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61789050; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=59219154]").text(description); $(".js-view-count[data-work-id=59219154]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 59219154; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='59219154']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56174131"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56174131/COVID_19_school_closures_and_cumulative_disadvantage_Assessing_the_learning_gap_in_formal_informal_and_non_formal_education"><img alt="Research paper thumbnail of COVID-19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non-formal education" class="work-thumbnail" src="https://attachments.academia-assets.com/71689423/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56174131/COVID_19_school_closures_and_cumulative_disadvantage_Assessing_the_learning_gap_in_formal_informal_and_non_formal_education">COVID-19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non-formal education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SheilaGonz%C3%A1lez5">Sheila González Motos</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>European Journal of Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c9e07b355f3fc80b3de3e8c4e5a6fe15" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71689423,"asset_id":56174131,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71689423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56174131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56174131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56174131; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="51499294"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51499294/An_integral_model_of_cultural_reproduction_The_case_of_China"><img alt="Research paper thumbnail of An integral model of cultural reproduction: The case of China" class="work-thumbnail" src="https://attachments.academia-assets.com/69198610/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51499294/An_integral_model_of_cultural_reproduction_The_case_of_China">An integral model of cultural reproduction: The case of China</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a></span></div><div class="wp-workCard_item"><span>Current Sociology</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Existing quantitative studies use various measurements and methods to examine Bourdieu's theory o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Existing quantitative studies use various measurements and methods to examine Bourdieu's theory of cultural reproduction in the field of education. Yet, most studies either misunderstand the concepts involved or only test part of the theory. This article addresses these gaps by using the 'structure-disposition-practice' (SDP) framework to develop an integral model of cultural reproduction and it constructs a more precise measurement of habitus. It aims to provide an in-depth empirical understanding of the interrelationships between social position, parents' and students' dispositions, practices and field. Using the Chinese Educational Panel Survey (CEPS) the authors apply a structural equation model (SEM) to test their theoretical framework. They compare the cultural reproduction processes for cognitive development and academic achievements of eighthgrade students. The results suggest parents' and students' habitus plays a more crucial role than family's social position in the cultural reproduction process. The study also finds that families' social position is more important in reproducing students' cognitive development than in academic achievements in China. The findings provide a quantitative understanding of the cultural reproduction process with relational thinking.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="667dcc96df6bf329405bc40b3f108569" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69198610,"asset_id":51499294,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69198610/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51499294"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51499294"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51499294; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="117297877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/117297877/Navigating_Educational_and_Urban_Landscapes_Middle_Class_School_Choice_Strategies_in_Local_Education_Markets"><img alt="Research paper thumbnail of Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets" class="work-thumbnail" src="https://attachments.academia-assets.com/113191450/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117297877/Navigating_Educational_and_Urban_Landscapes_Middle_Class_School_Choice_Strategies_in_Local_Education_Markets">Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucm.academia.edu/AlejandroMontes">Alejandro Montes</a></span></div><div class="wp-workCard_item"><span>Journal of School Choice</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The middle-classes use school choice as a strategy of class reproduction and comparative advantag...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d63133599eced0f29a402040824c724f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113191450,"asset_id":117297877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113191450/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117297877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117297877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117297877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104892707"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104892707/School_Segregation_in_Times_of_Globalization_Research_and_Policy_Challenges"><img alt="Research paper thumbnail of School Segregation in Times of Globalization: Research and Policy Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/104499032/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104892707/School_Segregation_in_Times_of_Globalization_Research_and_Policy_Challenges">School Segregation in Times of Globalization: Research and Policy Challenges</a></div><div class="wp-workCard_item"><span> Educational Markets and Segregation Global Trends and Singular Experiences From Belgium and Chile </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter we situate school segregation as an increasingly relevant eld of study within edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter we situate school segregation as an increasingly relevant eld of study within educational policy. In the introduction we map the origins of the study of segregation and its unbalanced development in the USA, Europe and Latin America, showing how the trends of change in contemporary society have repositioned the importance and interest in school segregation. In the second section we synthesize the social mechanisms that generate school segregation, considering both external and internal factors within the educational eld. Next, we describe and discuss the evidence on public policies that have sought to prevent, contain or reduce segregation, distinguishing those implemented in traditional educational contexts from those applied in educational systems oriented by market dynamics. Finally, we re ect on the reasons why school desegregation policies have been given low priority, despite the enormous amount of evidence on their adverse effects. We identify signi cant political, cultural and institutional limits that hinder desegregation policies, particularly their potential for social and political con ict, which tends to dissuade public authorities from giving them the priority that this policy deserves.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6de6c9ff82df8cd3ddc3263729421e25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104499032,"asset_id":104892707,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104499032/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104892707"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104892707"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104892707; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104654572"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104654572/La_lucha_contra_la_segregaci%C3%B3n_escolar_Una_ventana_de_oportunidad"><img alt="Research paper thumbnail of La lucha contra la segregación escolar. Una ventana de oportunidad" class="work-thumbnail" src="https://attachments.academia-assets.com/104325462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104654572/La_lucha_contra_la_segregaci%C3%B3n_escolar_Una_ventana_de_oportunidad">La lucha contra la segregación escolar. Una ventana de oportunidad</a></div><div class="wp-workCard_item"><span>La reproducción de las desigualdades sociales en el sistema educativo. El mapa escolar de València. Políticas de zonificación, libertad de elección y segregación escolar.</span><span>, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a72c48b371a6b311e6b554abbc3c972" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104325462,"asset_id":104654572,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104325462/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104654572"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104654572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104654572; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104654572]").text(description); $(".js-view-count[data-work-id=104654572]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104654572; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104654572']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a72c48b371a6b311e6b554abbc3c972" } } $('.js-work-strip[data-work-id=104654572]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104654572,"title":"La lucha contra la segregación escolar. 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Residential...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The geography of school choice critically shapes families’ educational opportunities. Residential segregation, social inequalities and the educational marketplace interact in complex ways and produce spatialised educational opportunities for families. This paper analyses the link between these dimensions and how they structure families’ educational <br />opportunities in the city of Madrid. Based on several administrative datasets that capture students’ residential location, their socio-economic position, the schools they attend and the characteristics of school supply, our analysis reveals the uneven spatial distribution of the different school modalities in Madrid, where advantaged families and neighbourhoods have more diversified and socio-economically homogenous nearby schooling options. The results also depict the way the city is spatially divided along a <br />continuum of ‘privileged’ residential and educational assets. The paper reflects on how reforms expanding school choice and diversification of the educational market undertaken by the regional government may have increased the link between residential and school segregation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d926d37de6ca4f3a1031e8f5c57a3768" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104237998,"asset_id":104534878,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104237998/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104534878"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104534878"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104534878; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104534878]").text(description); $(".js-view-count[data-work-id=104534878]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104534878; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104534878']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103662314"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103662314/The_spatially_uneven_effects_of_a_desegregation_education_policy"><img alt="Research paper thumbnail of The spatially uneven effects of a desegregation education policy" class="work-thumbnail" src="https://attachments.academia-assets.com/103610779/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103662314/The_spatially_uneven_effects_of_a_desegregation_education_policy">The spatially uneven effects of a desegregation education policy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SheilaGonz%C3%A1lezMotos">Sheila González Motos</a></span></div><div class="wp-workCard_item"><span>European Educational Research Joournal</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The spatial, institutional and social configurations of school supply and demand are crucial aspe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The spatial, institutional and social configurations of school supply and demand are crucial aspects in understanding the various mechanisms of production and reproduction of socio-spatial inequalities in education. The same policy instruments may have different effects depending on the characteristics of local education markets and the dynamics of supply and demand in each of them. This article investigates how a policy designed to reduce school segregation in the city of Barcelona resulted in uneven effects in different catchment areas of the city, which are socially and educationally diverse. By comparing the effects of the same policy strategy in different territories, the article identifies four mechanisms that mediate and occasionally prevent the effectiveness of the policy instruments or their implementation procedures. Identifying these mechanisms is an important and necessary task when reviewing the existing policy design and adapting it to the particularities of local education markets.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a91737a04ba3b2d99405ca5aecb31b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103610779,"asset_id":103662314,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103610779/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103662314"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103662314"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103662314; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103662314]").text(description); $(".js-view-count[data-work-id=103662314]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103662314; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103662314']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1a91737a04ba3b2d99405ca5aecb31b3" } } $('.js-work-strip[data-work-id=103662314]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103662314,"title":"The spatially uneven effects of a desegregation education policy","internal_url":"https://www.academia.edu/103662314/The_spatially_uneven_effects_of_a_desegregation_education_policy","owner_id":23928165,"coauthors_can_edit":true,"owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":103610779,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103610779/thumbnails/1.jpg","file_name":"bonal_gonzalez_motos_2023_the_spatially_uneven_effects_of_a_desegregation_education_policy.pdf","download_url":"https://www.academia.edu/attachments/103610779/download_file","bulk_download_file_name":"The_spatially_uneven_effects_of_a_desegr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103610779/bonal_gonzalez_motos_2023_the_spatially_uneven_effects_of_a_desegregation_education_policy-libre.pdf?1687351505=\u0026response-content-disposition=attachment%3B+filename%3DThe_spatially_uneven_effects_of_a_desegr.pdf\u0026Expires=1740947630\u0026Signature=G-T4NvGi~Md35Any4fCHR2~sr4PmgpsWTOXMpKs1exi2VBcRB7FOyQ~hVWUTfXzVil6v0cCSGseKi0FsE13lcqXH9aOv~kpvXshD2707LagZ4y8OOLEX4hJqw6Z1QaxgSjo0lCuVSx3uo07YcwMSm~uKs~eXxQlgOenf3WKN2IQ7teM2SbuLqFJ0P~wDe1hJ3by9TAeehmfY1lS1RdCcLtca8EdiaOHAZQQmn96hlVYE5nrnmuzbqYdfpcRuBw2lQ~RlyhxNWsVjstZolRTqHtyCDR4I-MhPNQgIrtLOdxWLMid6xOiAsnN3ODIygbeKlmi-IsqKldW9pJiVk~sUoA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103348268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy"><img alt="Research paper thumbnail of Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103379101/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy">Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Education policy analysis archives</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Federal and highly decentralized political systems open different spaces to interpret, adapt, and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share<br />important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="697db0fe2d8033b945530d3e23290d1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103379101,"asset_id":103348268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103379101/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103348268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103348268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103348268; 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Distribución del ISEC: densidad global y por provincia / Porcentaje de alumnado con ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gráfico 3.1. Distribución del ISEC: densidad global y por provincia / Porcentaje de alumnado con ISEC bajo (p.15) por provincia (cohorte 1º ESO/2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7840ba38955bb01b4c73386541a4c238" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99401958,"asset_id":97905626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99401958/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97905626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97905626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97905626; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94617077"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94617077/Educaci%C3%B3n_a_distancia_familias_y_brecha_digital_lecciones_del_cierre_escolar_Distance_learning_families_and_digital_divide_lessons_from_school_closure"><img alt="Research paper thumbnail of Educación a distancia, familias y brecha digital: lecciones del cierre escolar Distance learning, families and digital divide: lessons from school closure" class="work-thumbnail" src="https://attachments.academia-assets.com/97024441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94617077/Educaci%C3%B3n_a_distancia_familias_y_brecha_digital_lecciones_del_cierre_escolar_Distance_learning_families_and_digital_divide_lessons_from_school_closure">Educación a distancia, familias y brecha digital: lecciones del cierre escolar Distance learning, families and digital divide: lessons from school closure</a></div><div class="wp-workCard_item"><span>Revista de Educación a Distancia</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen El cierre escolar producido por la pandemia de Covid-19 convirtió el proceso de enseñanza...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen El cierre escolar producido por la pandemia de Covid-19 convirtió el proceso de enseñanza-aprendizaje en una práctica a distancia, fundamentada principalmente en el uso de intensivo tecnologías de comunicación. A partir del análisis de los resultados de una encuesta online realizada en marzo de 2020 a más de 35.000 familias con hijos e hijas entre los 3 y los 18 años, este artículo explora las consecuencias de la brecha digital en las oportunidades de aprendizaje de los estudiantes durante el confinamiento. El análisis subraya la interacción de la brecha digital con otros aspectos educativos-distinta respuesta escolar-y sociales-distintas posibilidades de apoyo familiar al estudio-. La brecha digital, en sus diversas acepciones, las condiciones de confinamiento y el desigual capital cultural familiar generaron oportunidades de aprendizaje desiguales entre el alumnado. Las conclusiones señalan las lecciones aprendidas de esta experiencia para garantizar la igualdad de oportunidades educativas en contextos de educación no presencial.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7de08eadf848610f94f7007d484596a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97024441,"asset_id":94617077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97024441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94617077"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94617077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94617077; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92437658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena"><img alt="Research paper thumbnail of The World Bank and education in a changing global arena" class="work-thumbnail" src="https://attachments.academia-assets.com/95446385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena">The World Bank and education in a changing global arena</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>International Encyclopedia of Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank has been one of the most important actors influencing global education development...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f96205b93ada54cdcb45c2bd0f0e83e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95446385,"asset_id":92437658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95446385/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92437658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92437658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92437658; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89304639"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89304639/La_segregaci%C3%B3n_educativa"><img alt="Research paper thumbnail of La segregación educativa" class="work-thumbnail" src="https://attachments.academia-assets.com/93129596/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89304639/La_segregaci%C3%B3n_educativa">La segregación educativa</a></div><div class="wp-workCard_item"><span>¿Vidas segregadas? Reconstruir fraternidad. Blanco, I. y Gomà, R. (eds.)</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43ba3c6ac677ea18403ea6df8dd23895" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93129596,"asset_id":89304639,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93129596/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89304639"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89304639"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89304639; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89304639]").text(description); $(".js-view-count[data-work-id=89304639]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89304639; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89304639']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43ba3c6ac677ea18403ea6df8dd23895" } } $('.js-work-strip[data-work-id=89304639]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89304639,"title":"La segregación educativa","internal_url":"https://www.academia.edu/89304639/La_segregaci%C3%B3n_educativa","owner_id":23928165,"coauthors_can_edit":true,"owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":93129596,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/93129596/thumbnails/1.jpg","file_name":"Vidas_Segregadas_La_segregacion_educativa.pdf","download_url":"https://www.academia.edu/attachments/93129596/download_file","bulk_download_file_name":"La_segregacion_educativa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/93129596/Vidas_Segregadas_La_segregacion_educativa-libre.pdf?1666851804=\u0026response-content-disposition=attachment%3B+filename%3DLa_segregacion_educativa.pdf\u0026Expires=1740947630\u0026Signature=cCmFnMG80r2nM83vsBFPrVoM1qEZSk0ErZMABW3EomEAkd0W2xTJ1eUUWEUzjAZlo1cZnW4g-yrTsXLG1oeLk6YuqxCF9CnbPHhU4VwLoWWV4trUwPXynKqyihP6qljNSieNf3gq-nOCKD-HRlq9hp-9UGVBgDIw7MX9n8Y1fglaX9XpwabCBVrRVtfkNUoX-IvPNEYB07Ml6krwSFb1jkGfiwE3g529m9X1nWwG582Y2YAVBzXPF1gIyX45BeNghEcJABm9sXFrcrTy4LUin53qn0EEB7dW4s1Npt~fpXlnr3upor5BsL1lhiYuP5wPVOME55bKlBn8JYT9gw0Jkw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74673641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74673641/Los_retos_de_la_educaci%C3%B3n_en_el_siglo_XXI_en_excelencia_y_equidad_La_necesidad_del_Pacto_Educativo"><img alt="Research paper thumbnail of Los retos de la educación en el siglo XXI en excelencia y equidad. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63725985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective"><img alt="Research paper thumbnail of Regulating Public-Private Partnerships, governing non-state schools: An equity perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/76057434/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective">Regulating Public-Private Partnerships, governing non-state schools: An equity perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The global expansion of non-state actors as providers of basic education has frequently taken pla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.<br /><br />Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7106d41eb8a60264b94a3eabf79aa9d6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76057434,"asset_id":63725985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76057434/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63725985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63725985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63725985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63725985]").text(description); $(".js-view-count[data-work-id=63725985]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63725985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63725985']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61789050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61789050/Socio_spatial_inequality_and_local_educational_action_in_the_construction_of_caring_cities"><img alt="Research paper thumbnail of Socio-spatial inequality and local educational action in the construction of caring cities" class="work-thumbnail" src="https://attachments.academia-assets.com/74737131/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61789050/Socio_spatial_inequality_and_local_educational_action_in_the_construction_of_caring_cities">Socio-spatial inequality and local educational action in the construction of caring cities</a></div><div class="wp-workCard_item"><span>GOLD VI Working Paper Series #03</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The increase in social inequality and the new forms of exclusion and expulsion in cities are incr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The increase in social inequality and the new forms of exclusion and expulsion in cities are increasingly forcing public care policies to be based on the ethics of care. The forms of social isolation and poverty and the attention to the multiple needs of the reproduction of life call for a policy based on a paradigm that prioritises welfare and sustainability. Local governments play a key role in this field, due to their strategic position of proximity and knowledge of community needs. In this challenge, citizenship education is a cornerstone of the development of a strategy that fosters care and prevents social isolation while educating future generations in <br />new values and priorities in order to guarantee social equity. This report identifies five challenges for local political action which use education to respond to the needs derived from the inequality and social fragmentation that characterise 21st-century cities. It concludes with a set of recommendations arising from the reflections made for each of the five challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b3e305a44911cb3c8e7758ff89f5d8e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74737131,"asset_id":61789050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74737131/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61789050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61789050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61789050; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b3e305a44911cb3c8e7758ff89f5d8e" } } $('.js-work-strip[data-work-id=61789050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61789050,"title":"Socio-spatial inequality and local educational action in the construction of caring cities","internal_url":"https://www.academia.edu/61789050/Socio_spatial_inequality_and_local_educational_action_in_the_construction_of_caring_cities","owner_id":23928165,"coauthors_can_edit":true,"owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":74737131,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/74737131/thumbnails/1.jpg","file_name":"gold_vi_working_paper_03.pdf","download_url":"https://www.academia.edu/attachments/74737131/download_file","bulk_download_file_name":"Socio_spatial_inequality_and_local_educa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/74737131/gold_vi_working_paper_03-libre.pdf?1637080534=\u0026response-content-disposition=attachment%3B+filename%3DSocio_spatial_inequality_and_local_educa.pdf\u0026Expires=1740947630\u0026Signature=WuSLtlX8aQiuH-tCRgGCubVTxY8F5DpHl-GK2e8atNVp0duceVTZvFn6lW1OJsq0IFOPEoZwsEEhx5V9v-KyPO1FORNP7zkFsVONyPC3rbuTWHVmN4BwAAtqmYqCejlk~rIy9U~5GfcKGtdLl~5bhOn2hJzjAHlUAfK1DVGPjHENo33-t~JCX2O~QAFL2JoAjXeD2mnehcZO2qiSyth5fcu9NrKD5qcSUuUfAdDnZFcFIyjODw2N4KaFQTIiU27oBsJzeV1s6qIrX-x3VgJcXz44vssEwYoH7G9UiADjnN89b5mELp1B0gDwnQemkaeLf1Fb8bAOngDIqfC2Pt4qeg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="51499294"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51499294/An_integral_model_of_cultural_reproduction_The_case_of_China"><img alt="Research paper thumbnail of An integral model of cultural reproduction: The case of China" class="work-thumbnail" src="https://attachments.academia-assets.com/69198610/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51499294/An_integral_model_of_cultural_reproduction_The_case_of_China">An integral model of cultural reproduction: The case of China</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a></span></div><div class="wp-workCard_item"><span>Current Sociology</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Existing quantitative studies use various measurements and methods to examine Bourdieu's theory o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Existing quantitative studies use various measurements and methods to examine Bourdieu's theory of cultural reproduction in the field of education. Yet, most studies either misunderstand the concepts involved or only test part of the theory. This article addresses these gaps by using the 'structure-disposition-practice' (SDP) framework to develop an integral model of cultural reproduction and it constructs a more precise measurement of habitus. It aims to provide an in-depth empirical understanding of the interrelationships between social position, parents' and students' dispositions, practices and field. Using the Chinese Educational Panel Survey (CEPS) the authors apply a structural equation model (SEM) to test their theoretical framework. They compare the cultural reproduction processes for cognitive development and academic achievements of eighthgrade students. The results suggest parents' and students' habitus plays a more crucial role than family's social position in the cultural reproduction process. The study also finds that families' social position is more important in reproducing students' cognitive development than in academic achievements in China. The findings provide a quantitative understanding of the cultural reproduction process with relational thinking.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="667dcc96df6bf329405bc40b3f108569" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69198610,"asset_id":51499294,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69198610/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51499294"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51499294"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51499294; 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Roger Dal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los efectos de la globalización en la política nacional: un análisis de los mecanismos. Roger Dale BLOQUE II: LOS ORGANISMOS INTERNACIONALES Y LA AGENDA EDUCATIVA GLOBAL El multilateralismo educativo y el (des)orden mundial. Karen Mundy Historia y problemas de la creación de una política educativa en el Banco Mundial 1960-2000. Stephen P. Heyneman El AGCS y la industria de los servicios educativos. Susan. L. Robertson, Xavier Bonal y Roger Dale La influencia de la OCDE en la política educativa nacional. Anja P. Jakobi y Kerstin Martens BLOQUE III: IMPACTOS DE LA GLOBALIZACIÓN EN LA EDUCACIÓN Educación, globalización, y desarrollo económico. Phillip Brown y Hugh Lauder Trabajar con / contra la globalización en educación. El debate de la globalización y la fuga de cerebros.  Annie Vinokur DATOS DE LOS AUTORES Y AUTORAS Conceptualización desarrollada en trabajos como Santos, B. S. (2005), El milenio huérfano. Ensayos para una nueva cultura política, Madrid, Trotta. 2 Véase también, por ejemplo, Santos, B. S. (2005), La universidad en el Siglo XXI. Para una reforma democrática y emancipadora de la universidad, Buenos Aires, Miño y Dávila.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f44ea7aa55bbac91ddc3d01b1a9b0f75" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37893435,"asset_id":11580717,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37893435/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11580717"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11580717"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11580717; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11580717]").text(description); $(".js-view-count[data-work-id=11580717]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11580717; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11580717']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f44ea7aa55bbac91ddc3d01b1a9b0f75" } } $('.js-work-strip[data-work-id=11580717]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11580717,"title":"Globalización y Educación: Textos fundamentales","internal_url":"https://www.academia.edu/11580717/Globalizaci%C3%B3n_y_Educaci%C3%B3n_Textos_fundamentales","owner_id":23928165,"coauthors_can_edit":true,"owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":37893435,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37893435/thumbnails/1.jpg","file_name":"reader_FINAL_corregido_1.pdf","download_url":"https://www.academia.edu/attachments/37893435/download_file","bulk_download_file_name":"Globalizacion_y_Educacion_Textos_fundame.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37893435/reader_FINAL_corregido_1-libre.pdf?1434126763=\u0026response-content-disposition=attachment%3B+filename%3DGlobalizacion_y_Educacion_Textos_fundame.pdf\u0026Expires=1740947630\u0026Signature=Zkqb6ac-ZET1zrMHuBqAbnJr7Tg86Cp7hk4s68dvuE-tuqZRpBfOzyT~pP1bH3G0syzwYArG5d4OwxWkXPCk3Mzy26SUQcdYgVTBX8axniowouVgVZObYNuEk9zcba4PNJ2OINXd2P-G0J0o~YxF41xDB2yC9r4ZDiXPtg8fb9yqI5rvVFVrCJ4J5ePH5zMsnuwMw9tdTv54nK7kt2ZNhHYj43PHB5K0rvpmpsiekDGXFmT703jpJrvV6oVjLcdRSB7ZOjzwSvr3U1jg~ZXXbckkFLEPgTTQqgCFe~LntsuhD0fyvWdVvImIVmLoz1gonsSHqjNClB6h8vcqe0k3EQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12826199"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12826199/Ser_pobre_en_la_escuela_Habitus_de_pobreza_y_condiciones_de_educabilidad"><img alt="Research paper thumbnail of Ser pobre en la escuela. 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Identificar a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Clasificar los objetivos que persigue la política educativa a través de las becas. Identificar a los beneficiarios del sistema de becas, analizar su eficacia interna y proponer alternativas para su reforma, Cursos de becarios de la Dirección General de Promoción Educativa. 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Bonal, A. Tomé" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/22133129/Construir_la_escuela_coeducativa_la_sensibilizaci%C3%B3n_del_profesorado_X_Bonal_A_Tom%C3%A9">Construir la escuela coeducativa : la sensibilización del profesorado / X. Bonal, A. Tomé</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A partir de programas experimentales desarrollados en escuelas primarias y secundarias de España,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A partir de programas experimentales desarrollados en escuelas primarias y secundarias de España, los autores de esta obra desarrollan una metodología para el trabajo en coeducación, con el fin de superar el problema del sexismo y de la desigualdad sexual en la escuela.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22133129"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22133129"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22133129; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22133129]").text(description); $(".js-view-count[data-work-id=22133129]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22133129; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='22133129']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=22133129]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":22133129,"title":"Construir la escuela coeducativa : la sensibilización del profesorado / X. 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Bonal" class="work-thumbnail" src="https://attachments.academia-assets.com/43882304/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/22133126/Sociolog%C3%ADa_de_la_educaci%C3%B3n_una_aproximaci%C3%B3n_cr%C3%ADtica_a_las_corrientes_contempor%C3%A1neas_X_Bonal">Sociología de la educación : una aproximación crítica a las corrientes contemporáneas / X. Bonal</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El autor hace un recorrido por las corrientes de investigación dominantes sobre educación y socie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El autor hace un recorrido por las corrientes de investigación dominantes sobre educación y sociedad y analiza de manera cronológica, tanto el contenido de dichas teorías sociológicas como de los procesos y factores sociales y políticos que explican su surgimiento y posterior crisis.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d001fff3ee7d25a85f07c422c25db5f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43882304,"asset_id":22133126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43882304/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22133126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22133126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22133126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22133126]").text(description); $(".js-view-count[data-work-id=22133126]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22133126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='22133126']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d001fff3ee7d25a85f07c422c25db5f" } } $('.js-work-strip[data-work-id=22133126]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":22133126,"title":"Sociología de la educación : una aproximación crítica a las corrientes contemporáneas / X. 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Prioritats i propostes" class="work-thumbnail" src="https://attachments.academia-assets.com/43882913/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23440517/Pol%C3%ADtica_educativa_i_igualtat_doportunitats_Prioritats_i_propostes">Política educativa i igualtat d'oportunitats. Prioritats i propostes</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">6 Política educativa i igualtat d'oportunitats. Prioritats i propostes La col·lecció Polítiques é...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">6 Política educativa i igualtat d'oportunitats. Prioritats i propostes La col·lecció Polítiques és la principal col·lecció de la Fundació Jaume Bofill. S'hi publiquen aquelles investigacions que han estat encarregades i que es consideren més rellevants pel seu interès social i polític. 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The limits of human capital theory as a paradigm for poverty reduction</a></div><div class="wp-workCard_item"><span>The Handbook of Global Education Policy</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d4479f28be01a2760aabfa244eeefef9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43884196,"asset_id":23442020,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43884196/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23442020"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23442020"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23442020; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23442020]").text(description); $(".js-view-count[data-work-id=23442020]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23442020; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23442020']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d4479f28be01a2760aabfa244eeefef9" } } $('.js-work-strip[data-work-id=23442020]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23442020,"title":"Education, poverty and the ‘missing link’. 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The World Bank Education Policy and the Anti-Poverty Agenda" class="work-thumbnail" src="https://attachments.academia-assets.com/37622375/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12366397/GLOBAL_SOLUTIONS_FOR_GLOBAL_POVERTY_The_World_Bank_Education_Policy_and_the_Anti_Poverty_Agenda">GLOBAL SOLUTIONS FOR GLOBAL POVERTY? The World Bank Education Policy and the Anti-Poverty Agenda</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/ATarabini">Aina Tarabini</a></span></div><div class="wp-workCard_item"><span>M. Simons, M. Olssen & M. Peters (eds) Re-reading Education Policies: A Handbook Studying the policy agenda of the 21st century. Rotterdam: Sense Publishers</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the last decades the World Bank (WB) has been without any doubt the most significant subje...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the last decades the World Bank (WB) has been without any doubt the most significant subject of globalisation processes in education and development. Political and economic transformations have transformed the Breton Woods institutions as actors with the ability to shape and even impose agendas to less developed countries. Although education does not represent one of the most important sectors of the Bank portfolio, the growth in educational loans and, especially, the ideological capacity of the WB in shaping national policies have located education as one of the clearest examples of the supranational leverage in domestic policies. An education policy suitable for fighting poverty has been the main leit motiv in the shifting processes of the WB educational agenda. Interestingly enough, WB strategies to combat poverty have suffered important changes under different WB Presidencies, and so have changed (not always simultaneously) education and other social policies. This paper examines the relationship between the emergence of anti-poverty strategies in the WB and dominant models of education policy. The paper reviews changes in WB anti- poverty agenda since the 1980s until the most recent policy papers, and particularly the new Poverty Reduction Strategy Papers (PRSP). The paper shows the main failings that underlie the positive and hoped-for relationship between investment in education and the reduction of poverty, and concludes that a good number of these failings can be attributed to an underestimation of the inverse relationship, i.e. the effects that poverty has on education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e174c9ff16c3cbe788eb1c432cd5e396" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37622375,"asset_id":12366397,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37622375/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12366397"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12366397"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12366397; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12366397]").text(description); $(".js-view-count[data-work-id=12366397]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12366397; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12366397']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e174c9ff16c3cbe788eb1c432cd5e396" } } $('.js-work-strip[data-work-id=12366397]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12366397,"title":"GLOBAL SOLUTIONS FOR GLOBAL POVERTY? 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Su hegemonía a lo largo de los últimos años, con un especial protagonismo del Banco Mundial, se ha traducido en su extensión en diversas partes del globo, y especialmente en los países en vías de desarrollo. Dichas políticas se presentan como respuesta a los retos de la globalización y como estrategia eficaz para asegurar beneficios colectivos del desarrollo educativo, especialmente para aquellos grupos socialmente más desfavorecidos. El artículo identifica las principales tesis de la política educativa neoliberal en el terreno de las relaciones entre educación y empleo, entre expansión educativa y gasto público y en las estrategias educativas de lucha contra la pobreza. Para cada una de ellas cuestiona los efectos esperados de las propuestas políticas hegemónicas y ofrece evidencias de resultados que muestran que en ningún caso los beneficiarios son los colectivos más desfavorecidos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e1e4ab23d9d309b420d9813036c97fe9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37325417,"asset_id":11580714,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37325417/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11580714"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11580714"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11580714; 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Educación y culturas de pobreza: un análisis sobre las condiciones de educabilidad del alumnado pobre en Belo Horizont" class="work-thumbnail" src="https://attachments.academia-assets.com/39974749/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18288202/_Tienen_habitus_los_pobres_Educaci%C3%B3n_y_culturas_de_pobreza_un_an%C3%A1lisis_sobre_las_condiciones_de_educabilidad_del_alumnado_pobre_en_Belo_Horizont">“¿Tienen habitus los pobres? Educación y culturas de pobreza: un análisis sobre las condiciones de educabilidad del alumnado pobre en Belo Horizont</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">1 1 de inversión, o por otras razones, las políticas educativas para el desarrollo parecen ignora...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1 1 de inversión, o por otras razones, las políticas educativas para el desarrollo parecen ignorar, por lo general, las diferencias cualitativas que pueden explicar por qué determinadas inversiones pueden tener un efecto positivo en un lugar y no en otro, o</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="224829ece83ebf94693d95b9f75048b6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39974749,"asset_id":18288202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39974749/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18288202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18288202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18288202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18288202]").text(description); $(".js-view-count[data-work-id=18288202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18288202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18288202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "224829ece83ebf94693d95b9f75048b6" } } $('.js-work-strip[data-work-id=18288202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18288202,"title":"“¿Tienen habitus los pobres? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17750312"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17750312/Education_poverty_and_the_missing_link_The_limits_of_human_capital_theory_as_a_paradigm_for_poverty_reduction"><img alt="Research paper thumbnail of Education, poverty and the “missing link”. The limits of human capital theory as a paradigm for poverty reduction" class="work-thumbnail" src="https://attachments.academia-assets.com/39689739/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17750312/Education_poverty_and_the_missing_link_The_limits_of_human_capital_theory_as_a_paradigm_for_poverty_reduction">Education, poverty and the “missing link”. The limits of human capital theory as a paradigm for poverty reduction</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The field of education for development has been dominated by a certain perspective of economics o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The field of education for development has been dominated by a certain perspective of economics of education, and more precisely, by neoclassical economics and human capital theory. Fifty years after its formulation, there is no doubt that human capital theory, in its "hard" version based on the proper functioning of markets and the rationality of agents as utility maximisers, has succeeded as the dominant paradigm in the field of educational policy. As a result, the human capital paradigm has framed policies and programmes in the field of education for economic development. One of the main areas where human capital theory has been especially influential refers to the relationship between investment in education and poverty reduction. The World Bank has been unquestionably the leader in shaping policies and discourses raising the virtues of education to reduce global poverty.<br /><br />However, up to now, little success can be reported, with huge differences between the average levels of education globally achieved and the persistence of high poverty rates. This paper reflects on the limitations of neoclassical economics and human capital theory as a valid paradigm to formulate policies for poverty reduction. The paper firstly identifies the main limitations of using the human capital theory as the central theory for policy-making in educational development. In its “hard” version, the human capital theory has strong macroeconomic and microeconomic assumptions that are regularly included within dominant models of educational policy. These assumptions never happen, but policy makers keep formulating policies as if they did. Secondly, the paper points out why most education policies fail to address the question of inequalities.  The ignorance of inequalities constitutes what can be understood as the “missing link” between education, economic development and poverty reduction.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10f0b725d68803a8ef7fa3ee67a7ee85" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39689739,"asset_id":17750312,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39689739/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17750312"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17750312"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17750312; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17750312]").text(description); $(".js-view-count[data-work-id=17750312]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17750312; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17750312']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10f0b725d68803a8ef7fa3ee67a7ee85" } } $('.js-work-strip[data-work-id=17750312]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17750312,"title":"Education, poverty and the “missing link”. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5931055" id="journalarticles"><div class="js-work-strip profile--work_container" data-work-id="34063023"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34063023/Mitos_y_asunciones_de_las_escuelas_ch%C3%A1rter_Un_an%C3%A1lisis_de_los_Colegios_de_Concesi%C3%B3n_de_Bogot%C3%A1"><img alt="Research paper thumbnail of Mitos y asunciones de las escuelas chárter: Un análisis de los Colegios de Concesión de Bogotá" class="work-thumbnail" src="https://attachments.academia-assets.com/53999779/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34063023/Mitos_y_asunciones_de_las_escuelas_ch%C3%A1rter_Un_an%C3%A1lisis_de_los_Colegios_de_Concesi%C3%B3n_de_Bogot%C3%A1">Mitos y asunciones de las escuelas chárter: Un análisis de los Colegios de Concesión de Bogotá</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AndreuTermesL%C3%B3pez">Andreu Termes</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Educaçao & Sociedade</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Los Colegios en Concesión (CEC) son un programa de escuelas chárter que se implement...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los  Colegios  en  Concesión  (CEC)  son  un  programa  de  escuelas  chárter  que  se  implementa  en  Colombia  desde  el  año  1999.  A  pesar  de  su  modesta  expansión  (72  escuelas,  107.000  alumnos),  los  CEC  disfrutan  de  un  amplio  reconocimiento  internacional  tanto  académico como político (p.ej., por parte del Banco Mundial o el Banco Interamericano  de  Desarrollo),  y  son  considerados  como  un  modelo  paradigmático  y  en  gran  medida  exitoso  de  escuelas  chárter.  Basado  en  el marco teórico-metodológico de la evaluación realista, y a partir de un trabajo de campo que incluye técnicas tanto cualitativas como cuantitativas, el artículo cuestiona las hipótesis y los resultados del programa de CEC y, a su vez, discute las asunciones generales del modelo chárter.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3334d1d91b51a936cb2ff400c8c1d22" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53999779,"asset_id":34063023,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53999779/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34063023"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34063023"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34063023; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7319500" id="1globalgovernanceofeducation"><div class="js-work-strip profile--work_container" data-work-id="34194948"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34194948/Meeting_development_goals_Evidence_from_the_Civil_Society_Education_Fund"><img alt="Research paper thumbnail of Meeting development goals: Evidence from the Civil Society Education Fund" class="work-thumbnail" src="https://attachments.academia-assets.com/54111937/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34194948/Meeting_development_goals_Evidence_from_the_Civil_Society_Education_Fund">Meeting development goals: Evidence from the Civil Society Education Fund</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://manoa-hawaii.academia.edu/DBrentEdwardsJr">D. Brent Edwards Jr.</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, the Civil Society Education Fund has supported national education civil society ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, the Civil Society Education Fund has supported national<br />education civil society coalitions (NECs) in low-income countries so that<br />they put pressure on governments and donors to implement the<br />Education for All agenda and the Millennium Development Goal on<br />education. This article draws on literature on global governance as well<br />as on an extensive evaluation of the CSEF to explore the actual<br />contribution of this initiative to the activity of NECs. The article<br />highlights the achievements and shortcomings of the CSEF and includes<br />a set of practical recommendations on the role of global civil society in<br />international development processes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d79a770eadc0b960404314007ee13946" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54111937,"asset_id":34194948,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54111937/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34194948"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34194948"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34194948; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34194948]").text(description); $(".js-view-count[data-work-id=34194948]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34194948; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34194948']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d79a770eadc0b960404314007ee13946" } } $('.js-work-strip[data-work-id=34194948]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34194948,"title":"Meeting development goals: Evidence from the Civil Society Education Fund","internal_url":"https://www.academia.edu/34194948/Meeting_development_goals_Evidence_from_the_Civil_Society_Education_Fund","owner_id":5732334,"coauthors_can_edit":true,"owner":{"id":5732334,"first_name":"D. 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