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Community school programmes in Latin America: Imagining the long-term impact of developing pupils’ agency

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  • Azaola, Marta Cristina

Abstract

Community school programmes in Latin America have received relatively little consideration when compared to the amount of research conducted on popular education in the region. This paper revises the literature on community school programmes in the context of the theory of dialogic action and the capability approach. First, the roots of inequality in Latin America are discussed. This is followed by a summary of the literature on community school programmes in Latin America, analysing their differences and commonalities and exploring two different community school programmes operating in the region. A conceptual framework is next presented to explore the role of the progressive educator and individuals’ agency, drawing parallels between the ideas of Paulo Freire and those of M S Archer and Amartya Sen in relation to agency and freedom. The paper concludes by questioning whether, by developing pupils’ agency, community school programmes such as those analysed in this paper, could help to tackle educational inequalities in the long term, with a discussion of the implications for further research.

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  • Azaola, Marta Cristina, 2014. "Community school programmes in Latin America: Imagining the long-term impact of developing pupils’ agency," International Journal of Educational Development, Elsevier, vol. 38(C), pages 80-86.
    • Handle: RePEc:eee:injoed:v:38:y:2014:i:c:p:80-86
    DOI: 10.1016/j.ijedudev.2014.03.003
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    References listed on IDEAS

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    1. Darlyn Meza & José L. Guzman & lorena De Varela, 2004. "Educo : A Community-Managed Education Program in Rural El Salvador (1991-2003)," World Bank Publications - Reports 10355, The World Bank Group.
    2. Sen, Amartya, 2001. "Development as Freedom," OUP Catalogue, Oxford University Press, number 9780192893307.
    3. Emmanuel Jimenez & Yasuyuki Sawada, 2003. "Does Community Management Help Keep Kids in Schools? Evidence Using Panel Data from El Salvador's EDUCO Program," CIRJE F-Series CIRJE-F-236, CIRJE, Faculty of Economics, University of Tokyo.
    4. Marshall, Jeffery H., 2009. "School quality and learning gains in rural Guatemala," Economics of Education Review, Elsevier, vol. 28(2), pages 207-216, April.
    5. Jimenez, Emmanuel & Sawada, Yasuyuki, 1999. "Do Community-Managed Schools Work? An Evaluation of El Salvador's EDUCO Program," The World Bank Economic Review, World Bank, vol. 13(3), pages 415-441, September.
    6. David De Ferranti & Guillermo E. Perry & Francisco H.G. Ferreira & Michael Walton, 2004. "Inequality in Latin America : Breaking with History?," World Bank Publications - Books, The World Bank Group, number 15009.
    7. Stephan Klasen & Felicitas Nowak-Lehmann (ed.), 2009. "Poverty, Inequality, and Policy in Latin America," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262113244, April.
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