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Unequal inclusion: Experiences and meanings of school segmentation in Mexico

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  • Saraví, Gonzalo A.

Abstract

Inequality seems to be endemic in Mexico. After a decade of moderate economic growth and improvements in some social indicators, inequality remains extremely high. In a context of contradictory trends, a new model of ‘unequal inclusion’ is emerging. Access to education in Mexico has increased in the last decades, but, simultaneously, education has experienced a deep segmentation between private schools for privileged students and public schools for popular sectors. This segmentation affects students’ performance, but it has also consequences on the socialization and subjectivization processes. The analysis focuses on this underestimated effect of school segmentation examining the experiences and meanings of education among students from upper and lower social classes. Data come from qualitative fieldwork, interviews and focus groups with rich and poor students in Mexico City.

Suggested Citation

  • Saraví, Gonzalo A., 2015. "Unequal inclusion: Experiences and meanings of school segmentation in Mexico," International Journal of Educational Development, Elsevier, vol. 45(C), pages 152-160.
    • Handle: RePEc:eee:injoed:v:45:y:2015:i:c:p:152-160
    DOI: 10.1016/j.ijedudev.2015.09.013
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    References listed on IDEAS

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    1. Trucco, Daniela, 2014. "Educación y desigualdad en América Latina," Políticas Sociales 36835, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
    2. Mauricio García Villegas & Laura Quiroz López, 2011. "Apartheid educativo. Educación, desigualdad e inmovilidad social en Bogotá," Revista de Economía Institucional, Universidad Externado de Colombia - Facultad de Economía, vol. 13(25), pages 137-162, July-Dece.
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