The politics of educational success : a realist evaluation of early school leaving policies in Catalonia (Spain)
Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia)
Parcerisa, Lluís (Universitat Autònoma de Barcelona. Departament de Sociologia)
Curran, Marta (Universitat Autònoma de Barcelona. Departament de Sociologia)
Montes Ruiz, Alejandro (Universitat Autònoma de Barcelona. Departament de Sociologia)

Fecha:	2018
Resumen:	The objective of the article is to examine what is 'taken for granted' in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió acceptada per publicar
Materia:	Comparative and international education ; Educational policy ; Inequality/social exclusion in education ; Qualitative research methods ; Social class ; SDG 4 - Quality Education ; SDG 10 - Reduced Inequalities
Publicado en:	Critical Studies in Education, Vol. 59 (2018) , p. 364-381, ISSN 1750-8495

DOI: 10.1080/17508487.2016.1197842

Postprint 24 p, 416.6 KB

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