{"id":517,"date":"2021-05-02T12:27:53","date_gmt":"2021-05-02T15:27:53","guid":{"rendered":"https:\/\/veronicagottau.com\/en\/?page_id=517"},"modified":"2021-05-04T20:21:48","modified_gmt":"2021-05-04T23:21:48","slug":"research","status":"publish","type":"page","link":"https:\/\/veronicagottau.com\/en\/research\/","title":{"rendered":"RESEARCH"},"content":{"rendered":"<div id='av_section_1'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-0  el_before_av_submenu  avia-builder-el-first   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #004aad;background-image: linear-gradient(to bottom right,#004aad,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-1  avia-builder-el-no-sibling  \" style='border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;font-size:59px;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote modern-quote modern-centered  avia-builder-el-2  avia-builder-el-no-sibling  av-inherit-size '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >Research<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div class='clear'><\/div><div id='sub_menu1'  class='av-submenu-container alternate_color  avia-builder-el-3  el_after_av_section  el_before_av_one_full  av-sticky-submenu  submenu-not-first container_wrap fullsize' style='  z-index:301' ><div class='container av-menu-mobile-disabled '><ul id=\"menu-research\" class=\"av-subnav-menu av-submenu-pos-center\"><li id=\"menu-item-357\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-1\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#schoolchoice\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">SCHOOL CHOICE<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-358\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-2\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#privatization\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">PRIVATIZATION OF EDUCATION<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-359\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-3\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#logics\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">SCHOOLS\u2019 LOGICS OF ACTION<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-360\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-4\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#educationalpolicy\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">EDUCATIONAL POLICY<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-361\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-5\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#conferencies\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">CONFERENCIES AND ANNUAL MEETINGS<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<li id=\"menu-item-362\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-top-level menu-item-top-level-6\"><a href=\"https:\/\/veronicagottau.com\/en\/research\/#media\" itemprop=\"url\"><span class=\"avia-bullet\"><\/span><span class=\"avia-menu-text\">IN THE MEDIA<\/span><span class=\"avia-menu-fx\"><span class=\"avia-arrow-wrap\"><span class=\"avia-arrow\"><\/span><\/span><\/span><\/a><\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div><div id='after_submenu'  class='main_color av_default_container_wrap container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-4  el_after_av_submenu  el_before_av_section  avia-builder-el-no-sibling  \" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:20px; '  itemprop=\"text\" ><h3><span style=\"color: #e52c7f;\"><strong>ONGOING<\/strong><\/span><\/h3>\n<h1><span style=\"color: #004aad;\">AMIA-SCHOOLS (2020)<\/span><\/h1>\n<p><strong>Research Project:<\/strong> A study of the Jewish Schools supply &#038; demand process in Argentina.<br \/>\nAffiliation: Center for the Evaluation of Evidence-Based Policies Universidad Torcuato Di Tella.<br \/>\nResearchers: Mariano Narodowski, Tamara Vinacur and Ver\u00f3nica Gottau.<\/p>\n<\/div><\/section><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='schoolchoice'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-6  el_after_av_one_full  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-7  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-8  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >School Choice<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_3'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-9  el_after_av_section  el_before_av_section   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-10  el_before_av_one_half  avia-builder-el-first  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-11  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Private School Choice and post-Materialism: What values are at stake?<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-12  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-13  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-375 avia-img-lazy-loading-not-375 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Cover-book-Annual-review-of-comparative-and-international-education-2019.jpg\" alt='Tapa de Libro: Annual review of comparative and international education 2019' title='Cover book Annual review of comparative and international education 2019' height=\"521\" width=\"346\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Cover-book-Annual-review-of-comparative-and-international-education-2019.jpg 346w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Cover-book-Annual-review-of-comparative-and-international-education-2019-199x300.jpg 199w\" sizes=\"(max-width: 346px) 100vw, 346px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-14  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>School choice is a global phenomenon with significant variations in terms of conception, design, and viability. In the city of Buenos Aires, State funding to the private sector of education allows for free choice. The purpose of this study is to analyze the values that are at stake in the family process of school choice. I draw on the theory of cultural evolution (Inglehart, 2018) to analyze the interviews. I interviewed 30 parents who live in the city of Buenos Aires and had to choose school for their children. It was possible to infer four categories that condense the materialistic and post-materialistic values: preeminence of materialistic values relative to security and protection; preeminence of materialistic values relative to academic achievement; preeminence of post-materialistic values relative to socialization and preeminence of post-materialistic values relative to political concern.<\/em><\/p>\n<hr \/>\n<p><a href=\"https:\/\/www.emerald.com\/insight\/search?q=Ver%C3%B3nica%20Gottau\">Gottau, V.<\/a>\u00a0(2020), &#8220;Private School Choice and Post-Materialism: What Values are at Stake?&#8221;,\u00a0<a href=\"https:\/\/www.emerald.com\/insight\/search?q=Alexander%20W.%20Wiseman\">Wiseman, A.W.<\/a>\u00a0(Ed.)\u00a0<em>Annual Review of Comparative and International Education 2019<\/em>\u00a0(International Perspectives on Education and Society, Vol. 39), Emerald Publishing Limited, pp. 305-319.\u00a0<a href=\"https:\/\/doi.org\/10.1108\/S1479-367920200000039024\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1108\/S1479-367920200000039024<\/a><\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-16  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-17  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-18  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Identidad estatalista y elecci\u00f3n de escuela.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-19  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-20  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-380 avia-img-lazy-loading-not-380 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Perfiles.jpg\" alt='Libro: Clases medias y escuela p\u00fablica. La Elecci\u00f3n Escolar como Resistencia. Pefiles educativos' title='Clases medias y escuela p\u00fablica. La Elecci\u00f3n Escolar como Resistencia. Pefiles educativos.' height=\"246\" width=\"171\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-21  el_after_av_one_half  avia-builder-el-last  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>In the last thirty years, Argentina has seen a surge in enrolment at private schools; however, many middle-class families with the resources to pay for private education are resisting the majority trend and are remaining at state-run schools. This is a descriptive-correlational study based on information gathered from 30 semi-structured, open interviews with 21 mothers and 9 fathers from middle- and upper-class families with children of school age who, unlike the majority of those of the same social status, are choose<strong>[1]<\/strong>ing state schools for their children. The study also attempts to understand the choice of state school and the account that is constructed as part of an identity-building process.<\/em><\/p>\n<hr \/>\n<p>Narodowski, M. &#038; Gottau, V. (2017). Clases medias y escuela p\u00fablica. La Elecci\u00f3n Escolar como Resistencia.\u00a0<em>Perfiles educativos,\u00a0<\/em>39 (157), 34-51. DOI <a href=\"https:\/\/doi.org\/10.22201\/iisue.24486167e.2017.157\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.22201\/iisue.24486167e.2017.157<\/a><\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 -->\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='privatization'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-23  el_after_av_section  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-24  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-25  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >Privatization of Education<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_5'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-26  el_after_av_section  el_before_av_section   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-27  el_before_av_one_half  avia-builder-el-first  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-28  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >The growth of private education in Argentina: eight paradigmatic explanations.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-29  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-30  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-383 avia-img-lazy-loading-not-383 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Cadernos-de-Pesquisa.png\" alt='El crecimiento de la educaci\u00f3n privada en Argentina: ocho explicaciones paradigm\u00e1ticas. Cadernos de Pesquisa' title='El crecimiento de la educaci\u00f3n privada en Argentina: ocho explicaciones paradigm\u00e1ticas. Cadernos de Pesquisa' height=\"125\" width=\"300\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-31  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p>This article provides a review of the academic production that has aimed to analyse the causes of the process of privatization of education in Argentina. It presents eight paradigmatic explanations that summarize the different interpretations and theoretical constructions that have emerged in the last twenty years regarding privatization and identifies their achievements as well as empirical and hermeneutical limitations. The last section offers a structural explanation that draws on some of the elements present in other explanations while re-signifying micro-political processes that, due to their undeniable inter-temporal consistency, demonstrate the existence of a State policy of privatization.<\/p>\n<hr \/>\n<p>Narodowski, M.; Moschetti, M. &#038; Gottau, V. (2017).\u00a0 El crecimiento de la educaci\u00f3n privada en Argentina: ocho explicaciones paradigm\u00e1ticas.\u00a0<em>Cadernos de Pesquisa, 164 (47) ,<\/em>414-441<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-33  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-34  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-35  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >The Multiple dimensions of the processes of education privatization.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-36  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-37  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-384 avia-img-lazy-loading-not-384 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/HSE-Historia-Social-de-la-educacion.jpg\" alt='Between Open and Internal Privatization: the Argentine Educational System from 1940 through 2010. Social and Education History' title='Between Open and Internal Privatization: the Argentine Educational System from 1940 through 2010. Social and Education History' height=\"102\" width=\"495\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/HSE-Historia-Social-de-la-educacion.jpg 495w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/HSE-Historia-Social-de-la-educacion-300x62.jpg 300w\" sizes=\"(max-width: 495px) 100vw, 495px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-38  el_after_av_one_half  avia-builder-el-last  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>The educational system of Argentina has undergone a process of decentralization along with a steady growth in private schools\u2019 enrolment. This complex process is usually subsumed under the general concept of \u2018privatization\u2019. We have considered it necessary to provide a deeper understanding of the multiple dimensions this process of privatization encompasses. In this article we intend to analyse and reflect upon the transformations of the Argentine educational system and to understand the specific levels and aspects where privatization has taken place. We note that the public and the private sectors seem to have experienced divergent trajectories with compromising effects in terms of equity and social cohesion. We argue that the uneasy coexistence of a deregulated independent private sector and a hyper<strong>[1]<\/strong>regulated public sector is the result of a partial and inadequate implementation of a public-private partnership scheme.<\/em><\/p>\n<p><em>.<\/em><\/p>\n<hr \/>\n<p>Gottau, V. &#038; Moschetti, M.C. (2016). Between Open and Internal Privatization: The Argentine Educational System from 1940 through 2010.\u00a0<em>Social and Education History 5<\/em>(2), 112-132. doi:10.17583\/hse.2016.2010<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 -->\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='logics'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-40  el_after_av_section  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-41  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-42  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >Schools\u2019 logics of action<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_7'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-43  el_after_av_section  el_before_av_section   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-44  el_before_av_one_half  avia-builder-el-first  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-45  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >What schools do to determine the profile of the enrolment they try to capture.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-46  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-47  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-389 avia-img-lazy-loading-not-389 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/PAPERS-.jpg\" alt='En busca del nicho apropiado. L\u00f3gicas de acci\u00f3n de las escuelas y el surgimiento de un escenario institucional diversificado. Papers : revista de sociolog\u00eda' title='En busca del nicho apropiado. L\u00f3gicas de acci\u00f3n de las escuelas y el surgimiento de un escenario institucional diversificado. Papers : revista de sociolog\u00eda' height=\"162\" width=\"529\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/PAPERS-.jpg 529w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/PAPERS--300x92.jpg 300w\" sizes=\"(max-width: 529px) 100vw, 529px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-48  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>This work relies on the hypothesis that primary and secondary schools develop strategies to determine the social position of the school in the local area and the profile of the enrolment they try and to capture. We draw in the conceptual framework proposed by Ball &#038; Maroy (2009) and Van Zanten (2009) to analyse the logics of action implemented by 14 non-subsidized schools located in the borough \u2018Comuna 13\u2019 in the City of Buenos Aires. The results show that there are four mainstream though not exclusive logics of action: (a) Customized logics of actions: school a la carte; (b) Assembly logics: in the long run schools; (c) Avant-garde logics: cutting edge schools and (d) Worldwide Logics: schools that go global. We conclude that schools are not passive receivers of students or parents\u2019 school choice. They develop strategies and implement different logics of action to position themselves in the local area and determine school enrolment, or more specifically, they profile of the families they aim at. This work sheds some light on the processes of diversification of schools with similar characteristics located in the same neighbourhood.<\/em><\/p>\n<hr \/>\n<p>Gottau, V., &#038; Mayer, L. (2021). En busca del nicho apropiado. L\u00f3gicas de acci\u00f3n de las escuelas y el surgimiento de un escenario institucional diversificado. Papers. Revista de Sociolog\u00eda, 1(1), 1-23.<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-50  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-51  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-52  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >European legacy in Argentine<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-53  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-54  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-390 avia-img-lazy-loading-not-390 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Springer.jpg\" alt='Convergences and divergences in career paths. Recruiting foreign teachers in Binational Schools in Buenos Aires. En Mary Gutman, Wurud Jausy, Michael Beck and Zvi Bekerman (Eds) (2021)&quot;To be a Minority Teacher in a Foreign Culture&quot; Springer' title='Convergences and divergences in career paths. Recruiting foreign teachers in Binational Schools in Buenos Aires. En Mary Gutman, Wurud Jausy, Michael Beck and Zvi Bekerman (Eds) (2021)&quot;To be a Minority Teacher in a Foreign Culture&quot; Springer' height=\"136\" width=\"369\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Springer.jpg 369w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Springer-300x111.jpg 300w\" sizes=\"(max-width: 369px) 100vw, 369px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-55  el_after_av_one_half  avia-builder-el-last  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>This article seeks to analyse the reasons why binational schools house foreign native speakers\u2019 teachers as part of their staff, on the one hand, and on the other, the reasons that make foreign residents in Argentina, work in schools of their own country of origin. We developed a multiple case design to predict similarities or contrasts based on arguments that explain these differences (Yin, 2003) and conducted 15 in-depth interviews with educational agents -teachers and authorities \u2013 from binational schools, between 2017 and 2020.\u00a0The findings show that all\u00a0foreign agents play a role not only to be understood in terms of the possibility of bringing two cultures closer together, but also to the ways in which agents integrate their professional practices in schools, thus, incorporating exogenous elements to local traditions. However, regarding the \u201ccareer\u201d teachers, by creating a sense of belonging to an endogroup, some foreign teachers have the power to set the values and identities that crate meaning within the school. This \u2018minority though elite\u2019 group of teachers finds a fertile soil in binational schools. One of the main reasons for this is the school ethos, closely in line with cultural diplomacy, and the working conditions that each institution stipulates. Another reason is that this geo-repositioning of teachers\u2019 hierarchy marks some limits to the growth or at least the imagery of growth of the local ones and leaves a disputed but open space for the foreign teaches to land.<\/em><\/p>\n<p><em>We conclude that binational schools tend to legitimate their added value through the hiring of foreign teachers, and foreign teachers find solid ground for a successful career path, granted by their place of birth, and then by the credentials derived from educational paths, that as we show on the article, held several advantages for the development of specific institutional and educational projects.<\/em><\/p>\n<hr \/>\n<p>Mayer &#038; Gottau (en prensa). Convergences and divergences in career paths. Recruiting foreign teachers in Binational Schools in Buenos Aires. En Mary Gutman, Wurud Jausy, Michael Beck and Zvi Bekerman (Eds) (2021)&#8221;To be a Minority Teacher in a Foreign Culture&#8221; Springer<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 -->\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='educationalpolicy'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-57  el_after_av_section  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-58  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-59  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >Educational Policy<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_9'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-60  el_after_av_section  el_before_av_section   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-61  el_before_av_one_half  avia-builder-el-first  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-62  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Immigration and Education: Schools as contested spaces<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-63  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-64  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-393 avia-img-lazy-loading-not-393 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Schools-as-Contested-Spaces.jpg\" alt='Beech, J. &amp; Gottau, V. (2018). Schools as Contested Spaces: Migration and Education in the City of Buenos Aires. In R\u00e4ume f\u00fcr Bildung. Beitr\u00e4ge zum 25. Kongress der Deutschen Gesellschaft f\u00fcr Erziehungswissenschaft, 323 \u2013 333.' title='Beech, J. &amp; Gottau, V. (2018). Schools as Contested Spaces: Migration and Education in the City of Buenos Aires. In R\u00e4ume f\u00fcr Bildung. Beitr\u00e4ge zum 25. Kongress der Deutschen Gesellschaft f\u00fcr Erziehungswissenschaft, 323 \u2013 333.' height=\"499\" width=\"354\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Schools-as-Contested-Spaces.jpg 354w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Schools-as-Contested-Spaces-213x300.jpg 213w\" sizes=\"(max-width: 354px) 100vw, 354px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-65  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>Immigration has been a fundamental trait in the construction of the Argentinian nation throughout its history. However, the profile of immigration has changed substantially since the late twentieth century. In this article we analyse the current situation of immigration in the city of Buenos Aires, and the political and pedagogical tensions that arise in schools from the presence of migrants from neighbouring countries and from Peru. The analysis is based on a review of secondary sources, demographic data, and a series of interviews with immigrant students, teachers and head teachers in three public schools in the city of Buenos Aires.Our argument is that schools in the city of Buenos Aires with a large number of foreign students have become contested spaces in which different political and pedagogic discourses and approaches to address the education of migrants co-exist and compete. Instead of trying to identify certain dominant trends and approaches, we address the complexity, messiness, contradictions and overlapping of competing narratives, imaginaries and political and pedagogical strategies that enter schools through different sources of power and influence. So, even though certain ethnic tensions in schools can be traced back to colonial times, colonial classifications and assimilationist approaches coexist and are sometimes combined with current narratives of respect for diversity and more progressive pedagogies.The article starts with a panorama of migration, ethnicity and education throughout Argentinian history. We then discuss recent changes in demographics and the ways in which new migration trends are having an impact on the educational system of the city of Buenos Aires<\/em><em>.<\/em><\/p>\n<hr \/>\n<p>Beech, J. &#038; Gottau, V. (2018). Schools as Contested Spaces: Migration and Education in the City of Buenos Aires. In R\u00e4ume f\u00fcr Bildung. Beitr\u00e4ge zum 25. Kongress der Deutschen Gesellschaft f\u00fcr Erziehungswissenschaft, 323 \u2013 333.<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-67  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-68  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-69  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >Quasi-State monopoly: a theoretical approach to understand public-private provision of education.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-70  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-71  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-400 avia-img-lazy-loading-not-400 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Policy-Futures-in-Education.jpg\" alt='Narodowski, M.; Gottau, V. &amp; Moschetti, M. (2016). Quasi-State monopoly of the education system and socioeconomic segregation in Argentina. Policy Futures in Education, 14(6), 1-14.' title='Narodowski, M.; Gottau, V. &amp; Moschetti, M. (2016). Quasi-State monopoly of the education system and socioeconomic segregation in Argentina. Policy Futures in Education, 14(6), 1-14.' height=\"162\" width=\"311\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Policy-Futures-in-Education.jpg 311w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Policy-Futures-in-Education-300x156.jpg 300w\" sizes=\"(max-width: 311px) 100vw, 311px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-72  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>This paper analyses the provision of education in Argentina in systemic terms. Using the concept of quasi-monopoly and the notions of exit, voice and loyalty, we study the logic of organization and distribution of students within the educational system. We support the idea that the provision of private and public education makes a coherent whole, where the State plays an active role. We then evaluate the implications of this configuration on the Argentine system in terms of: (a) freedom of choice; (b) productive efficiency; (c) equity; and (d) social cohesion following Levin\u2019s framework. We describe how the Argentine quasi-State monopoly system works as an important device of scarcity administration, increasing socio-economic segregation through its tendency to push the middle and upper-middle classes into private schooling while granting public schooling for the lowest income sectors. Finally, this article lays the foundation for the use of the quasi-State monopoly notion for the study of other educational systems<\/em>.<\/p>\n<hr \/>\n<p>Narodowski, M.; Gottau, V. &#038; Moschetti, M. (2016).\u00a0Quasi-State monopoly of the education system and socioeconomic segregation in Argentina. <em>Policy Futures in Education<\/em>, 14(6), 1-14. <a href=\"https:\/\/doi.org\/10.1177%2F1478210316645016\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1177\/1478210316645016<\/a><\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-74  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-75  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-76  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  >In the blink of an eye: the experiment of Charter Schools in Argentina.<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-77  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-78  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-399 avia-img-lazy-loading-not-399 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Educacao-e-Sociedade.jpg\" alt='Moschetti, M. &amp; Gottau, V. (2016). De las Rocallosas a los Andes: el experimento de escuelas charter en el contexto pol\u00edtico argentino. Educa\u00e7\u00e3o e Sociedade, 37(134),55-72' title='Moschetti, M. &amp; Gottau, V. (2016). De las Rocallosas a los Andes: el experimento de escuelas charter en el contexto pol\u00edtico argentino. Educa\u00e7\u00e3o e Sociedade, 37(134),55-72' height=\"64\" width=\"200\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-79  el_after_av_one_half  el_before_av_hr  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p>In 1999, the Province of San Luis (Argentina) approved the creation of the so-called <em>Escuelas Experimentales Autogestionadas<\/em> inspired by the US charter schools but with important differences. This article explores the circumstances under which the project was dismantled and abandoned prematurely. The study included a thorough document analysis and interviews with leaders of the project, ex-officials of the Ministry of Education and members of the associations that ran these schools. We found deep incompatibilities between the guiding principles of the project \u2013i.e. democratization, cooperativeness, autonomy and plurality\u2013, the practices of the provincial rentier political system, and the structures and traditional logics of power bureaucratically organized at the national level.<\/p>\n<hr \/>\n<p>Moschetti, M. &#038; Gottau, V. (2016).\u00a0De las Rocallosas a los Andes: el experimento de escuelas\u00a0charter\u00a0en el contexto pol\u00edtico argentino.\u00a0<em>Educa\u00e7\u00e3o e Sociedade<\/em>, 37(134),55-72.<\/p>\n<p><a href=\"https:\/\/doi.org\/10.1590\/ES0101-73302016156075\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1590\/ES0101-73302016156075<\/a>.<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div   class='hr hr-default   avia-builder-el-81  el_after_av_one_half  el_before_av_one_full '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-82  el_after_av_hr  el_before_av_one_half  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#004aad;' class='av-special-heading av-special-heading-h3 custom-color-heading   avia-builder-el-83  avia-builder-el-no-sibling  '><h3 class='av-special-heading-tag '  itemprop=\"headline\"  > Between childhood and old age and the vanishing adult<\/h3><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#004aad'><\/div><\/div><\/div><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-84  el_after_av_one_full  el_before_av_one_half  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-85  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-398 avia-img-lazy-loading-not-398 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Connecting-Childhood-and-Old-Age-An-Intermedial-Study.jpg\" alt='Narodowski, M., &amp; Gottau, V. (2018). Grandparents and Grandchildren in The Simpsons. Intergenerational Rupture and Prefigurative Culture. En Joosen, Vanessa (ed). Connecting Childhood and Old Age: An Intermedial Study, 168-184. Jackson, MS: UP of Mississippi' title='Narodowski, M., &amp; Gottau, V. (2018). Grandparents and Grandchildren in The Simpsons. Intergenerational Rupture and Prefigurative Culture. En Joosen, Vanessa (ed). Connecting Childhood and Old Age: An Intermedial Study, 168-184. Jackson, MS: UP of Mississippi' height=\"499\" width=\"314\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Connecting-Childhood-and-Old-Age-An-Intermedial-Study.jpg 314w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Connecting-Childhood-and-Old-Age-An-Intermedial-Study-189x300.jpg 189w\" sizes=\"(max-width: 314px) 100vw, 314px\" \/><\/div><\/div><\/div><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-86  el_after_av_one_half  avia-builder-el-last  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><h3>ABSTRACT<\/h3>\n<p><em>The Simpsons provides a unique case study to explore the connection between childhood and old age in American popular culture. In this chapter, we interpret the intergenerational relationships in The Simpsons, specifically those between grandchildren and grandparents, as an instance of &#8220;prefigurativeculture&#8221; a concept introduced by Margaret Mead in her classic work Culture and Commitment (1978), where she contrasts it with so-called &#8220;postfigurative culture,&#8221; where changes are gradual and slow and the oldest people, the elderly, are respected for the knowledge that has been gathered in their own,relatively long life and accumulated through various generations.<\/em><br \/>\n<em> Mead argues that , in prefigurative cultures, the monopoly of knowledge no longer lies in the hands of the elderly. Mead raises the expectation that in postfigurative cultures ,the elderly are loved and revered. The old people, as adults who represent accumulated knowledge, are consulted and obeyed. An asymmetry arises that is not necessarily based on domination but rather relies on collective certainty. The young no longer want to be young: it is in adulthood and old age where the most exalted values are to be found. The first years are a phase marked by the perception of lack. Childhood, adolescence and youth are defined by the absence of maturity, knowledge and experience, among 2others; absences that the mere passing of time will solve. The children simply have to wait (and prepare themselves) to become adults. .<\/em><br \/>\n<em> In postfigurative cultures, education is understood as intergenerational interchangein broad terms, not only schooling.Emile Durkheim defines education as &#8220;the influence exercised by adult generations on those thatare not yet ready for social life. Its object is to develop in the child a certain number of physical, intellectual and moral states which are demanded of him by both the political society as a whole and the special milieu for which he is specifically destined.&#8221;(237)As this definition makes clear, intergenerational transmission depends on the conservation of a tradition in which old people are active ambassadorsandthe youngare passive recipients until they grow old and assume the position which theirelders pass down. A problem arises when the asymmetric and lineal modelthat ischaracteristic of postfigurativecultures (including the theoretical educational models based on Durkheim\u00b4s definition) is applied to cultural models where violent and constant technological development, ecological changes and\/or migrationhave led to a decline of the adult-centered monopoly of knowledge.<\/em><\/p>\n<hr \/>\n<p>Narodowski, M., &#038; Gottau, V. (2018). Grandparents and Grandchildren in The Simpsons. Intergenerational Rupture and Prefigurative Culture. En Joosen, Vanessa (ed). C<em>onnecting Childhood and Old Age: An Intermedial Study<\/em>, 168-184. Jackson, MS: UP of Mississippi.<\/p>\n<\/div><\/section><\/div><\/div><!--close column table wrapper. Autoclose: 1 -->\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='conferencies'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-88  el_after_av_section  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-89  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-90  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >Conferencies and Annual Meetings<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_11'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-91  el_after_av_section  el_before_av_section   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-92  el_before_av_one_full  avia-builder-el-first  \" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-93  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-397 avia-img-lazy-loading-not-397 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2019.-San-Francisco.-School-Choice-and-Postmaterialism.-What-values-are-at-stake.png.jpg\" alt='CIES 2019. San Francisco. School Choice and Postmaterialism. What values are at stake?' title='CIES 2019. San Francisco. School Choice and  Postmaterialism. What values are at stake?' height=\"118\" width=\"428\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2019.-San-Francisco.-School-Choice-and-Postmaterialism.-What-values-are-at-stake.png.jpg 428w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2019.-San-Francisco.-School-Choice-and-Postmaterialism.-What-values-are-at-stake.png-300x83.jpg 300w\" sizes=\"(max-width: 428px) 100vw, 428px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-94  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIES 2019.<\/strong> San Francisco. School Choice and\u00a0 Postmaterialism. What values are at stake?<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-96  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-97  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-396 avia-img-lazy-loading-not-396 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2018.-Mexico-D.F.-School-Choice-and-School-Leadership-in-Latin-America.-Pannel-Chair.png\" alt='CIES 2018. Mexico D.F. \u201cSchool Choice and School Leadership in Latin America\u201d. Pannel Chair' title='CIES 2018. Mexico D.F. \u201cSchool Choice and School Leadership in Latin America\u201d. Pannel Chair' height=\"106\" width=\"473\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2018.-Mexico-D.F.-School-Choice-and-School-Leadership-in-Latin-America.-Pannel-Chair.png 473w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2018.-Mexico-D.F.-School-Choice-and-School-Leadership-in-Latin-America.-Pannel-Chair-300x67.png 300w\" sizes=\"(max-width: 473px) 100vw, 473px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-98  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIES 2018.<\/strong> Mexico D.F. \u201cSchool Choice and School Leadership in Latin America\u201d. Pannel Chair<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-100  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-101  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-407 avia-img-lazy-loading-not-407 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Cies-2017.jpg\" alt='CIES 2017. Atlanta, Georgia. \u201cThe growth of private education in: eight paradigmatic explanations&quot;, with Mariano Narodowski and Mauro Moschetti.' title='CIES 2017. Atlanta, Georgia. \u201cThe growth of private education in: eight paradigmatic explanations&quot;, with Mariano Narodowski and Mauro Moschetti.' height=\"180\" width=\"279\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-102  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIES 2017.<\/strong> Atlanta, Georgia. \u201cThe growth of private education in: eight paradigmatic explanations&#8221;, with Mariano Narodowski and Mauro Moschetti.<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-104  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-105  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-408 avia-img-lazy-loading-not-408 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Wera-2016.jpg\" alt='WERA 2016, Washington, D.C. \u201cGlobal Policies, Local Enactment: The Rise and Fall of Charter Schools in San Luis \u201c(Argentina), con Mauro Moschetti' title='WERA 2016, Washington, D.C.  \u201cGlobal Policies, Local Enactment: The Rise and Fall of Charter Schools in San Luis \u201c(Argentina), con Mauro Moschetti' height=\"141\" width=\"357\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Wera-2016.jpg 357w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/Wera-2016-300x118.jpg 300w\" sizes=\"(max-width: 357px) 100vw, 357px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-106  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>WERA 2016.<\/strong> Washington, D.C.\u00a0 \u201cGlobal Policies, Local Enactment: The Rise and Fall of Charter Schools in San Luis \u201c(Argentina), con Mauro Moschetti.<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-108  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-109  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-409 avia-img-lazy-loading-not-409 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIES-2015.jpg\" alt='CIES 2015. Washington D.C. \u201cEducation Privatization by Default and Socioeconomic Segregation in the City of Buenos Aires. Challenges for Equity and Social Cohesion&quot;, con Mart\u00edn Gonz\u00e1lez Rozada, Mariano Narodowski and Mauro Moschetti.' title='CIES 2015. Washington D.C. \u201cEducation Privatization by Default and Socioeconomic Segregation in the City of Buenos Aires. Challenges for Equity and Social Cohesion&quot;, con Mart\u00edn Gonz\u00e1lez Rozada, Mariano Narodowski and Mauro Moschetti.' height=\"180\" width=\"279\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-110  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIES 2015.<\/strong> Washington D.C. \u201cEducation Privatization by Default and Socioeconomic Segregation in the City of Buenos Aires. Challenges for Equity and Social Cohesion&#8221;, con Mart\u00edn Gonz\u00e1lez Rozada, Mariano Narodowski and Mauro Moschetti.<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-112  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-113  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-411 avia-img-lazy-loading-not-411 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE15.jpg\" alt='CIMIE 2015. Valencia, Espa\u00f1a. \u201cSegregaci\u00f3n socioecon\u00f3mica en el sistema educativo de Buenos Aires. Problemas de equidad y cohesi\u00f3n social\u201d, con Mariano Narodowski.' title='CIMIE 2015. Valencia, Espa\u00f1a. \u201cSegregaci\u00f3n socioecon\u00f3mica en el sistema educativo de Buenos Aires. Problemas de equidad y cohesi\u00f3n social\u201d, con   Mariano Narodowski.' height=\"84\" width=\"461\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE15.jpg 461w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE15-300x55.jpg 300w\" sizes=\"(max-width: 461px) 100vw, 461px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-114  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIMIE 2015.<\/strong> Valencia, Spain. \u00a0\u201cSocio-economic Segregation in the Argentine Education System: is social cohesion a xx-century old dream? with Mariano Narodowski.<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-116  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-117  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-410 avia-img-lazy-loading-not-410 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE-2014.jpg\" alt='CIMIE 2014. Segovia, Spain. \u201cLos que se quedan. Cuasimonopolio estatal del sistema educativo y elecci\u00f3n de escuela secundaria p\u00fablica en Buenos Aires\u201d con Mariano Narodowski' title='CIMIE 2014. Segovia, Spain. \u201cLos que se quedan. Cuasimonopolio estatal del sistema educativo y elecci\u00f3n de escuela secundaria p\u00fablica en Buenos Aires\u201d con Mariano Narodowski' height=\"108\" width=\"467\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE-2014.jpg 467w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/CIMIE-2014-300x69.jpg 300w\" sizes=\"(max-width: 467px) 100vw, 467px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-118  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIMIE 2014.<\/strong> Segovia, Spain. \u201cLos que se quedan. Cuasimonopolio estatal del sistema educativo y elecci\u00f3n de escuela secundaria p\u00fablica en Buenos Aires\u201d with Mariano Narodowski.<\/p>\n<\/div><\/section><\/div><div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_full  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-120  el_after_av_one_full  el_before_av_one_full  column-top-margin\" style='border-radius:0px; '><div  class='avia-image-container  av-styling-    avia-builder-el-121  avia-builder-el-no-sibling  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><img decoding=\"async\" class='wp-image-412 avia-img-lazy-loading-not-412 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/WERA-2013.png\" alt='WERA 2013. Guanajuato, Mexico \u201cQuasi-State Monopoly of the Education System and Socioeconomic Segregation in Argentina\u201d, con Mariano Narodowski and Mauro Moschetti.' title='WERA 2013. Guanajuato, Mexico \u201cQuasi-State Monopoly of the Education System and Socioeconomic Segregation in Argentina\u201d, con Mariano Narodowski and Mauro Moschetti.' height=\"200\" width=\"1000\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/WERA-2013.png 1000w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/WERA-2013-300x60.png 300w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/WERA-2013-768x154.png 768w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/WERA-2013-705x141.png 705w\" sizes=\"(max-width: 1000px) 100vw, 1000px\" \/><\/div><\/div><\/div><\/div><\/div><!--close column table wrapper. Autoclose: 1 --><div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-122  el_after_av_one_full  avia-builder-el-last  column-top-margin\" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\"><strong>CIMIE 2014.<\/strong> Segovia, Spain. \u201cPublic Schools: choosers and non-choosers\u201d with Mariano Narodowski.<\/p>\n<\/div><\/section><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='media'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-124  el_after_av_section  el_before_av_section   av-minimum-height av-minimum-height-25  container_wrap fullsize' style='background-color: #38b6ff;background-image: linear-gradient(#38b6ff,#4faadd); '   data-av_minimum_height_pc='25'><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div first  avia-builder-el-125  avia-builder-el-no-sibling  \" style='padding:20px; border-radius:0px; '><div  style='padding-bottom:10px; color:#ffffff;' class='av-special-heading av-special-heading-h2 custom-color-heading blockquote classic-quote classic-quote-left  avia-builder-el-126  avia-builder-el-no-sibling  '><h2 class='av-special-heading-tag '  itemprop=\"headline\"  >In the Media<\/h2><div class='special-heading-border'><div class='special-heading-inner-border' style='border-color:#ffffff'><\/div><\/div><\/div><\/div>\n\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av_section_13'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-127  el_after_av_section  avia-builder-el-last   container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-517'><div class='entry-content-wrapper clearfix'>\n<div class='flex_column_table av-equal-height-column-flextable -flextable' ><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding first  avia-builder-el-128  el_before_av_one_half  avia-builder-el-first  \" style='border-radius:0px; '><p><div  class='avia-image-container  av-styling-    avia-builder-el-129  el_before_av_hr  avia-builder-el-first  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><a href='https:\/\/www.infobae.com\/opinion\/2019\/05\/17\/eleccion-de-escuelas-entre-la-libertad-de-eleccion-y-la-cohesion-social\/' class='avia_image' target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" width=\"801\" height=\"451\" class='wp-image-461 avia-img-lazy-loading-not-461 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-1-1.jpg\" alt='Elecci\u00f3n de escuelas: entre la libertad de elecci\u00f3n y la cohesi\u00f3n social' title='Elecci\u00f3n de escuelas: entre la libertad de elecci\u00f3n y la cohesi\u00f3n social'  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-1-1.jpg 801w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-1-1-300x169.jpg 300w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-1-1-768x432.jpg 768w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-1-1-705x397.jpg 705w\" sizes=\"(max-width: 801px) 100vw, 801px\" \/><\/a><\/div><\/div><\/div><br \/>\n<div   class='hr hr-default   avia-builder-el-130  el_after_av_image  el_before_av_textblock '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div><br \/>\n<section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\">INFOBAE |\u00a0<a href=\"https:\/\/www.infobae.com\/opinion\/2019\/05\/17\/eleccion-de-escuelas-entre-la-libertad-de-eleccion-y-la-cohesion-social\/\" target=\"_blank\" rel=\"noopener\"><strong>Elecci\u00f3n de escuelas: entre la libertad de elecci\u00f3n y la cohesi\u00f3n social.<\/strong><\/a><\/p>\n<\/div><\/section><\/p><\/div><div class='av-flex-placeholder'><\/div><div class=\"flex_column av_one_half  flex_column_table_cell av-equal-height-column av-align-top av-zero-column-padding   avia-builder-el-132  el_after_av_one_half  avia-builder-el-last  \" style='border-radius:0px; '><p><div  class='avia-image-container  av-styling-    avia-builder-el-133  el_before_av_hr  avia-builder-el-first  avia-align-center '  itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\"  ><div class='avia-image-container-inner'><div class='avia-image-overlay-wrap'><a href='https:\/\/www.infobae.com\/opinion\/2020\/03\/03\/la-escuela-secundaria-como-herramienta-contra-la-pobreza\/' class='avia_image' target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" width=\"801\" height=\"451\" class='wp-image-462 avia-img-lazy-loading-not-462 avia_image' src=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-2-1.jpg\" alt='La escuela secundaria como herramienta contra a pobreza.' title='La escuela secundaria como herramienta contra a pobreza.'  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-2-1.jpg 801w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-2-1-300x169.jpg 300w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-2-1-768x432.jpg 768w, https:\/\/veronicagottau.com\/en\/wp-content\/uploads\/2021\/03\/MEDIOS-2-1-705x397.jpg 705w\" sizes=\"(max-width: 801px) 100vw, 801px\" \/><\/a><\/div><\/div><\/div><br \/>\n<div   class='hr hr-default   avia-builder-el-134  el_after_av_image  el_before_av_textblock '><span class='hr-inner ' ><span class='hr-inner-style'><\/span><\/span><\/div><br \/>\n<section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '  style='font-size:18px; '  itemprop=\"text\" ><p style=\"text-align: center;\">INFOBAE | <a href=\"https:\/\/www.infobae.com\/opinion\/2020\/03\/03\/la-escuela-secundaria-como-herramienta-contra-la-pobreza\/\" target=\"_blank\" rel=\"noopener\"><strong>La escuela secundaria como herramienta contra la pobreza.<\/strong><\/a><\/p>\n<\/div><\/section><\/p><\/div><\/div><!--close column table wrapper. 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