Examinando por Autor "Fardella, Carla"
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Ítem Devices for welcoming foreign students as formative intervention platforms(Estudios Pedagogicos, 2019) Valdés Morales, René; Jiménez Vargas, Felipe; Hernández-Yáñez, María-Teresa; Fardella, CarlaThe absence of a government model of reception for the migrant school population has forced schools to redesign their educational practices, assuming in a self-taught and creative way work around cultural diversity. Therefore, we set out to understand how schools have responded to the arrival of foreign students and what educational practices they have deployed in this regard. Through an ethnographic work of 2 years in 4 public schools with educational projects with intercultural stamp and high enrollment of foreign students, it is revealed the existence of 10 reception devices that have allowed schools to manage the educational inclusion of foreign students. We analyze these devices in terms of the dimensions involved, degrees of sophistication and the contradictions that they generate within schools, and we discuss their scope and contributions based on an experience of formative intervention.Ítem Digital Education Platforms and Schooling: New Challenges and Alternatives for Educational Equity and Children’s Rights(Arizona State University, 2023) Rivera-Vargas, Pablo; Parcerisa, Lluís; Fardella, CarlaThis article introduces the special issue, which explores and analyses the impact of the development, distribution, and use of digital platforms in educational contexts. Organised in three sections for a comprehensive understanding, the first part outlines the concerns that motivated the guest editors, presenting the conceptual and social framework, historical and current, and focusing on the debate about equity and digital inclusion in education, in a context dominated by large technological corporations. The second section details the eight articles, distributed along two axes: theoretical review and empirical. Finally, the third part synthesises considerations derived from the materials presented, with contributions from diverse geographies and traditions. This collection highlights the tension between digital innovation and social inclusion in education, underlining the need for initiatives that favour the use of digital platforms focused on data governance by educational communities, the protection of users’ privacy and diversity of access to information, and alternatives towards education equity and children’s rights. © 2023, Arizona State University. All rights reserved.Ítem Educación inclusiva y nueva gestión pública en las políticas de liderazgo escolar en Chile(Perfiles Educativos, Volume 45, Issue 179, Pages 113 - 1282023, 2023) Valdés, René; Campos, Fabián; Fardella, CarlaThis article reports on the results of a study analyzing educational politics that question and regulate the work of managerial teams. This is done through an inclusive approach and according to the principle set forth by the new public management (known in Spanish as NGP) in Chile. We performed a documentary review and a thematic analysis of 24 official texts published between 1980 and 2020. Our results show that four versions of inclusive education coexist within leadership politics. They question the work of management teams as support programs, as school environments, as professional knowledge and as legal matters. These forms of questioning also coexist with other forms belonging to NGP, such as the advancement of a management style based on indicators, results and competency. Final arguments present a comparison of rationals affecting the possibility of leadership within inclusive schools. © 2023,Perfiles Educativos. All Rights ReservedÍtem Gender Heterophilia and Homophilia in Science Chilean Production(Universidad Austral de Chile, 2022-12-19) Espinosa C., Juan Felipe; Hernandez A., Javier; Fardella, Carla; Muñoz, Esteban; Berguer, Juan JoséThe problem of insertion and/or consolidation of women in science has been much studied, with a focus on the percentage of women’s insertion in scientific work. However, the problem of women’s symbolic experience in science has received less empirical treatment. Using an instrument that seeks to understand whether there are patterns of homophilia, that is, to reveal whether people working in science have a tendency to mention others as their referents only if they meet some similar condition to theirs, our results show a clear tendency in scientists to evaluate the influence of others in homophilic fashion. We argue that this intervening factor may be playing a key role in the reproduction of the inequalities and asymmetries constitutive of the Chilean scientific field. © 2022, Universidad Austral de Chile. All rights reserved.Ítem Iniciativas transformadoras en escuelas vulnerables: notas para la nueva gestión pública(Research Center of Universidad Pedagogica Nacional, 2023) Fardella, Carla; Baleriola, Enrique; Valdés, René; Jiménez, FelipeEl sistema educativo chileno destaca por la instalación temprana del sistema de Nueva Gestión Pública (NGP), el cual enfatiza en la rendición de cuentas por parte de las escuelas y en el rendimiento académico de los estudiantes, apoyándose en estrictos regímenes de evaluación y monitoreo. Este modelo desincentiva la autonomía de las escuelas e infravalora los desafíos de la educación como la equidad social y la atención a las comunidades vulnerables. El objetivo de este artículo de investigación es explorar, de manera específica y contextualizada, iniciativas transformadoras de escuelas vulnerables en el contexto de la nueva gestión pública (NGP) en Chile. Los resultados obtenidos en 8 etnografías educativas muestran que, a pesar del escaso margen de autonomía permitido por las políticas públicas, las escuelas investigadas desarrollan iniciativas autónomas para abordar las demandas de su comunidad. De acuerdo al análisis de los datos, estas iniciativas se orientan por tres lógicas: reconocimiento de los actores escolares, redistribución del poder y reciprocidad entre sus miembros, logrando transformar de múltiples modos los límites organizativos que les establece la NGP. Finalmente, en las discusiones mostramos cómo las demandas y las necesidades propias de una comunidad movilizan y empoderan a los actores educativos a desarrollar iniciativas transformadoras.Ítem Leading a School with an Intercultural Orientation: Discourses, Tensions and Paradoxes(Pontificia Universidad Javeriana, 2022) Valdés, René; Fardella, CarlaThe institution of a management team for the inclusion of foreign students is important in a system where the new public management approach (NPM) predominates. The aim of this study was to analyze inter-culturality policies in terms of the demands and challenges which the management teams face in the context of the new public management. To do that, we analyzed the discourse through the interpretative repertories of 30 official documents. The results highlight the very demanding role of a management team, which has little influence on pedagogical and cultural processes, and is stressed by the principles of the NPM. © 2022 Pontificia Universidad Javeriana. All rights reserved.Ítem Opening the golden cage. The managerial university and its subjects(Ariadna Ediciones, 2021) Fardella, CarlaDuring the last decades, the manageralization of universities has transformed the academic space, naturalizing a culture of efficiency, competence and excellence. This phenomenon has required modulating the processes of subjection of academics and, with it, their work identities. In this work we present the results of a discursive analysis of 40 interviews with academics, focused on the subjective aspects in which the neoliberal turn of the university is anchored: Merit, recognition and prestige. We also raised the need to open the gold cage, by critically reviewing these subjections and moving towards collaborative ways of doing academy.Ítem Precariousness and insecurity in school systems and actors(FahrenHouse, 2022) Rivera-Vargas, Pablo; Fardella, Carla; Alonso-Cano, CristinaThis article presents the main contributions of the monograph “Precariousness and insecurity in school systems and actors” of the journal Foro de la Educación. The presentation is divided into three blocks. Firstly, it sets out the contemporary global historical and educational context in which the work is set, a context marked by the generation of precariousness and social insecurity in the face of the influence and pressure of capitalism on education systems. Secondly, the nine articles that make up the monograph are presented. Finally, we point out some considerations that we draw from the reading of the theoretical and empirical material presented, composed of highly relevant voices from different geographies and traditions. © 2022 FahrenHouse. All rights reserved.Ítem Shaping scientific work in universities in Chile: exploring the role of research management instruments(Routledge, 2023) Marchant-Cavieres, David; Fardella, Carla; Valenzuela, Fernando A.; Espinosa-Cristia, Juan Felipe; Varas, Paulina E.; Broitman, ClaudioResearch management instruments (RMIs) are organizational mechanisms that shape scientific work and influence the trajectory of scientific fields within universities. This qualitative study examines 80 RMIs implemented by eight research-oriented universities in Chile between 1998 and 2021. The findings reveal that these institutions employ policies prioritizing competition as the primary means of accessing funding and opportunities, contributing to the concentration of resources among established researchers participating in international circuits. Consequently, RMIs establish hierarchies within the research community based on individual merit, disregarding the material conditions that may hinder productivity for certain actors. Furthermore, these instruments discourage participation in national and regional scientific communication networks. By highlighting the impact of RMIs, this research enhances our understanding of the organizational mechanisms that shape scientific work in Chilean universities, offering insights into the challenges and opportunities researchers face in the country’s higher education system. Future studies should explore alternative participation circuits within Chilean universities and compare experiences across Latin American regions to understand how local institutions align with global evaluation criteria. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Ítem The professional ideal of a management team in school inclusion policies in Chile(Fundacao Cesgranrio, 2024) Valdés, René; Fardella, CarlaThe objective of this article is to report the results of a documentary study on the professional ideal of a management team prescribed by inclusion policies in the emblematic case of Chilean neoliberalism. For this, 19 official texts (2011-2021) were analyzed using the discourse analysis technique with the analytical tool of interpretive repertoires. The results highlight the figure of a management team that is highly demanded and responsible for the academic performance of the schools, with a focus on curricular coverage, the protocolization of inclusion, and the management of adult-centric school participation. The professional ideal that is built in inclusion policies poses implications, possibilities and limitations that deserve to be discussed in terms of leading inclusive schools. © (2024), (SciELO-Scientific Electronic Library Online). All Rights Reserved.Ítem The role of the leadership team on inclusion policies in Chile(Taylor and Francis Ltd., 2022) Valdés, René; Fardella, CarlaThis article reports the results of a documentary study on inclusion educational policies in order to get to know the demands that are assigned to leadership teams in the context of the New Public Management (NGP, for its name in Spanish) in Chile. Using a qualitative approach, 26 official texts were analyzed through the pragmatic discourse analysis technique. The results show that the main request to leadership teams is that they take responsibility for curricular coverage and the academic results through adult-centered collaborative work and the administration of resources, protocols, and management instruments. The implications of this study provide guidelines to rethink the analysis of educational policies. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.