Policy enactment and educational quasimarkets: Analysing school offer and demand dynamics in Chile

Antoni Verger; Xavier Bonal; Adrián Zancajo

doi:https://doi.org/10.14507/epaa.24.2098

Policy enactment and educational quasimarkets: Analysing school offer and demand dynamics in Chile

Antoni Verger, Xavier Bonal, Adrián Zancajo

Department of Sociology

Research output: Contribution to journal › Article › Research › peer-review

18 Citations (Scopus)

Abstract

© 2016, Arizona State University. All rights reserved. This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dyanmics in Chile-the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the ‘enactment’ of education policy.

Original language	English
Article number	27
Journal	Education Policy Analysis Archives
Volume	24
DOIs	https://doi.org/10.14507/epaa.24.2098
Publication status	Published - 29 Feb 2016

Keywords

Chile
Education quasimarkets
Policy enactment
Public choice theory
Recontextualization
School choice
School competition
Stephen ball

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https://doi.org/10.14507/epaa.24.2098

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AB - © 2016, Arizona State University. All rights reserved. This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dyanmics in Chile-the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the ‘enactment’ of education policy.

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