Educational Markets and Segregation: Global Trends and Singular Experiences From Belgium and Chile (Evaluating Education: Normative Systems and Institutional Practices)

This edited volume highlights the deep issues of the educational markets and school segregation from its origins to its effects. The book discusses both global trends as well as focalized examples. It’s based on a comprehensive review of existing literature and an in-depth analysis of two educational systems: The French-speaking community in Belgium and Chile. Both contexts are characterized by a high degree of segregation, a structural environment of free choice of schools and competition between public and private schools financed with public resources. This book provides an up-to-date synthesis of scientific knowledge on the issue of segregation and rigorous analyses of recent policies aimed at reducing segregation in educational systems. It highlights the complexity of a process of change, the importance of its legitimacy among the population and the need of identifying the ethical and social justice issues surrounding school segregation. By providing a solid theoretical and empirical synthesis, this book is a great resource to students, researchers and academics in education, as well as social scientists and policy-makers. Acknowledgements Contents Contributors Chapter 1: Introduction: Studying School Segregation Through the Lens of Educational (Quasi-)Markets 1.1 The Slow Emergence of School Segregation as a Public Concern 1.2 An Expanding Field of Study: Shared Assumptions and Unsolved Questions 1.3 (French-Speaking) Belgium and Chile: Two In-Depth Case Studies as a Lever for Reflection 1.4 Methodological Considerations 1.5 Structure of the Book References Part I: Foundations: Theoretical Grounds, Literature Reviews and Empirical Balance Chapter 2: What’s Wrong with Social Segregation Between Schools? Ethical Perspectives 2.1 Introduction 2.2 What Is School Segregation? The Conceptual Framework 2.3 An Ethical Approach to Social Segregation Between Schools 2.4 How School Segregation Is Produced and Dealt With 2.5 School Segregation: What Effects on Which Purposes? 2.5.1 School Segregation and Academic Performance 2.5.2 School Segregation and Relational Bases of Autonomy 2.5.3 School Segregation and Democratic Integration 2.6 What Policy Responses to School Segregation? 2.6.1 Redistributing School Places? 2.6.2 Redistributing Resources? 2.6.3 Recognition Policies? 2.7 Conclusion References Chapter 3: Understanding School Markets in Order to Transform Them? 3.1 Introduction 3.2 Sociology of Markets and Sociology of Education: Common Points and Differences 3.2.1 The Markets as Seen by Sociologists of Education and Sociologists of Markets 3.2.2 How Researchers and Sociologists Relate to the Market 3.2.3 Socializing, Equipping and Politicizing Market Analysis 3.3 Bringing Together Sociology of Markets and Sociology of Education to Understand School Markets 3.3.1 The Schooling System as a Market of Singularities 3.3.2 The Schooling System as an Arranged Market 3.3.3 The Difficult Regulation of Markets in the Face of Their Monopolistic Tendencies 3.4 Conclusion. Repoliticizing Markets to Address Inequality and Segregation References Chapter 4: School Segregation in Times of Globalization: Research and Policy Challenges 4.1 Introduction: School Segregation as a Relevant Field of Study 4.2 The Social Mechanisms of School Segregation: External and Internal Factors to the Educational Field 4.2.1 Residential Segregation 4.2.2 Institutional Differentiation and Tracking 4.2.3 Education Markets and the Marketization of Education 4.2.4 School Admission Policies and Resource Allocation 4.3 School Desegregation Policies: Mapping the Agenda 4.3.1 Policies in Traditional Contexts of School Segregation Curriculum Differentiation Within-School Tracking School Zoning and Admissions Procedures 4.3.2 Desegregation Policies in a Market-Oriented Context Privatization and School Autonomy School Choice Competition 4.4 Why Have School Desegregation Policies Been Given Low Priority? Political, Cultural and Institutional Limits to Desegregation References Chapter 5: Markets in Education and School Segregation: Paths of Problematization and Reform 5.1 Introduction 5.2 The Problematization of Educational Markets 5.2.1 The International Debate on Educational Markets and Inequalities 5.2.2 The Effects of the Educational Market on School Segregation: Paths of Problematization 5.3 The Regulation of the Educational Market: Options of Reform and National Experiences 5.3.1 School Funding 5.3.1.1 Compensatory Funding Policies 5.3.1.2 Regulation of Add-on Tuition Fees 5.3.2 School Choice 5.3.2.1 Controlled Choice Systems and Centralization of Admission Processes 5.3.2.2 Priority Access for Vulnerable Students 5.3.3 Entry of Private Providers 5.3.3.1 Authorization of New Providers Based on Educational Planning Criteria 5.4 Discussion and Conclusion References Chapter 6: Privatisation, School Markets and Socioeconomic Segregation: An International Overview 6.1 Introduction 6.2 Socioeconomic Segregation and School Markets 6.2.1 The Problem of Social Segregation in Schools 6.2.2 Privatisation and the Reconfiguration of Education Systems 6.2.3 The Role of Private Participation in the Social Segregation of Education Systems 6.2.4 The Role of Student Selection in Socioeconomic Segregation 6.2.5 The Role of Co-payment in Socioeconomic Segregation 6.3 International Comparisons of Socioeconomic Segregation of School Systems 6.4 Analysis, Data and Methods 6.4.1 Programme for International Student Assessment (PISA) 6.4.2 Segregation Index 6.5 Results 6.5.1 Analysis of Segregation Trends and Their Link to School Markets 6.5.2 Private Provision and Socioeconomic Segregation 6.5.3 Selectivity and Socioeconomic Segregation 6.5.4 Co-payment and Socioeconomic Segregation 6.6 Conclusions References Part II: Roots of Segregation and Attempts to Desegregate in Two Contexts Chapter 7: School Segregation in Belgium 7.1 Introduction 7.2 The Historical Roots of the Segmented School System: Two Foundational Social Cleavages 7.2.1 The Philosophical Cleavage 7.2.1.1 From the Historical Conflict Between Catholics and Liberals to the Vertical Segmentation of Society 7.2.1.2 The Institutional Consequences of this Cleavage for the Structure of Education 7.2.2 The Socio-economic Cleavage 7.2.2.1 The Legacy of a System of Separate Educational Orders 7.2.2.2 Ideological Struggles Around Universal Schooling and the Common Curriculum 7.2.2.3 Implementation of the “Rénové” Reform, Core Curriculum Reforms and New Dynamics of Differentiation 7.2.2.4 The Institutional Divisions Inherited from This Second Cleavage 7.3 The Origins and Sociological Characterization of the Belgian French-Speaking Educational Quasi-Market 7.4 School Segregation in the French Community of Belgium 7.4.1 The Slow Construction of School Segregation as a Public Problem 7.4.2 Quantitative Overview: Is School Segregation Intractable? 7.4.2.1 A Very High Segregation Rate 7.4.2.2 School Segregation as a Partial Reflection of Residential Segregation 7.4.2.3 Segregation Between Schools, But Also Within Schools 7.4.2.4 Social Segregation Independent of Academic Selection 7.4.2.5 Persistent School Segregation 7.5 New Governance in Education, the Quasi-Market and Segregation: Towards a New Institutional Configuration? 7.6 Conclusion References Chapter 8: School Desegregation Policies in Belgium 8.1 Introduction 8.2 The Legacy of History 8.3 From the Contract for Schools to the Registration Decrees: Towards a Moderately Regulated Quasi-Market 8.3.1 The First Decree, or “First Come, First Served” Approach 8.3.2 The “Social Mixity” Decree 8.3.3 The “Enrolment” Decree 8.4 The Quantitative Effects of these Decrees: How Is Segregation Evolving? 8.5 Sets of Arguments and Caused-Based Coalitions: Who Supports What? 8.6 Conclusion References Chapter 9: School Segregation in Chile 9.1 Introduction: Description of the Chilean School System and Its Historical Evolution 9.1.1 Description of the Chilean School System 9.1.2 Historical Evolution: The Absence of Social Cohesion as Core of Public Policy 9.2 Methodologies to Assess Segregation. How has School Segregation in Chile Been Researched? 9.3 Magnitude, Dynamic Evolution, Factors, and Relation with Public Policies 9.3.1 Magnitude Reported by the Chilean Literature 9.3.2 Factors of School Segregation and their Effects in Chile From the Perspective of Educational Demand School Selection by Families From the Perspective of Educational Supply Residential Segregation and Its Effects in the School System Student and Family Selection by Schools Segregation Between Schools: Vocational Tracking and Segregation Segregation Within Schools: Ability-Grouping Between Classrooms 9.3.3 Relation Between Public Policies Implemented in Education and Segregation Shared Financing Preferential School Subsidy Law (Ley SEP) The School Inclusion Law 9.4 Beyond Social Segregation in the Chilean School System: A Growing Research Agenda 9.4.1 Segregation per Academic Performance 9.4.2 Segregation in Private School Sector and in the Socioeconomic Elites 9.4.3 Segregation of the Migrant Population 9.4.4 Segregation in Higher Education 9.4.5 Segregation of Indigenous Peoples 9.4.6 Segregation of Students with Special Educational Needs 9.5 Conclusions References Chapter 10: School Desegregation Policies in Chile: Tension Between the Market and Non-selection Regulation 10.1 Introduction 10.2 The 15% Law: The First Initiative for Desegregation in the School System 10.3 Is the Preferential School Subsidy a School Desegregation Policy? 10.4 Student Movements: Key Actors in the Agenda of School Desegregation 10.5 The School Inclusion Law: A Desegregation Policy in an Educational Market Context 10.5.1 Enactment of the LIE: The Controversial Political Economy of School Desegregation 10.5.2 Implementation of the LIE: Progressive Advances in Ending for-Profit Schools, Shared Financing and Student Selection 10.5.3 Initial Effects of the LIE: From Tangible Impacts to Cultural Tensions Regarding Desegregation in the Context of Practice 10.6 Conclusion References Part III: Emerging Issues Chapter 11: The School Segregation of the Chilean Elites and Its Consequences in the Socialization of Class Subjectivities 11.1 Introduction 11.2 The (Self)segregation of the School Elite in Chile: History and Social Conditions 11.2.1 Structural Elements of the Chilean Educational System 11.2.2 Chilean Elites and Their Educational Preferences: Continuities and Ruptures Over Time 11.3 The Socialization of the Students of the Chilean School Elite 11.3.1 Culture of Moral Superiority 11.3.2 Paternalistic and Class-Based Vision of the Rest of Society 11.3.3 Self-Perception as Elite and Their Privileges 11.4 Conclusions References Chapter 12: Migrant Students in Chilean Schools 12.1 Introduction 12.2 Recent Migration in Chile and Its Impact on the School System 12.3 Migrant Families in the Chilean School System 12.4 Migrant Students and School Segregation: A Review of Literature Relevant to the Chilean Case 12.4.1 The Role of Market Mechanisms in Migrant Student Distribution 12.4.2 The Role of Migrant and National Family Choices in Migrant Student Distribution 12.4.3 The Role of Residential Segregation in Migrant Student Distribution 12.5 The Situation of Foreign Students in Chile Between 2006 and 2018 12.6 A Case Study on School Segregation of the Haitian Population in Chile 12.7 Conclusions and Perspectives Annexes References Chapter 13: Beyond Socio-economic Segregation Among Schools: Research on Ability-Grouping Within Schools in Chile 13.1 Introduction 13.2 Academic Grouping Within Schools 13.3 International Evidence 13.4 National Evidence 13.4.1 The Magnitude of Within-School Ability Grouping 13.4.2 Effects of Within-School Ability Grouping 13.5 Conclusions References Chapter 14: Does the Extreme Secondary School Segregation in Chile Extend to Its Higher Education? 14.1 Introduction 14.2 Socioeconomic Stratification and Segregation in Mass Higher Education 14.3 Higher Education in Chile 14.3.1 Privatisation, Universalisation and Stratification 14.3.2 Barriers to Entry and Policies for Equity in Higher Education 14.4 Socio-economic Segregation and Social Recomposition in Elite Spaces in Chilean Higher Education 14.4.1 Socio-economic Segregation in Higher Education 14.4.2 Social Recomposition in Elite Universities and Programmes 14.5 Conclusions References Chapter 15: Socialisation Objectives and Practices in Schools: Towards a Fragmentation of the Field of Education? 15.1 Introduction 15.2 School as an Instance of Socialisation: New Questions 15.3 A Twin-Tracked Survey Using Two Questionnaires 15.4 Results 15.4.1 School Missions: a Shared Vision 15.4.2 Objectives Pursued in Class: Relatively Predictable Divisions 15.4.3 Relationship to the School Order: Variations to Be Explored 15.5 Conclusion References Chapter 16: Conclusion: What Can We Learn from Belgium and Chile for a Less Segregated Education? 16.1 Introduction 16.2 Contributions from the Literature 16.3 Two Similar (Yet Different) Contexts 16.4 Where Do We Stand on Segregation? 16.5 Policy Legitimacy as a Priority Dimension 16.6 Redistribution Policies 16.7 The Role of the State? Neither Omnipotent Nor Impotent 16.7.1 The Cognitive Effects of Public Policies 16.7.2 Acting from a Systemic Perspective 16.7.3 Tensions Between Competing Logics 16.7.4 The Limitations of Regulation References