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A Political Sociology of Education and Development in Latin America

The Conditioned State, Neoliberalism, and Educational Policy

School of Education, Indiana University, Bloomington, IN 47405

Alberto Torres

Latin American Center, University of California at Los Angeles, CA 90095

Stephen Franz

School of Education, Indiana University, Bloomington, IN 47405

Kimberly Morse

Department of History, University of Texas, Austin, TX 78712, U.S.A.

This article argues that a political sociological perspective facilitates analysis of the poten tial and limitations of education to contribute to national development in Latin America. Such a perspective enables policy makers, practitioners, and researchers to take into account histori cal forces, institutional contradictions, and contextual factors, both national and international, that shape the possibilities of educational and social change occurring—and whether such change benefits the least privileged members of a society. A political sociology perspective necessarily involves an analysis of the role of the state and how conditioned capitalist development shapes education policy in the region. In particular, the authors examine how the structural adjustment policies recommend by the World Bank, the International Monetary Fund, and national tech nical assistance agencies like the USAID have affected the governance, financing, and provision of education to various populations. Case studies of Nicaragua, Chile, Argentina, and Brazil illus trate how these policies have affected equality of educational opportunity and outcomes.

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