María Balarin Bonazzi travaille sur un large éventail de recherches appliquées et académiques qui se focalisent sur l’éducation et les marchés du travail, particulièrement sous l’angle du genre et de la jeunesse.
Les travaux appliqués menés par Balarin portent sur l’analyse qualitative et l’évaluation des politiques éducatives et sociales, avec un accent particulier sur les processus de construction, de conception et de mise en œuvre des politiques.
Ses travaux universitaires se rapportent majoritairement au champ de l’éducation. Elle s’est attachée à examiner l’évolution des modèles de gouvernance scolaire et la façon dont les processus éducatifs assurent le rôle de médiateurs dans les dynamiques sociales et les relations entre l’État et la société.
Plus récemment, elle a travaillé sur l’impact des marchés de l’éducation sur les schémas de ségrégation sociale, sur la précarité du travail et sur les transitions des jeunes vulnérables dans le contexte des régimes de citoyenneté d’exclusion, à partir d’une perspective de genre.
Abstract
Presentation Title
Les forces locales et mondiales qui façonnent la gouvernance scolaire
«The global and local forces that shape school governance»
Language of presentation
Anglais
School autonomy and decentralized school management have often been hailed as key features of adaptable and democratic school systems, that respond to both systemic and local needs. The convenience of such practices, and their specific instantiations in countries with different cultures and institutions, need to be considered in the light of specific country-contexts as well as of the global trends that are currently shaping the governance of education systems.
School autonomy can mean different things when we consider them in the context of existing global governance mechanisms, such as international tests and various other indicators; but also when specific cultural and institutional contexts are taken into account. In countries with weak institutions, decentralized governance reforms have often failed because of poor capacities in local administrations. In some cases, decentralized governance has entailed the local reproduction of poorly functioning bureaucracies, as well as the decentralization of corruption. This suggests that when autonomy and decentralization are considered, they must be taken as the result of processes of capacity development that require both time and resources.
The question of how to steer education systems (i.e. coordination) in the direction of desired changes while promoting school autonomy and decentralized governance has no easy answers.
The presentation will discuss some of these tensions, drawing from discussions on the political economy of educational governance reforms, as well as from specific examples, mainly from the Latin American region.