Carregant...
Fitxers
Tipus de document
ArticleVersió
Versió acceptadaData de publicació
Tots els drets reservats
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/192563
The politics of educational success: a realist evaluation of early school leaving policies in Catalonia (Spain)
Títol de la revista
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
The objective of the article is to examine what is 'taken for granted' in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL.
Matèries
Matèries (anglès)
Citació
Citació
TARABINI-CASTELLANI, Aina, CURRAN, Marta, MONTES, Alejandro, PARCERISA, Lluís. The politics of educational success: a realist evaluation of early school leaving policies in Catalonia (Spain). _Critical Studies In Education_. 2016. Vol. 59, núm. 3, pàgs. 364-381. [consulta: 23 de gener de 2026]. ISSN: 1750-8487. [Disponible a: https://hdl.handle.net/2445/192563]