Operational experience, multi-scalar influence, and political ambivalence
Mechanisms of influence of Unesco’s Regional Bureau for Education in the Chilean school system (1990–2024)
Datos Bibliográficos
| ID | 21728331 |
|---|---|
| Autores | José Miguel Fuentes Salazar (0000-0002-9132-2069, Pontificia Universidad Católica de Chile, autor de correspondencia), Cristóbal Villalobos (0000-0002-1964-7213, Pontificia Universidad Católica de Chile) |
| Año | 2025 |
| Fecha de publicación | 2025-12-29 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Policy Futures in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1478-2103 • E-ISSN: 1478-2103 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14782103251411720 |
| OpenAlex | W7117451919 |
| Idioma | EN |
| Referencias citadas | 38 |
The UNESCO Regional Bureau for Education in Latin America and the Caribbean (UNESCO/OREALC) is an understudied actor in policy transfer analyses. This article addresses this gap by analyzing the mechanisms of influence and educational messages that the organization mobilizes to shape school policy in Chile, its host country. Drawing on the analysis, processing, and coding of documents produced by the organization between 1990 and 2024, this article demonstrates that UNESCO/OREALC has mobilized and combined diverse, multi-scalar and thematically polyphonic governance instruments within the Chilean education system. The article also shows that UNESCO/OREALC has maintained an ambivalent relationship with Chile, insofar as its mechanisms project narratives of both validation and opposition to local trends of privatization. The article suggests that UNESCO’s regional bureau performs functions that transcend the logic of a forum, positioning itself as an actor seeking to broaden the learning curve and policy options within the host country. Furthermore, it reaffirms the identity tensions that arise when the organization operates in contexts with high levels of privatization
Ambivalence · Corporate governance · Education policy · Latin Americans · Narrative · Negotiation · Policy analysis · Politics · Global Educational Policies and Reforms · Policy Transfer and Learning · School Choice and Performance
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |