The purpose of this thesis has been to investigate the role of the Argentinean Educational System and its relation with the degree of social mobility in the country. Considering on one side, that education is free for everyone in Argentina, but on the other side, that the levels of attainment of higher education are so low, this thesis aims to explore the role of education, and more specific the functioning of the Educational System in order to highlight its impact on the degree of social mobility. Furthermore, the thesis analyzes the consequences of the observed levels of poverty and inequality, as well as how the pedagogies implemented in the Educational System affect its outcome.
The thesis examines the socioeconomic and sociopolitical historical events that have influenced on the structure and the functioning of the Educational System, as well as the current situation of the country and the future perspectives. Moreover, the thesis analyzes the determinant factors that have influenced in the decision of a small number of people regarding higher education. Analyzing these aspects, the thesis highlights to which extent the Educational System is reproducing the same social structure or it is able to change that, avoiding the perpetuation of poverty and inequality.
The theoretical framework founded on Bourdieu’s theory of social reproduction, and its main concepts of habitus, field, capitals, and symbolic violence, made possible to analyze both the structure and the functioning of the Educational System on one side, and the individuals’ motivation toward higher education on the other side, providing a comprehensive picture of how the ES, the individuals’ background, and the interaction between them determine the degree of social mobility.
The thesis arrives to the conclusion that the Educational System plays a very relevant role on the degree of social mobility, and that the socioeconomic and sociopolitical contexts can conceal or exhibit the truth behind the common perception about that role.
Table of Contents
1. Section 1 – Introduction to the Thesis
1.1. Introduction
1.2. Problem Formulation
1.3. Aim of the Thesis
2. Section 2- Methodological Approach
2.1. Structure of the Project
2.2. Choice of Topic
2.3. Research Design
2.4. Methods
2.5. Sources
2.6. Theoretical Choice
2.7. Limitations and Scope
2.8. Definition of Key Concepts
3. Section 3 – Theoretical Frame
3.1. Introduction
3.1.1. The concept of Habitus
3.1.2. The concept of Field
3.1.3. Different concepts of Capital
3.2. Theoretical Reflection
4. Section 4 – Analysis
4.1. Contextual Background
4.1.1. General Introduction to the Country
4.1.2. History of Education in Argentina
4.2. The Educational System & Social Mobility
4.2.1. The Periods of Social Mobility
4.2.2. Current Socioeconomic Aspects
4.2.3. The Structure of the Educational System
4.2.4. Different Ideal of Man, Same Pedagogical Model
4.3. From the Individual’s Perspective
4.3.1. Individual Stories
4.3.2. Habitus & Accumulation of Capitals
5. Section 5 – Conclusions
5.1. Empirical Findings
5.2. Answering the Problem Formulation
5.3. Future Research
5.4. Final Consideration
Research Objectives and Themes
The thesis investigates the role of the Argentinean Educational System in relation to social mobility, exploring whether the system perpetuates existing social structures or facilitates upward mobility for individuals despite socioeconomic and political constraints.
- Analysis of socioeconomic and sociopolitical historical influences on the Argentinean Educational System.
- Application of Pierre Bourdieu’s theory of social reproduction, utilizing concepts like habitus, field, and capital.
- Evaluation of the relationship between educational access, attainments, and social mobility levels.
- Investigation of individual motivations and decision-making processes regarding higher education through semi-structured interviews.
- Comparison of the Argentinean educational model with other international frameworks to identify structural limitations.
Excerpt from the Book
3.1.1. The concept of Habitus
Bourdieu defines the concept of habitus as following: "... systems of durable, transposable dispositions, structured structures predisposed to function as structuring structures, that is, as principles which generate and organize practices and representations that can be objectively adapted to their outcomes without presupposing a conscious aiming at ends or an express mastery of the operations necessary in order to attain them" (Bourdieu 1990 p.53). In other words, my own words, habitus is the embodiment of a set of dispositions like habit, skills, thoughts, beliefs, actions, capacities, taste, values, etc., which shape an individual’s character and its predisposition toward society/life. According to Bourdieu, habitus is created through a social process rather than individual or even being an innate feature. Therefore, he refers to preexisting organized structures with the aim of shaping future structures, which causes reproduction of social stratification according to Bourdieu. This is related to earlier concepts of socialization. In addition, it is during this process of creation and development of the habitus that the field in which the agent participates, and the capitals it possesses exercise their influence (further explanation of these concepts comes later). Furthermore, since the habitus is created and developed through a process, it can never be static. That means that the habitus can shift over time according to what the agent is exposed to and influenced by. For example, education, socioeconomic conditions, religion, etc. Another relevant aspect of the creation of habitus is that it takes place as an unconscious process for the agent. This favors the unquestionability to the structured structuring structures in a society or even more in a specific field.
Summary of Chapters
1. Section 1 – Introduction to the Thesis: This chapter introduces the connection between poverty, inequality, and education, presenting the study's research question and the importance of the Argentinean Educational System.
2. Section 2- Methodological Approach: This chapter outlines the project structure and the research design, specifically the use of a case study involving residents of San Cayetano to analyze decisions regarding higher education.
3. Section 3 – Theoretical Frame: This chapter establishes the theoretical foundation based on Bourdieu’s theory of social reproduction, defining core concepts such as habitus, field, and capital.
4. Section 4 – Analysis: This chapter provides a comprehensive analysis of the historical context, the structure of the educational system, and presents the qualitative findings from personal interviews.
5. Section 5 – Conclusions: This chapter synthesizes the findings, answers the research question regarding the system's influence on social mobility, and provides recommendations for future research.
Keywords
Social Mobility, Argentina, Educational System, Habitus, Field, Capital, Symbolic Violence, Education, Social Reproduction, Inequality, Poverty, Credentialism, Meritocracy, Qualitative Research, Case Study.
Frequently Asked Questions
What is the primary focus of this thesis?
The research investigates the role of the Argentinean Educational System and its correlation with social mobility, questioning to what extent the system enables or hinders upward movement for individuals.
What central themes are explored in the study?
The study examines historical educational developments, socioeconomic impacts on schooling, the influence of family background, and the structural dynamics of the educational system itself.
What is the central research question?
The main question is: To which extent does the educational system encourage or hinder social mobility in Argentina?
Which scientific methodology does the author employ?
The author uses a mixed-methods approach, combining quantitative data on national socioeconomic factors with qualitative data derived from semi-structured interviews conducted in the town of San Cayetano.
What is covered in the analysis section?
The analysis includes a deep dive into the historical background of Argentine education, an examination of educational structure and social mobility periods, and an evaluation of individual stories analyzed through Bourdieu’s theoretical framework.
Which keywords best characterize this work?
Key terms include Social Mobility, Argentina, Habitus, Educational System, Symbolic Violence, Social Reproduction, and Credentialism.
How does the author define the "habitus" in the context of this study?
The author interprets habitus as the embodiment of dispositions—such as skills, beliefs, and values—shaped by social processes that determine an individual's predisposition toward life and education.
Why did the author choose San Cayetano for the case study?
San Cayetano was selected because it is the author's hometown and it represents a geographic location relatively distant from major university hubs, highlighting economic and cultural barriers to higher education.
What conclusion does the thesis reach regarding the Educational System?
The author concludes that the Argentinean Educational System acts as a selective model that often reproduces existing social inequalities rather than actively promoting significant social mobility.
- Citation du texte
- M. Nicolás Jacobsen (Auteur), 2015, Social Mobility in Argentina. An Inquiry into the Educational System, Munich, GRIN Verlag, https://www.grin.com/document/375718
