Mauro Moschetti

Mauro Moschetti
Autonomous University of Barcelona | UAB · Systematic and Social Pedagogy

Doctor of Education

About

45
Publications
15,812
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Introduction
Mauro C. Moschetti is Doctor in Education from the Autonomous University of Barcelona. He is Full-time Associate Researcher in Department of Pedagogy at the University of Girona, and Senior Researcher in the Department of Sociology at the Autonomous University of Barcelona in the context of the ERC-funded project ‘ReformED’ (GA-680172). He has been a Teaching and Research Associate in the Department of Social and Systematic Pedagogy at the Autonomous University of Barcelona performing research at GEPS (Globalization, Education and Social Policies) and GIPE research groups (Interdisciplinary Group on Education Policies) since 2014. His research is concerned with education privatization, public-private partnerships and market policies in education, and educational inequalities.
Additional affiliations
September 2017 - present
Autonomous University of Barcelona
Position
  • Professor (Associate)

Publications

Publications (45)
Chapter
Full-text available
International organizations are central to the field of education, and particularly to the field of global education policy. However, scholars in the field of education often do not bring theory to bear to explain the way these international organizations work meaning what they do, their behavior, how they operate, and why. Consequently, the purpos...
Article
Narratives on innovation in education are spreading fast and both national and local educational administrations have been recently promoting innovation policies and programmes in many different European contexts. Academic literature analysing the potential benefits of innovation in education has expanded accordingly, with some international organi...
Book
What is the State? What is the relationship between a State’s initial formation and such forces as globalization and privatization? What about the role of colonialism in State formation and the role of the post-colonial legacy in the way that the State works in contemporary times? How do such considerations affect the provision of education? These...
Chapter
Full-text available
Drawing on the key elements from global education policy studies, political economy approaches, world systems perspectives, and post-colonial literature, the first part of this chapter builds a comprehensive framework for analyzing education reform dynamics in post-colonial States in the context of globalization. To do so, the chapter first distill...
Chapter
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This chapter takes a step back to start situating contemporary privatization and policymaking dynamics in Honduras in relation to historical developments concerning the origins, evolution, and operation of the Honduran State. More specifically, the chapter analyzes, first, the way that the formation of the modern Honduran State reflected the crysta...
Chapter
Full-text available
The previous chapter demonstrated that is has been uncommon for research in education to theorize the nature of the State. In the fields of comparative and international education and education policy studies, in spite of being acknowledged as a relevant actor in structural terms, the State has tended to receive only superficial consideration. This...
Chapter
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Most frequently, education privatization results from government policies actively promoting either the incorporation of private actors, or the implementation of private logics, ideas, and techniques in the public education system. However, education privatization can also occur “by default”, resulting from the State’s inaction and underfunding in...
Chapter
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The previous chapter presented and discussed a comprehensive framework for analyzing education reform dynamics from a post-colonial perspective in the context of globalization. The purpose of this final chapter is to go beyond that framework, that is, to come full circle, by returning to and extending points initially made in the introductory chapt...
Chapter
With few exceptions, research in education, including research in education policy development and implementation, has tended not to engage with theories of the State. This has particularly been the case in the field of comparative and international education, where the State is often referred to, but simultaneously taken for granted as if it were...
Chapter
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This chapter delineates the initial research objective of this book—i.e., to identify and analyze contemporary education privatization in Honduras in the context of globalization—and anticipates some of the questions, concerns, and conceptual challenges that the authors encountered in the process, specifically those arising from conducting research...
Chapter
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This chapter addresses contemporary education reform dynamics and initiatives in Honduras, with a focus on the ways in which different non-State actors have become increasingly involved in education policy formulation and implementation. To this end, the chapter (a) describes the widely recognized role that international development organizations h...
Chapter
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This chapter revisits the contributions to theorizing the State made by macro-sociological approaches, global education policy studies, political economy perspectives, and world systems approach, and highlights the aspects of these that are relevant for making sense of contemporary education reform in post-colonial settings. Most importantly, in or...
Article
This paper draws on the literature on network governance and new philanthropy to characterize and explain the increased involvement of non-State actors in education policymaking in the Dominican Republic. The study reveals, first, how network governance has intensified since 2010 through hybrid public-private spaces of agenda setting, second, how t...
Article
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Este artículo analiza los desarrollos recientes de política educativa en la República Dominicana prestando atención a los modos en que una serie de nuevos actores no estatales participan de los procesos de reforma educativa. A partir de entrevistas en profundidad con policymakers, representantes del gobierno, agencias de cooperación, organismos int...
Article
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While much literature has been produced on globalization, privatization, and the State individually, it has not been common to treat them together, at least not in the field of comparative and international education. There is excellent work that has documented the ways in which globalization and privatization have influenced education reform, but...
Article
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For international organisations in the global education policy field, legitimacy is based in large part on the supposed techno-rational basis of these organisations and their ability to credibly produce knowledge and policy expertise. However, as the present article demonstrates, there are clearly a range of macro–micro organisational dynamics driv...
Article
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In comparison with other forms of public-private partnerships (PPP) in education of more recent emergence such as voucher programs or charter schools inspired by the postulates of the theory of public choice, supply-side subsidies for private schools usually respond to less explicit theories of change. Indeed, most of these policies are addressed b...
Article
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With a wider historical and political perspective of the policies advocated by foundations, this article frames the agenda of new philanthropy in education, offering. They argue that while “new philanthropy” presents itself as “new”, in the education sector it is continuing the trajectory of global education policies that began almost forty years a...
Article
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Despite Public-Private Partnerships’ (PPPs) growing popularity within education policy circles, research on their effects yields contradictory results. The understanding of PPP effects is limited by the prevalence of generalist analyses that neglect to acknowledge the exceptional heterogeneity of the policy frameworks in which PPPs crystallize. Bui...
Article
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Few studies have explored how schools respond to competition in socially embedded education quasi-markets. This study focuses on how state-subsidized privatelyrun low-fee schools (S-LFPSs) compete with free public schools in some of the poorest neighborhoods of the City of Buenos Aires. In particular, we explore how S-LFPSs follow different logics...
Article
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Sociological research on school choice has mostly been dominated by studies analyzing the experiences of middle-class families rather than marginalized or minority populations. Drawing on 8 months of ethnographic case study research, this article explores the school choice experiences of disadvantaged families accessing publicly subsidized low-fee...
Book
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En el contexto de los numerosos desafíos que enfrentan los sistemas de educación pública a escala mundial, la creciente privatización y mercantilización representa uno de los mayores desafíos para la igualdad en el acceso a una educación de calidad. En un estudio realizado recientemente con el apoyo de la Internacional de la Educación, proponemos e...
Article
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Resumen Las políticas pro-privatización son un componente cada vez más importante en los procesos de reforma educativa en muchos puntos del planeta. América Latina es la región en la que la privatización educativa ha avanzado de forma más acusada en las últimas décadas. Sin embargo, la literatura académica sobre el tema es todavía escasa y son poco...
Article
Full-text available
Over the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from...
Chapter
Full-text available
School choice is supposed to exert pressure on schools to improve and increase horizontal diversity in order to attract students. However, few studies have explored how schools respond to competition in socially embedded, unevenly regulated education quasi-markets. This study focuses on how state-subsidized privately-run low-fee schools (S-LFPS) co...
Article
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Pro‐privatization policies are at the center of global debates on educational reform processes of an increasing number of countries and regions. This chapter explores how to disassemble the nature, constraints, and variants of educational privatization in the different countries and territories in the Latin American region. It establishes a typolog...
Technical Report
Full-text available
A lo largo de las últimas décadas, las políticas pro privatización han cobrado un lugar central en muchos procesos de reforma educativa a escala global. En América Latina, estas políticas han asumido un rol protagónico singular en los procesos de reforma educativa, especialmente a partir de la década de 1990. La consecuencia más evidente –aunque no...
Chapter
Full-text available
Public-private partnerships (PPPs) are increasingly perceived as an innovative policy approach to provide education for all in many different settings, especially in developing countries. Many international organisations, bilateral aid agencies, and philanthropic and corporate organisations have advocated PPPs in education as an appropriate policy...
Article
Full-text available
Resumen Este artículo ofrece una revisión de la producción académica que ha intentado analizar las causas del proceso de privatización de la educación en Argentina. Se delimitan ocho explicaciones paradigmáticas que condensan las diversas interpretaciones y construcciones teóricas surgidas en los últimos veinte años referidas a la cuestión de la pr...
Research
Full-text available
La privatización de la educación es un fenómeno global que se presenta de forma especialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarizació...
Article
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Public-private partnerships (PPPs) are increasingly perceived as an innovative approach to provide education for all. Nonetheless, PPP arrangements cover a broad range of policy options and follow diverse rationales, some of which are not necessarily novel within education reform agendas. In education, there are open disputes about the key principl...
Article
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The educational system of Argentina has undergone a process of decentralization along with a steady growth in private schools enrolment. This complex process is usually subsumed under the general concept of ‘privatization’. We have considered it necessary to provide a deeper understanding of the multiple dimensions this process of privatization enc...
Article
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This paper analyses the provision of education in Argentina in systemic terms. Using the concept of quasi-monopoly and the notions of exit, voice and loyalty, we study the logic of organization and distribution of students within the educational system. We support the idea that the provision of private and public education makes a coherent whole, w...
Article
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This article analyzes teacher strikes in Argentina during 2006-2012. It stands out how teacher strikes prevail over claims from other unions, and are shown to be relevant events for education policy just for some provinces and only for public schools. We found that none of the policy measures implemented over the last decade has proven to be effect...
Article
Full-text available
RESUMEN: En 1999, se aprobó en la Provincia de San Luis (Argentina) la creación de las denominadas 'Escuelas Experimentales Autogestionadas', inspiradas en el modelo charter norteamericano aunque con importantes diferencias. Este artículo describe la experiencia y explora las circunstancias por las que el proyecto fue desarticulado y abandonado pre...
Article
Full-text available
This article analyzes teacher strikes in Argentina during 2006-2012. It stands out how teacher strikes prevail over claims from other unions, and are shown to be relevant events for education policy just for some provinces and only for public schools. We found that none of the policy measures implemented over the last decade has proven to be effect...
Article
Full-text available
By the late 1940s, the Argentine educational system began to experience a process of educational privatization expressed in the increasing enrollment of students in private schools. Due to its sociodemographic characteristics and structural aspects of its educational system, the Autonomous City of Buenos Aires (CABA) has been the epicenter of the p...
Article
Full-text available
During the second half of the twentieth century, a process of privatization took place in the Argentine education system. This paper seeks to explain the growth of private enrollments in Argentina over the last years. Drawing on the concept of quasi-monopoly, we run a random-effects estimation on panel data to analyze the determinants of the comple...
Article
Full-text available
Recent studies have revealed an increase in the enrollment of students coming from vulnerable social sectors in private primary schools in the City of Buenos Aires. To date, the phenomenon of ‘private education for the poor’ has been principally studied in Asian and African countries, where the deficit of state educational supply has given rise to...
Article
Full-text available
In the last decades, the educational system of Argentina has undergone a process of decentralization along with a steady growth in private schools enrolment. This complex process is usually subsumed under the general concept of ‘privatization’. We have considered it necessary to provide a deeper understanding of the multiple dimensions this process...
Article
Full-text available
During the second half of the twentieth century, the Argentine education system went through a clear process of privatisation expressed in the increasing enrolment and state funding of the private sector. Especially in the 1990s, when the country implemented neoliberal economic policies, the academic literature had found in neoliberalism (in ideolo...

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Projects (3)
Project
This project began in early 2019, and we continue to pursue the theoretical questions that have emerged from it. Below, we share an excerpt from ch 1 of the resulting book, which explains the focus of the project in addition to describing the structure and content of the book's chapters. There are forthcoming journal articles and book chapters that complement this monograph. ------- What is the State? What is the relationship between a State’s initial formation and such forces as globalization and privatization? What about the role of colonialism in State formation and the role of the post-colonial legacy in the way that the State works in contemporary times? How do such considerations affect the provision of education? These questions are central to this book, particularly as they apply to contexts where colonialism has formally ended. In addition to providing answers to these questions in chapters five through eight, we offer a framework for understanding education reform in post-colonial contexts. This framework synthesizes insights from global education policy studies, political economy perspectives, world systems theory, and post-colonial literature. At the same time, the framework presented in chapter eight not only makes a contribution by bringing together these different literatures—which often neglect each other—but also by suggesting that there is an “ethos of privatization” that lies at the heart of the post-colonial State and which drives the behavior of the post-colonial State apparatus. Moreover, this ethos is a natural consequence of the fact that the post-colonial State apparatus, in its current form, has been constructed upon the extractive logic and self-serving practices of colonialism and capitalism. The implications of this ethos for education reform and for the ways that the post-colonial State apparatus presently operates in the context of the global governance of education and the economy are discussed. Ultimately, however, the book concludes with a call to move beyond a post-colonial approach to the State. For while critiques rooted in a post-colonial perspective help to illuminate the way the State works, they do not help to think beyond it. The book thus ends with reflections on the necessity of moving to a decolonial lens. But what about the first half of the book? What is addressed in chapters two through four? There, we present the case of Honduras, that is, the research that prompted us to go down the path of State theory in the first place. As explained below, we did not initially set out to address the kinds of issues mentioned above. The goal was much more modest: To map out and to explain the various kinds of privatization that are affecting the education system in Honduras—and to do so by drawing on a global governance approach (described below) that is more typical of research in the field of comparative and international education. However, we found that this approach had both virtues and shortcomings. While it enabled us to identify and to unpack the dynamics of education reform, including dynamics between the “global” and the “local” in recent decades, its scope and focus did not enable us to bring into view the deeper foundations upon which those dynamics play out; nor did it help us to see the ways that those foundations continue to have relevance for how the State acts as it intersects with privatization and globalization. The present book, thus, is structured in the following way. Chapters two and three focus specifically on the ways that privatization has manifested in the provision of education and in the making of education policy in Honduras in contemporary times. Chapter four then begins the process of questioning the political-economic foundations upon which those forms of privatization have been based, in order to make sense of the observed privatization trends. At this point, and recognizing the limits of framework from which our work originally departed, chapters five and six then turn to a discussion of the ways that State theory has been drawn upon in research on education. Here, we are primarily attentive to literature that has drawn upon macro-sociology, global education policy studies, political economy approaches, and world systems theory. While chapter six concludes with a brief discussion of the post-colonial lens, this discussion is extended in chapter seven, which takes this lens as its central focus. Chapter eight then synthesizes the core insights of chapters five through seven and, in so doing, offers our framework for understanding education reform in post-colonial contexts. This framework is then applied, also in chapter eight, to the case of Honduras by bringing previous insights, from chapters two through four, into conversation with the colonial and capitalist origins of the Honduran State. Finally, the last chapter reflects on the limitations of the concepts that are commonly employed to characterize privatization, in addition to introducing and discussing the decolonial perspective as a way forward. In what follows, this chapter situates the need for the present book in relation to the field of comparative and international education. It then characterizes different dimensions of globalization and different forms of educational privatization that have been conceptualized and used to guide research in this field. Lastly, it delineates the tenets of the analytic framework that guided the work presented in chapters two through four. For details on the informational basis of chapters two and three, see the methodological appendix.
Project
-Refine the understanding of "mechanisms" as a concept and as a research tool in comparative educational research. -Explore how current (de)globalization education initiatives, trends and discourses shape education systems locally and regionally.
Project
Aquest projecte s’emmarca en la necessitat d’establir un marc específic per la introducció i explicitació de la perspectiva de gènere en els estudis, i en concret en la Llei 17/2015, de 21 de juliol, d’igualtat efectiva de dones i homes i la creació del Tercer Pla d’Acció per a la Igualtat entre dones i homes a la UAB 2014-2017.