Abstract
Latin America is a region with vast natural and human resources and, at the same time, high levels of poverty and malnutrition. On average, 32 of every 1,000 Latin American children die before the age of one, and in some countries such as Bolivia and Haiti, the infant mortality rate reaches 56 and 63 per 1,000, respectively. Child labor affects approximately 2 million children. About 80% of the adult population (15 years of age and older) have not completed basic education, and approximately 40 million adults are illiterate. Since colonial times, Latin America has been subjected to the control of internal and external elites who managed to appropriate most of its wealth. Today, Latin America is the most unequal region of the world in income distribution. The richest 10% of the population receive 48% of total income, while the poorest 10% earn only 1.6%. This is nearly ten points less than Asia, 17.5 points less than the 30 OECD countries, and 20.4 points less than Eastern Europe (World Bank, 2003).
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Notes
- 1.
As Newson and Buchbinder noted, these competing university visions are not just speculative exercises of academics. Like other visions of societies and institutions, they mobilize people in certain directions and away from others. Moreover, each one of these visions invokes particular values and principles that guide the core university missions (research, teaching, and extension) in their relationship to larger society. Furthermore, these visions do not exist in a vacuum. They are embedded in specific social processes and academic cultures, and are shaped by concrete structures of rewards and punishments formulated by political and economic forces. In turn, these forces are not impersonal but brought into play through human agency.
- 2.
For a detailed analysis of the heteronomous university model see Schugurensky (1994, 1999).
- 3.
This should not be equated with encouraging volunteerism and civic engagement on campus, which tends to be local, short-term, charity-oriented, and apolitical (Snarr, 2003).
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Schugurensky, D. (2010). The Heteronomous University and the Question of Social Justice: In Search of a New Social Contract. In: Zajda, J. (eds) Globalization, Education and Social Justice. Globalisation, Comparative Education and Policy Research, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3221-8_4
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