Abstract
The study explores the development of gender rights in Latin America’s legal and educational fields from the 1980s –when the previous legal frameworks were first implemented– to the late 2000s, when Argentina, Chile, and Uruguay reformed their educational laws. In a relatively small number of years, Argentina (2006), Chile (2009) and Uruguay (2008) changed their national education legislation, including gender as a relevant element of the law for the first time. The investigation analyzes, from a poststructuralist perspective, the situation that “suddenly” brought gender to the forefront as a major issue for educational policy in the southern part of Latin America. The chapter describes how gender was able to emerge as a category only when three elements – a set of powerful institutions represented by international organizations, a vast corpus of knowledge attached with a salvific rhetoric, and a set of local experts represented by women’s non-governmental organizations – were able to construct a language about gender that compelled national stakeholders to include gender rights in their educational national laws.
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Notes
- 1.
Translations of the Laws are mine.
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Gomez Caride, E. (2015). Education and Gender Rights in Latin America. In: Brown, C. (eds) Globalization, International Education Policy and Local Policy Formation. Policy Implications of Research in Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4165-2_9
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DOI: https://doi.org/10.1007/978-94-007-4165-2_9
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