Silvia L Espinal Meza
  • School of Education, 35 Berkeley Square

    BS8 1JA Bristol

    United Kingdom

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Personal profile

Research interests

I am a second-year doctoral researcher in Education (Comparative & International Research in Education). Sociologist of Education and M.A. in Human Development by Pontificia Universidad Catolica del Peru (PUCP). Lecturer and advisor with 10 years of experience in the fields of Sociology of Education and Research Methods. Consultant in education (UNESCO, GRADE, IEP, ISS, etc). Working experience in the Ministry of Education (Peru) and National Council of Education (CNE) as specialist in Monitoring and Evaluation (M&E). Academic scholarships awarded by the World Bank & IMF, LASA, HDCA, PUCP, among others. 

Doctoral project

Title: Teacher’s narratives of Social Justice Education in Neoliberal times: a discussion of the Peruvian case 

Over the previous three decades, Social Justice Education (SJE) has become increasingly relevant to debates on globalisation, capitalism and inequalities around the world (Rizvi, 2009). In Latin America, and particularly in Peru, the purpose of education is conceived in human capital terms and can be reduced to an economic production function of investment, choices and results (Rizvi, 2009; Banya, 2010). Within the educational sector, social justice implies that schools are, and have always been, characterised by various injustices (Boyles, Carusi & Attick, 2009). In this sense, the neoliberal policies in Peru from the decade of 1990s have been created disparities in schools where children in rural areas attain the lowest grades on national assessments compared with students in urban contexts. Furthermore, the precarious conditions of the infrastructure and the lack of materials made available are all key indicators of these injustices. However, in this scenario, the social justice perspective has influenced the work of a group of rural teachers in the country who have been struggling with the neoliberal policies: how is social justice conceptualized in Peruvian educational policies in a context of neoliberalism? What Peruvian teachers in rural areas understand by social justice education? How has social justice education have been implemented into the pedagogical practices of Peruvian teachers in rural areas?

Structured keywords and research groupings

  • SoE Centre for Comparative and International Research in Education
  • SoE Centre for Teaching Learning and Curriculum

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