Abstract

Abstract:

Despite the attention given globally to the role civil society organizations play in democratizing education, little comparative research has provided empirical evidence of their identity, demographics, and involvement in education at the grassroots. Understanding the complexity of knowing who these associations are and what they do requires looking beyond the common assumption of their goodness for democratization purposes. Using survey and interview data collected between 1998 and 2001, the study sheds light on the policy challenges to fostering civil society involvement in education in two districts located in the Greater Buenos Aires area, Argentina, and argues that the sociopolitical context determines the nature of civil society involvement in those districts.

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Additional Information

ISSN
1557-203X
Print ISSN
1557-2021
Pages
pp. 63-91
Launched on MUSE
2019-01-25
Open Access
No
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