Social Mobility in Argentina. An Inquiry into the Educational System

Table of Contents

1. Section 1 – Introduction to the Thesis

1.1. Introduction

1.2. Problem Formulation

1.3. Aim of the Thesis

2. Section 2- Methodological Approach

2.1. Structure of the Project

2.2. Choice of Topic

2.3. Research Design

2.4. Methods

2.5. Sources

2.6. Theoretical Choice

2.7. Limitations and Scope

2.8. Definition of Key Concepts

3. Section 3 – Theoretical Frame

3.1. Introduction

3.1.1. The concept of Habitus

3.1.2. The concept of Field

3.1.3. Different concepts of Capital

3.2. Theoretical Reflection

4. Section 4 – Analysis

4.1. Contextual Background

4.1.1. General Introduction to the Country

4.1.2. History of Education in Argentina

4.2. The Educational System & Social Mobility

4.2.1. The Periods of Social Mobility

4.2.2. Current Socioeconomic Aspects

4.2.3. The Structure of the Educational System

4.2.4. Different Ideal of Man, Same Pedagogical Model

4.3. From the Individual’s Perspective

4.3.1. Individual Stories

4.3.2. Habitus & Accumulation of Capitals

5. Section 5 – Conclusions

5.1. Empirical Findings

5.2. Answering the Problem Formulation

5.3. Future Research

5.4. Final Consideration

Research Objectives and Themes

The thesis investigates the role of the Argentinean Educational System in relation to social mobility, exploring whether the system perpetuates existing social structures or facilitates upward mobility for individuals despite socioeconomic and political constraints.

• Analysis of socioeconomic and sociopolitical historical influences on the Argentinean Educational System.
• Application of Pierre Bourdieu’s theory of social reproduction, utilizing concepts like habitus, field, and capital.
• Evaluation of the relationship between educational access, attainments, and social mobility levels.
• Investigation of individual motivations and decision-making processes regarding higher education through semi-structured interviews.
• Comparison of the Argentinean educational model with other international frameworks to identify structural limitations.

Excerpt from the Book

Summary of Chapters

1. Section 1 – Introduction to the Thesis: This chapter introduces the connection between poverty, inequality, and education, presenting the study's research question and the importance of the Argentinean Educational System.

2. Section 2- Methodological Approach: This chapter outlines the project structure and the research design, specifically the use of a case study involving residents of San Cayetano to analyze decisions regarding higher education.

3. Section 3 – Theoretical Frame: This chapter establishes the theoretical foundation based on Bourdieu’s theory of social reproduction, defining core concepts such as habitus, field, and capital.

4. Section 4 – Analysis: This chapter provides a comprehensive analysis of the historical context, the structure of the educational system, and presents the qualitative findings from personal interviews.

5. Section 5 – Conclusions: This chapter synthesizes the findings, answers the research question regarding the system's influence on social mobility, and provides recommendations for future research.

Keywords

Social Mobility, Argentina, Educational System, Habitus, Field, Capital, Symbolic Violence, Education, Social Reproduction, Inequality, Poverty, Credentialism, Meritocracy, Qualitative Research, Case Study.

Frequently Asked Questions

What is the primary focus of this thesis?

The research investigates the role of the Argentinean Educational System and its correlation with social mobility, questioning to what extent the system enables or hinders upward movement for individuals.

What central themes are explored in the study?

The study examines historical educational developments, socioeconomic impacts on schooling, the influence of family background, and the structural dynamics of the educational system itself.

What is the central research question?

The main question is: To which extent does the educational system encourage or hinder social mobility in Argentina?

Which scientific methodology does the author employ?

The author uses a mixed-methods approach, combining quantitative data on national socioeconomic factors with qualitative data derived from semi-structured interviews conducted in the town of San Cayetano.

What is covered in the analysis section?

The analysis includes a deep dive into the historical background of Argentine education, an examination of educational structure and social mobility periods, and an evaluation of individual stories analyzed through Bourdieu’s theoretical framework.

Which keywords best characterize this work?

Key terms include Social Mobility, Argentina, Habitus, Educational System, Symbolic Violence, Social Reproduction, and Credentialism.

How does the author define the "habitus" in the context of this study?

The author interprets habitus as the embodiment of dispositions—such as skills, beliefs, and values—shaped by social processes that determine an individual's predisposition toward life and education.

Why did the author choose San Cayetano for the case study?

San Cayetano was selected because it is the author's hometown and it represents a geographic location relatively distant from major university hubs, highlighting economic and cultural barriers to higher education.

What conclusion does the thesis reach regarding the Educational System?

The author concludes that the Argentinean Educational System acts as a selective model that often reproduces existing social inequalities rather than actively promoting significant social mobility.