| dc.description.abstract | Over the past years, political, geographic and economic discourse and measures have propelled a
mass closure of rural schools in Chile. Many of these have a long history of existence, yet these
closures have gone largely undocumented, including by researchers. This paper presents a
statistical overview of the situation of rural elementary schools in Chile from 2000 until 2016,
documenting the number of schools that were either in operation or closed down, enrollment in
schools closed down, and the number of rural schools that changed their geographical status to
‘urban’ in recent years. Results highlight how closures of rural schools were systematic and
numerous- a mass phenomenon- with 977 rural elementary schools closed down during the study
period (25.7% of schools in operation in 2000). They also point out how the closure of rural
schools mainly targeted the poorest populations in Chile. Results suggest that these closures are
motivated by a lack of understanding of rural areas and life therein, opportunistic economic and
social arguments, and lack of information and evidence, including on the significance and
functions of these schools in rural communities. The paper concludes that more research is
needed into these closures to inform policy, practice and advocacy alongside an in-depth
understanding of rural communities. It also calls for an epistemological shift looking at these
closures as an issue of social justice away from narrow economic terms in a country driven by a
neoliberal narrative.
Keywords : Chile; School closures; Rural schools; School consolidation; Poverty; Rurality | |
