1 Chile’s Revolution of the Penguins: Potential & Prospects By Jacqueline Kahan

2 Research Question What is the potential of the 2006 Chilean student movement to serve as a catalyst for equitable educational change and reform in Chile? How do the students’ recommendations for equity reform compare with previous government initiatives?

3 Chile’s Educational System Types of Schools Public (municipal) Private-subsidized (particular- subvencionado) Private (particular) 1980s: major structural, neo-liberal reforms under Pinochet Decentralization  administration transferred to municipalities Finance  school financing based on student attendance Competition  schools compete for student enrollment

4 Revolution of the Penguins Who? - High school students & various groups of supporters (estimated 600,000 – 1 million students participated in protests) What? - Protests, school takeovers, marches, strikes, meetings, assemblies, negotiations with government officials When? - May – June 2006 Where? - Santiago and rest of the country How? - Organized through the ACES (Coordinating Assembly of Secondary Students) and used several means of communication (cell phones, text messages, blogs, webpages)

5 Significance Educational Studies Student political activity  educational change & reform Chilean context Largest student mobilization since 1972 Current issue Literature : Students as active participants in democracy & forming new notions of citizenship Resistance of neo-liberal model and legacy of Pinochet

6 Methods Question # 1: Role of media & government authorities to legitimize the activist movement Newspaper articles Government speeches and documents Question # 2 Examined past reforms from 1990’s

7 Thesis The potential of the 2006 Chilean student movement to lead to significant, equitable educational reform is very high due to extensive coverage by the media and major responses from the government. The students’ recommendations for equity reform differ drastically from past government initiatives since the students are calling for systemic, structural changes.

8 Findings: Newspaper images La Nación El MercurioLa Tercera

9 Other Images La NaciónEl Mercurio La Tercera

10 Presidential Speech: May 21 st, 2006 “I want critically conscious citizens that propose their ideas and demands. But the criticism must be made with a constructive spirit, with proposals on the table, and most importantly, with an uncovered face and without violence. I want to be very clear: what we have seen in recent weeks is unacceptable. I will not tolerate vandalism, nor damange nor intimidation! I will apply all the severity of the law. We won democracy with an unveiled face and we must continue with an unveiled face.” – President Bachelet “Quiero ciudadanos críticos, conscientes, que planteen sus ideas y sus reivindicaciones. Pero esa crítica debe hacerse con un espíritu constructivo, con propuestas sobre la mesa y, lo más importante, a cara descubierta y sin violencia. Quiero ser muy clara: lo que hemos visto en semanas recientes es inaceptable. ¡No toleraré el vandalismo, ni los destrozos, ni la intimidación a las personas! Aplicaré todo el rigor de la ley. La democracia la ganamos con la cara descubierta y debemos continuar con la cara descubierta.” – President Bachelet Government of Chile website Findings: Government Response

11 June 1 st 2006 speech Nationally televised “Today is the moment of quality reform in education. In the past days, the mobilization of secondary students has placed the attention of all of society on education and its challenges. This is a big opportunity to generate new and wide consensus. The government has listened to the petitions of the students, because this is a government that engages in dialogue and after listening and conversing, decides. I have decided to take new measures to guarantee that our young people study under tranquil and in favorable conditions.” – President Bachelet “Hoy es el momento de la reforma de la calidad en la educación. En estos días, la movilización de los estudiantes secundarios ha puesto la mirada de toda la sociedad en la educación y sus desafíos. Esta es una gran oportunidad para generar nuevos y más amplios consensos... El gobierno ha escuchado las peticiones de los escolares, porque éste es un gobierno que dialoga, y después de escuchar y dialogar, decide. He resuelto tomar nuevas medidas para garantizar que nuestros jóvenes estudien tranquilos y en buenas condiciones.” –President Bachelet Government of Chile website

12 Santiago 1 de junio 2006 Estimada/o estudiante: “We cannot be complacent in the huge disparity that exists today in the quality of education that our children and youth receive, since it compromises the opportunities of life that they will have in life...” “No podemos ser complacientes con la enorme disparidad que hoy existe en la calidad de la educación que reciben nuestros niños y jóvenes, pues ello compromete las oportunidades de vida…” Le saluda atentamente, MARTIN ZILIC HREPIC Ministro de Educación Letter from the Minister of Education to all Chilean Students

13 Concessions Lowest 4 quintiles of income will be granted scholarships to take the PSU (university-entrance exam) Pase Escolar will be extended to cover all days of the week and 24 hours a day nationally (without restrictions). Increase family subsidy to cover transportation cost, but will not be free for all. A modification of the law LOCE (key education law implemented by Pinochet) Reform of JEC (Full-day School Reform) Establishment of Presidential Advisory Committee of Education to discuss major issues and educational reform (with 6 secondary student representatives)

14 Conclusion What is the potential of the 2006 Chilean student movement to serve as a catalyst for equitable educational change and reform in Chile? The potential of the Chilean student movement to lead to significant, equitable educational reform is very high due to extensive coverage by the media and major responses from the government. If the student recommendations for equity change were implemented than the entire structure of the educational system would be transformed.

15 Further Study Examine other media sources (television, radio, internet, etc.) Investigate the current progress of the reforms and their implementation Research the current activity of the student movement