Export citation

Show simple item record

dc.contributor.authorPineda Olivieri, Jesús Humberto,
dc.date.issued2017
dc.date.submitted2017-08-01 23:55:55
dc.date.submitted2019-11-28 13:41:16
dc.date.submitted2020-04-01T13:29:57Z
dc.identifier632110
dc.identifierOCN: 1030816562
dc.identifierhttp://library.oapen.org/handle/20.500.12657/31291
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/39680
dc.description.abstractIn the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.
dc.description.abstractIn the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences
dc.subject.otherinclusion
dc.subject.otherhigher education
dc.subject.otherVenezuela
dc.subject.otherLatin America
dc.subject.otherMission Sucre
dc.subject.otherPierre Bourdieu
dc.titleThe Transformational Potential of Higher Education Inclusion - Biographical Trajectories of Students from Disadvantaged Environments in Venezuela
dc.typebook
oapen.identifier.doi10.17875/gup2017-1027
oapen.relation.isPublishedByaf9011e0-03b9-4a5c-9ae6-b9da4898d1b2
virtual.oapen_relation_isPublishedBy.publisher_nameUniversitätsverlag Göttingen
virtual.oapen_relation_isPublishedBy.publisher_websitehttp://www.univerlag.uni-goettingen.de/
dc.abstractotherlanguageIn the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

open access
Except where otherwise noted, this item's license is described as open access