| Figures | ||
| 2.1 | Phases of review and criteria for retention. | 43 |
| 2.2 | Language of articles in sample. | 47 |
| 2.3 | Country of focus of articles. | 48 |
| 2.4 | Number of articles by year of publication. | 50 |
| 4.1 | Argentina: Affiliation network in Argentina, based on Argentines for education and GoFC’s members. 2-mode network. | 130 |
| 4.2 | Brazil: Affiliation network in Brazil, based on all for education and GIFC’s members. 2-mode network. | 133 |
| 5.1 | Continuum of regionalism. | 149 |
| 7.1 | Latin America (13 countries): Trend in the net enrolment ratios in upper secondary education around 2011, 2017, and 2018 (percentages). | 217 |
| 7.2 | Latin America (12 countries): Lower and upper secondary education completion rates, around 2018 (percentages). Note: Argentina is not included because there are no published data for 2018. | 218 |
| 9.1 | Perú: A timeline of presidents, education ministers, and policies (1990–2023). | 270 |
| 9.2 | State strength in Latin America. | 279 |
| 9.3 | Average duration of education ministers in Latin America. | 283 |
| 11.1 | State-state society relations from a social movement/political process approach. | 322 |
| 11.2 | State-state society relations from a synergy perspective. | 324 |
| 11.3 | State-civil society relations from a Gramscian perspective. | 327 |
| 11.4 | A continuum of social movement-state engagement: APEOESP and the MST. | 333 |
| 11.5 | A continuum of social movement-state engagement: APEOESP, MST, Local 22-CNTE and the EZLN. | 339 |
| Tables | ||
| 1.1 | Summary of policy focus and theoretical orientations for chapters in this volume. | 5 |
| 2.1 | Theoretical approaches to the state. | 51 |
| 2.2 | Focus of findings from political economy studies. | 52 |
| 2.3 | Focus of findings from political economy studies: Examples. | 53 |
| 2.4 | Policy process approaches. | 55 |
| Focus of findings from policy process studies: Examples. | 57 | |
| 2.6 | Governance approaches. | 59 |
| 2.7 | Focus of findings from governance studies: Examples. | 60 |
| 2.8 | Institutionalism approaches. | 62 |
| 2.9 | Focus of findings from institutionalism studies: Examples. | 63 |
| 2.10 | Poststructural approaches. | 64 |
| 2.11 | Focus of findings from poststructural studies: Examples. | 65 |
| 2.12 | Post-/decolonial approaches. | 66 |
| 2.13 | Focus of findings from post-/decolonial studies: Examples. | 67 |
| 2.14 | Historical accounts. | 68 |
| 2.15 | Findings from historical accounts studies: Examples. | 68 |
| 2.16 | Studies in each approach defining or theorizing the state. | 69 |
| 4.1 | Argentina: Distribution of philanthropic foundations working in education by period of creation. | 125 |
| 4.2 | Brazil: Distribution of philanthropic foundations working in education by period of creation. | 127 |
| 4.3 | Distribution of philanthropic actors by institutional configuration, scale of operations and type of operations in Argentina and Brazil. | 131 |
| 5.1 | Members and associate members of MERCOSUR, ALBA-TCP, and PA between 2000 and 2018. | 150 |
| 5.2 | Characteristics of each model of regionalism and the programs/initiatives they have envisioned or implemented. | 158 |
| 9.1 | Measuring dimensions of state strength. | 277 |
| 10.1 | Privatization modalities and policies. | 296 |
| 11.1 | Movement goals, educational goals, and strategies for achieving educational goals: APEOESP, MST, Local 22-CNTE and the EZLN. | 341 |
In: The State and Education in Latin America
Editors:
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D. Brent Edwards Jr.
D. Brent Edwards Jr.
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Mauro C. Moschetti
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Claudia M. Díaz-Ríos
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