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Abstract
For the past decades international organisations and governments have promoted and implemented analogous education policies on the grounds that education is the key factor to foster development and fight poverty. This article sets the context of these educational programmes and analyses their discourse on poverty in Argentina and Chile. Then, it shows how they institutionalise strict surveillance, institutional denigration of the poor and professional scepticism. In general, the conclusions underpin one hypothesis that leads the analysis: eventually, these targeted education policies ‘pedagogise’ poverty alleviation in that they aim to ‘instil flexible identities’ into the poor rather than open channels for social inclusion.
Acknowledgements
This piece of research is an outcome of the project ‘Beyond “Targeting the Poor”: Education, Development and Poverty Alleviation in the Southern Cone. An Analysis of the New Political Agenda in the Region’. It has been funded by the Ministry of Education and Science (Government of Spain: reference SEJ2005‐04235). The authors acknowledge the insightful suggestions of Carla Frías on Chile and Judith Jacovkis on Argentina, as well as the comments of the anonymous reviewers.