References
- Assaél Budnik, J., Cornejo Chávez, R., González López, J., Redondo Rojo, J., Sánchez Edmonson, R., & Sobarzo Morales, M. (2011). La empresa educativa chilena [The Chilean educational enterprise]. Educação & Sociedade, 32(115), 305–322.
- Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press.
- Bellino, M. (2016). So that we do not fall again: History education and citizenship in ‘postwar’ Guatemala. Comparative Education Review, 60(1), 58–79.
- Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture. London: Sage.
- Brenei, V. (2008). Schooling passions. Nation, history, and language in contemporary Western India. Stanford: Stanford University Press.
- Collins, J. (2009). Social reproduction in classrooms and schools. Annual Review of Anthropology, 38, 33–48.
- Conran, M. (2011). They really love me! Intimacy in volunteer tourism. Annals of Tourism Research, 38(4), 1454–1473.
- Courtois, A. (2015). ‘Thousand waiting at our gates’: Moral character, legitimacy and social justice in Irish elite schools. British Journal of Sociology and Education, 36(1), 53–70.
- Cunningham, S., & Lavalette, M. (2004). ‘Active citizens’ or ‘irresponsible truants’? School students strikes against the war. Critical Social Policy, 24(2), 255–269.
- Eby, J. (1998). Why service-learning is bad. Service Learning, General. Paper 27. Retrieved from http://digitalcommons.unomaha.edu/slceslgen/27
- Fernándes, S. (2010). Who can stop the drums? Urban social movements in Chavez Venezuela. Durham: Duke University Press.
- Forbes, J., & Lingard, B. (2015). Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege. British Journal of Sociology of Education, 36(1), 116–136.
- García-Huidobro, J. E. (2007). Desigualdad educativa y segmentación del sistema escolar. Consideraciones a partir del caso chileno [Educational inequality and school system segmentation. Considerations from the Chilean case]. Pensamiento Educativo, 40(1), 65–85.
- Gaztambide-Fernández, R. (2011). Bullshit as resistance. Justifying unearned privilege among students at an elite boarding school. International Journal of Qualitative Studies in Education, 24(5), 581–586.
- Gaztambide-Fernández, R., & Howard, A. (2013). Social justice, deferred complicity, and the moral plight of the wealthy. Democracy & Education, 21(1), 1–4.
- Gordon, H. R., & Taft, J. K. (2011). Rethinking youth political socialization teenage activists talk back. Youth & Society, 43(4), 1499–1527.
- Hall, K. (2002). Lives in translation. Sikh youth as British citizens. Philadelphia: University of Pennsylvania Press.
- Howard, A. (2010). Elite visions: Privileged perceptions of self and others. Teachers College Record, 112(8), 1971–1992.
- Howard, A., & Kenway, J. (2015). Canvassing conversations: Obstinate issues in studies of elites and elite education. International Journal of Qualitative Studies in Education, 28(9), 1005–1032.
- Illich, I. (1968, April). To hell with good intentions. In Conference on Inter-American Student Projects, Cuernavaca, Mexico. Retrieved from http://www.swaraj.org/illich_hell.htm.
- Kenway, J., & Fahey, J. (2015). The gift economy of elite schooling: The changing contours and contradictions of privileged benefaction. British Journal of Sociology of Education, 36(1), 95–115.
- Lave, J., & McDermott, R. (2002). Estranged labor learning. Outlines, 1, 19–48.
- Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
- Lazar, S. (2008). El Alto, rebel city: Self and citizenship in Andean Bolivia. Durham: Duke University Press.
- Lazar, S. (2010). Schooling and critical citizenship: Pedagogies of political agency in El Alto, Bolivia. Anthropology and Education Quarterly, 41(2), 181–205.
- Levine, P. (2007). The future of democracy: Developing the next generation of American citizens. Medford: Tufts University Press.
- Levinson, B. A. U. (2001). We are all equal. Student culture and identity at a Mexican secondary school, 1988-1998. Durham: Duke University Press.
- Levinson, B. A. U. (2011). Toward an anthropology of (democratic) citizenship education. In B. A. U. Levinson & M. Pollock (Eds.), A companion to the anthropology of education (pp. 279–298). Malden: Wiley-Blackwell.
- Luykx, A. (1999). The citizen factory. Schooling and cultural production in Bolivia. Albany: State University of New York Press.
- Maxwell, C., & Aggleton, P. (2010). The bubble of privilege. Young privately educated women talk about social class. British Journal of Sociology of Education, 31(1), 3–15.
- Ministerio de Desarrollo Social. (2011). Encuesta CASEN 2011. Módulo educación. Retrieved from http://observatorio.ministeriodesarrollosocial.gob.cl/layout/doc/casen/2013_04_01_Educacion_CASEN_2011.pdf
- Morton, K. (1995). The irony of service: Charity, project, and social change in service-learning. Michigan Journal of Community Service Learning, 2, 19–32.
- Moya Díaz, E., & Hernández Aracena, J. (2014). El rol de los colegios de elite en la reproducción intergeneracional de la elite Chilena [The role of elite schools in the intergenerational reproduction of the Chilean elite]. Revista Austral de Ciencias Sociales, 26, 59–82.
- North, C. (2008). What is all this talk about “social justice”? Mapping the terrain of education's latest catchphrase. Teachers College Record, 110(6), 1182–1206.
- Núñez, J., & Gutiérrez, R. (2004). Classism, discrimination and meritocracy in the labour market: The case of Chile. Documento de Trabajo Departamento de Economía Universidad de Chile 208. Retrieved from http://www2.facso.uchile.cl/sociologia/1060225/docs/chile/nunez.pdf
- OECD. (2015, May 21). In it together: Why less inequality benefits all. Retrieved from http://www.oecd.org/social/in-it-together-why-less-inequality-benefits-all-9789264235120-en.htm
- OECD. (2016, December 06). PISA 2015 results (Volume I). Excellence and equity in education. Retrieved from http://www.oecd-ilibrary.org/education/pisa-2015-results-volume-i_9789264266490-en
- Paley, J. (2001). Marketing democracy: Power and social movements in post-dictatorship Chile. Berkeley: University of California Press.
- Risør, H. (2015). Closure of bars, cantinas, and brothels. Practices of civil in/security, state formation and citizenship in urban Bolivia. In P. Albretch & M. Kyed (Eds.), Policing and the politics of order-marking (pp. 127–142). New York: Routledge.
- Rodríguez, J., & Arriagada, C. (2004). Segregación residencial en la ciudad latino americana [Residential segregation in the Latin American city]. Eure, XXIX(89), 5–24.
- Rubin, B. (2007). “There's still no justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109(2), 449–481.
- Savell, S. (2015). I'm not a leader: Cynicism and good citizenship in a Brazilian favela. PoLAR: Political and Legal Review of Anthropology, 38(2), 300–317.
- Serrano, S., Ponce de León, M., & Rengifo, F. (2012a). Historia de la educación en Chile, 1810–2010. Tomo I: Aprender a leer y escribir (1810-1880) [History of Chilean education, 1810-2010. Volume 1: Learning to read and write (1810-1880)]. Santiago: Taurus.
- Serrano, S., Ponce de León, M., & Rengifo, F. (Eds.). (2012b). Historia de la educación en Chile, 1810–2010. Tomo II: La educación nacional (1880-1930) [History of Chilean education, 1810-2010. Volume 2: The national education (1880-1930)]. Santiago: Taurus.
- Sherrod, L. R. (2013). Promoting citizenship and activism in today's youth. In P. Noguera, J. Cammarota, & S. Ginwright (Eds.). Beyond resistance! Youth activism and community change (pp. 287–299). Florence: Routledge.
- Swalwell, K. (2013). “With great power comes great responsibility”: Privileged students’ conceptions of justice-oriented citizenship. Democracy and Education, 21(1), 1–11.
- Thumala, M. (2007). Riqueza y piedad. El catolicismo de la elite económica chilena [Wealth and piety. The Catholicism of the Chilean economic elite]. Santiago: Random House Mondadori.
- Tiramonti, G., & Ziegler, S. (2008). La educación de las elites. Aspiraciones, estrategias y oportunidades [The education of elites. Aspirations, strategies and opportunities]. Buenos Aires: Paidós.
- Urcioli, B. (2011). Neoliberal education: Preparing the student for the new workplace. In C. J. Greenhouse (Ed.), Ethnographies of neoliberalism (pp. 162–176). Philadelphia: University of Pennsylvania Press.
- Varenne, H. (2007). Difficult collective deliberations: Anthropological notes toward a theory of education. Teachers College Record, 109(7), 1559–1588.
- Varenne, H. (2008). Culture, education, anthropology. Anthropology & Education Quarterly, 39(4), 356–368.
- Varenne, H., & McDermott, R. (1998). Successful failure. The school America builds. Boulder: Westview.
- Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.
- Willis, P. (1977). Learning to labour. How working class kids get working class jobs. New York: Columbia University Press.
- Youniss, J., Bales, S., Christmans-Best, V., Diversi, M., McLaughlin, M., & Silbereisen, R. (2002). Youth civic engagement in the twentieth-first century. Journal of Research on Adolescence, 12(1), 121–148.