ABSTRACT
Reading across these chapters, it is possible to identify some common priorities and political strategies in the region and some idiosyncratic elements that characterize education policy approaches in each country. The above chapters describe the complexity of the spatial dynamics of education policy in Latin America during this period. Many examples are offered in the chapters of this book of different kinds of governance mechanisms devised to have a more direct influence on the work of schools and teachers in classrooms.
Of course, many of the influences in Latin American education policies come from global actors and global discourses that contribute to defining a language to think about education policies and practices. In education, policy spaces are being created and recreated in dynamic and contradictory ways. In contrast, the panacea of using education as a tool for more equitable and sustainable societies has become an elusive objective. To a certain extent, we are witnessing a technical crisis. Latin American countries struggle to find the best socio-material arrangements to improve education and make educational systems an instrument for social inclusion and equality.
