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The article examines educational and social factors explaining the movement’s emergence using social movement theory and newspaper accounts, showing how education expansion alongside privatization created both grievances and mobilizing capabilities through effective student framing. 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Student Movement  \nPermalink  \n[https://escholarship.org/uc/item/60g9j416](https://escholarship.org/uc/item/60g9j416)  \nJournal  \nBerkeley Review of Education, 3(1)  \nISSN  \n1947-5578  \nAuthors  \nSalinas, Daniel  \nFraser, Pablo  \nPublication Date  \n2012-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nEducational Opportunity and Contentious Politics: The 2011 Chilean Student Movement  \nDaniel Salinas 1 and Pablo Fraser  \nPennsylvania State University  \nAbstract  \nThe 2011 Chilean student movement was one of the most massive and original processes of social mobilization in Latin America in the last decade. Led by university students, the movement challenged the longstanding free-market orientation of educational policies in Chile, demanding amore active role for the State in the regulation and supply of education. In this article, we study the main educational and social factors that explain the emergence of the movement. We draw upon social movement theory as an analytical framework and use newspaper articles as basic sources of data. Our research suggests that the simultaneous expansion and privatization of the Chilean education system provided students not only with mobilizing grievances (e.g., disparity in access and quality) but also with capabilities and resources (e.g., critical awareness and higher aspirations) to advance political mobilization. We also find that student organizations created effective frames to take advantage of the windows of opportunity opened in Chilean democracy. Implications for comparative international research on education reform and social movements are also discussed.  \nKeywords: social movements, market-oriented reform, student protests, educational expansion, Chile  \nThe 2011 Chilean student movement, in which university students led a nationwide process of mobilization and demanded structural reforms from elementary to higher education, was one of the most massive and original social movements Latin America has seen in the last decade. Scholars of education and political science, even those familiar with the Latin American region, had reason to be surprised by the news of widespread demonstrations occurring across Chile. Based on standard economic and educational indicators, Chile has often been presented as a success story in international forums and scholarly conversations. Two years before the movement exploded, the Organization for Economic Cooperation and Development (OECD) celebrated the appointment of Chile as its first South American member, a gesture of recognition for its democratic institutions and decades of continuous economic growth (OECD, 2009) . Similarly, a survey of international studies of educational achievement showed that the overall performance of Chile surpassed most countries in Latin America (Ministerio de Educación de Chile  \n1 Correspondence concerning this article should be addressed to Daniel Salinas, Education Theory and Policy, 300 Rackley Building, State College, PA 16802. Email: [drs347@psu.edu](drs347@psu.edu).  \nThe authors would like to thank Saamira Halabi, Marissa Colón-Margolies, Ernesto Treviño, Gerry LeTendre, Kristina Brezicha, Sakiko Ikoma, Daniela Pérez, the reviewers, and the editors for their helpful comments on previous drafts. All remaining errors are the responsibility of the authors.  \nBerkeley Review of Education Vol. 3 No. 1, pp. 17-47  \n18 Salinas & Fraser  \n[MINEDUC], 2011a) . Why, then, did demonstrations occur in Chile, and why was education the target of discontent and protest? What exactly did students want to change, how supportive was the general Chilean population of their demands, and how successful was the movement in generating","cbCaioFbIABUqwIH","https://ap.wps.com/l/cbCaioFbIABUqwIH","pdf",514591,32,"English","# Abstract\n# Introduction\n## Background and research questions\n# Theoretical framework\n## Social movement theory\n# Methodology\n## Data sources and approach\n# Findings and implications","[{\"question\":\"What did the 2011 Chilean student movement demand?\",\"answer\":\"University students demanded structural reforms across elementary to higher education and pressed for a more active State role in regulating and supplying education.\"},{\"question\":\"How does the article explain the movement’s emergence?\",\"answer\":\"It links the emergence to educational and social factors, using social movement theory and newspaper-based data to show how education expansion and privatization created both grievances and mobilizing resources.\"},{\"question\":\"What role did student organizations play?\",\"answer\":\"The study finds that student organizations developed effective frames that helped them take advantage of political opportunities opened in Chilean democracy.\"}]","Educational Opportunity and Contentious Politics - The 2011 Chilean Student Movement | PDF",1792079733,81]