Education policies and outcome indicators

Comparative social mapping of emerging socio-educational narratives from UNESCO, the World Bank, and the OECD in the context of the pandemic (2024). Educational profiles (Mexico, Q3)
This article seeks to explain, from a comparative and synchronic perspective, the frameworks for action and reflection under which three international organizations addressed the educational policies emanating from the 2030 Agenda by analyzing their reports during 2020. From a methodological perspective, content analysis and social mapping are used to analyze the discursive field of the three selected organizations in order to reveal trends and possible scenarios for post-crisis education. Consequently, while the OECD and the World Bank envision the future of education within a linear time frame, i.e., moving toward progress and economic growth, where technology stands as the articulating and hegemonic tool, UNESCO does so from a non-linear (multitemporal) perspective, configuring plural scenarios for thinking about new forms of humanity from an educational standpoint.

PISA 2022 (2024). Educational profiles (Mexico, Q3)
PISA 2022 results for Mexico.

Curricular perspective for social justice. Understanding the politics of school knowledge (2023). International Journal of Education for Social Justice (Spain, Q1)
This conceptual document argues for the need to understand the relationship between curriculum and social justice, largely through the lens of what the author calls the “curricular perspective.” This framework helps define the connective tissue of how the social, cultural, institutional, economic, and political context manifests itself within the struggle for knowledge, including what knowledge is framed as common sense and hegemonic through things like textbooks, state standards, and high-stakes exams, and therefore also shaped students' awareness of the world. Building on Feminist Point of View Theory, this article ultimately argues that if we can fully recognize the extent to which social relations manifest themselves in school knowledge, we also create the conditions for a critical examination of that knowledge, as well as the possibilities for the development of greater knowledge and critical awareness about the curriculum and society, thus detailing the relationship between the curriculum and social justice.

Social inequalities in educational trajectories: a comparison between the United States and Germany (2024). International Journal of Psychological Research (United States, Q3)
Social background affects not only access to higher education but also how students progress through higher education. Based on the argument that an advantageous family background facilitates linear educational trajectories through the provision of cultural and economic resources by parents, this article investigates educational trajectories in Germany and the United States, evaluating institutional structures as a mediating factor. We reconstruct the study trajectories of students pursuing a bachelor's degree using sequence analysis based on two high-quality panel data sets (the Longitudinal Study of U.S. Postsecondary Education Beginners and the German National Education Panel Study). The findings reveal that study trajectories are more complex overall and are determined by social background in the United States. In both countries, study trajectories differ by type of higher education institution. We conclude that not only are pathways to higher education determined by the institutional context of higher education systems, but also that study trajectories and disparities structured by socioeconomic background are equally institutionally embedded.