In the past two decades discussion has emerged about socio-economic inequality in access to higher education in developing countries. This thesis focuses on the case of the 2011 Chilean student...Show moreIn the past two decades discussion has emerged about socio-economic inequality in access to higher education in developing countries. This thesis focuses on the case of the 2011 Chilean student movement in which growing discontent with the existing social inequalities in access to higher education has led to the controversial demand for gratuity. Consequently, the main question that motivates this research is how questions of unequal access to higher education are being related to issues of socio-economic inequality in the gratuidad debate. To answer this question, the first part of the thesis explores the globally frequently observed approaches that explain inequality in higher education. The second part examines the historic and political context of access to higher education in Chile during three crucial periods of time. Ultimately, the third part closely identifies and evaluates the key arguments of both the student movement and the institutional perspective on the significance and viability of the gratuity measure. As the main conclusions indicate, there is a general disagreement about the original cause of socio-economic inequality in the first place. While the student movement often blames neoliberal political ideology for generating inequality, institutional actors tend to accuse specific policies that do not tackle matters of inequality efficiently. Though strong and weak points can be found in the arguments of both perspectives, this thesis concludes that not enough attention is being paid to the underlying factors of general classism and social discrimination in Chilean society as the root causes of socio-economic inequality in higher education.Show less
