Chile has been known for its transition from an authoritarian military regime to a democracy in 1990. This shift in government transformed the country on many aspects, as it did gradually with the...Show moreChile has been known for its transition from an authoritarian military regime to a democracy in 1990. This shift in government transformed the country on many aspects, as it did gradually with the attitudes of the Chilean youth towards the education system. The latter named, however, has not been changed tremendously in the past two decades and half. Students have slowly but surely managed to show their discontent with the education system. According to Marco Kremerman in ‘La privatización de la educación: estudio del caso chileno’ (2008) ‘the Chilean educational system has been configured as a true ‘apartheid’ and segregation is seen both ‘between’ and ‘inside’ of different types of establishments’ (31). Chilean high school and university students dared to express their views on what could be changed about the education system, after the transition of governments. This paper will embark on framing the issue of marketization of education and how it has been contributed to the construction a collective identity of new student movements in the Republic of Chile. The central objective of this thesis will be to elucidate how framing contributed to the construction of a collective identity of student movements in 2006 and 2011. As a consequence, the central hypothesis of this study argues that the privatization of education in the market economy resulted into the two student revolution in Chile. Chapter one of the thesis will provide the reader with the theoretical framework. It is divided into three subchapters; ‘old’ vs. ‘new’ social movements, framing theory and collective identity. Next to that, chapter two will be a contextualization, and thus link the theories or concepts mentioned above in the first chapter to the case study in chapter three. Within chapter two, first of all a socio-historical background of new student movements will be examined upon. In a chronological order; first of all the ‘Penguin Revolution’ of 2006 shall be discussed before the ‘Chilean Winter’ of 2011 will be examined upon. Furthermore, the dissimilarities between public vs. private institutions will be exposed with its voucher system and all its consequences. At last, the case study in chapter three will analyze the ‘Penguin Revolution’ and the ‘Chilean Winter’ by applying the research techniques and definitions used in the theoretical framework combined with the contextualization in chapter two. The methodology that will be used in this field of study will be quantitative research from Nicolás M. Somma, associate researcher at the Centre for Social Conflict and Cohesion Studies in Chile (COES) and Professor of Sociology at the Pontificia Universidad Católica . He collected a dataset of the protests by using newspapers, radio, websites and social movement organizations. Therefore I regard him as a very reliable and independent source. As qualitative research I will use a conducted interview by Lucia Newman from Aljazeera English. Before working for Aljazeera in 2006 she had 20 years of experience working for the CNN and reported throughout Latin America (Los Angeles Times, 2006). The interview she conducted in 2011 was with Giorgio Jackson, a prominent student leader. Since 2014 he holds the position of delegate of the Republic of Chile (BBC Mundo, 2016). As I spend a part of by Bachelor International Studies in Chile I also briefly interviewed a Chilean friend who participated in the student protests and studied Marketing and Strategic Communication.Show less