Bibliography: Venezuela (page 01 of 26)

This annotated bibliography is reformatted and customized by the Center for Positive Practices for the Hands Off Venezuela! website.  Some of the authors featured on this page include Mike Cole, Peter McLaren, George Davy Vera, Melissa Lesniak, Rosita Ulate Sanchez, Thomas Muhr, Ruth Uwaifo Oyelere, Robert Fink, Naihobe Gonzalez, and Alexandra Carlson.

Martínez-Fernández, J. Reinaldo; Vermunt, Jan D. (2015). A Cross-Cultural Analysis of the Patterns of Learning and Academic Performance of Spanish and Latin-American Undergraduates, Studies in Higher Education. The aim of this study was to analyse and compare the learning patterns of higher education students from Spain and three Latin-American countries (Colombia, Mexico and Venezuela). For this purpose Vermunt's Inventory of Learning Styles (ILS) was translated into Spanish and tested. The participants were 456 undergraduates enrolled in a teacher education programme who completed the ILS and a set of questions about their academic performance, personal background and university experience. The data were analysed using reliability and factor analyses, analysis of variance and structural equation modelling. The results showed significant differences in mean ILS scores and factor structures between students from different countries. Academic performance was explained to a significant degree by some ILS scales about learning patterns. The results were interpreted within a cross-cultural framework, focusing on differences reported up to date between Latin-American and Spanish students versus Western and Asian students.   [More]  Descriptors: Cross Cultural Studies, Guidelines, Latin Americans, Cognitive Style

Duffy, Maura (2015). Education, Democracy and Social Change: Venezuela's Education Missions in Theory and Practice, Journal of Education Policy. The "Bolivarian Revolution" in Venezuela is conceptualised as a pedagogical project that aims to develop "twenty-first century Socialism" through state-grassroots collaboration in the reorganisation of political space in order to develop participatory, democratic institutions and processes. The cornerstones of this project to deepen and expand democracy in and through education are the adult Education Missions, set up in parallel to existing educational structures, and with an explicit focus on socio-political education and community projects aimed at promoting a new hegemony based on active grassroots citizenship. While the struggle to extend democracy in and through education is not unique to Venezuela, the conceptualisation of democracy as protagonist and participatory, and the explicit links made between education and democratic social change within the broader framework of twenty-first century socialism, makes Venezuela a dynamic site to revisit and reinvigorate classical debates as to the role of education in promoting democratic social change. Based on 15¬¬†months of empirical research, this paper examines the extent to which adult education in Venezuela is contributing to the development of a counter-hegemonic movement to build socialism for the twenty-first century.   [More]  Descriptors: Foreign Countries, Democracy, Social Change, Social Systems

Ulate Sanchez, Rosita (2014). Education in Action: An Engine of Change, Creativity, Innovation, Leadership and Social Commitment, Quarterly Review of Distance Education. In this commentary, Rosita Ulate Sanchez states that Venezuela, like other Latin American countries, begins the 21st century by confronting realities that require changes in its learning and education systems. The purpose of Venezuela's education system is to generate social renovation and economic development. It seeks to achieve this through improved educational quality, increased access, and systemic modernization. The Venezuelan educational system has sought to promote the concept of an educational environment that reaches beyond the classroom into the streets, the neighborhoods, and the community. Recognized is the teacher's role, vital in facilitating and generating creativity, innovation, entrepreneurship, and leadership in future generations. This article explores the challenges facing educators in Venezuela, and interacts with and responds to the unique difficulties of a complex and changing Latin American context.   [More]  Descriptors: Creativity, Leadership, Educational Change, Educational Objectives

Cole, Mike (2014). Comprehensive Education Bolivarian-Style: The Alternative School in Barrio Pueblo Nuevo, Venezuela, FORUM: for promoting 3-19 comprehensive education. In this article, the author traces revolutionary developments in an alternative school in Barrio Pueblo Nuevo, Mérida, in the Bolivarian Republic of Venezuela, a school that caters for students between 4 and 14. He begins by recounting some fieldwork done at the school on his behalf by Edward Ellis in 2010. He goes on to discuss a video made at the school by the children in 2011. He concludes by updating Ellis's fieldwork. This consists of an interview in 2012 with the school's co-founder, Miguel Cortez, also carried out by Ellis.   [More]  Descriptors: Nontraditional Education, Foreign Countries, Program Development, Elementary School Students

Rosabal-Coto, Guillermo (2016). Costa Rica's SINEM: A Perspective from Postcolonial Institutional Ethnography, Action, Criticism, and Theory for Music Education. In this article I suggest that SINEM–the Costa Rican version of Venezuela's El Sistema–articulates a development discourse which legitimates neoliberal policies that govern the twenty-first-century international market, in which Costa Rica figures only as a subaltern. I contend that such articulation contributes to perpetuating notions and practices that are based in the colonial period and have sustained the imagination of Costa Rican national identity since the nineteenth century. To this end, I undertake a theoretical analysis through postcolonial institutional ethnography.   [More]  Descriptors: Ethnography, Music Education, Social Mobility, Foreign Policy

McLaren, Peter (2013). Farewell to the Man in the Red Beret, Enter the Man in the White Silk Mitre: "There Is a Crack in Everything, That's How the Light Gets In", Policy Futures in Education. This essay examines the legacy of the late President of Venezuela, Hugo Chavez Frias. Shortly after the death of President Chavez, Jorge Mario Bergoglio was elected the 266th and current pope of the Catholic Church and took the name, Francis. The essay contrasts the demonization of Hugo Chavez by the Western corporate media with the adulation of the newly elected Pope. The author recounts his work in Venezuela building socialism as part of the Bolivarian Revolution initiated by the Chavez government. The Bolivarian Revolution has been a powerful challenge to the catastrophe of finance capitalism and has helped Venezuela's poor tremendously. The author then discusses the traditional role of the Catholic Church in Latin America to protect the class of wealth and property. He notes the controversy surrounding the role Pope Francis played during the days of the military dictatorship in Argentina where the Pope was serving as a bishop of the Church. Some reason to be optimistic about the new pope is contained in the view of liberation theologian Leonardo Boff, and the author ends his commentary with this note of optimism. Chavez's legacy, however, is already assured, at least among the poor and the powerless of Las Americas, who will continue to revere him as a popular saint.   [More]  Descriptors: Foreign Countries, Presidents, Catholics, Clergy

Lesniak, Melissa (2012). El Sistema and American Music Education, Music Educators Journal. The brainchild of Jose Antonio Abreu, El Sistema, a music education program for aspiring orchestra musicians launched in Venezuela for students of limited means and now spreading to other parts of the world, has become a subject of interest to music teachers and teacher educators in North America. This article examines a bit of the program's history and considers some of its attributes and principles that may be applicable to American music education.   [More]  Descriptors: Music Education, Music, Foreign Countries, Musicians

Muhr, Thomas (2016). Equity of Access to Higher Education in the Context of South-South Cooperation in Latin America: A Pluri-Scalar Analysis, Higher Education: The International Journal of Higher Education Research. This article draws from an education governance approach to conduct a pluri-scalar analysis of equity of access to tertiary education in the context of South-South cooperation. An account of distributional justice in access to tertiary education in the Federative Republic of Brazil and the Bolivarian Republic of Venezuela is integrated with a structural approach related to South-South cooperation among the two nations as well as within the Southern Common Market (MERCOSUR), upon which two interrelated arguments are developed: first, despite persistent inequities in access to university education in both territories, state-interventionist policies enhance equity of access directly with respect to availability and accessibility. Second, South-South cooperation transforms the background conditions for educational justice by producing an alternative structure to the neoliberal global governance of education and its agenda of privatisation and commercialisation.   [More]  Descriptors: Equal Education, Access to Education, International Cooperation, Justice

Duffy, Maura (2015). State-Led Education for Democratic Socialism: Venezuela's Education Missions, Journal for Critical Education Policy Studies. Venezuela's "Bolivarian Revolution" is conceptualised as an anti-neoliberal project that aims to promote fundamental changes in the configuration of political power via processes of state-grassroots collaboration. Central to this process is an emphasis on the key role of education in the development of a 21st Century socialism based on principles of protagonist participation and democratic socialism. While many education policies claim to encourage the participation of citizens and the idea of the "democratic person", and have used the language of liberation, empowerment and justice, very few state-led initiatives have shown a clear commitment to creating spaces and opportunities whereby people can develop critical consciousness and become active agents in the restructuring of state-society relations. While many see developing critical literacy in a state-based education system as an oxymoron, the current process of state-promoted social change in Venezuela offers a rare opportunity to examine how state-sponsored education to promote protagonist, participatory democracy might develop in practice. This article therefore uses the Venezuelan case to examine the extent to which discourse has been put into practice, thereby shedding light on the possibility of state-grassroots collaboration to promote education for critical consciousness and structural change. A bibliography is provided.   [More]  Descriptors: Foreign Countries, Social Systems, Democracy, Public Education

Vera, George Davy (2011). The Counseling Program at the University of Zulia: An International Program, Professional Counselor. A personal description of the international counselor education program at the University of Zulia in Venezuela is presented including educational objectives of the counseling degree, various services counselors are trained to provide, and a sample curriculum. This description serves as an example of one international counselor education program that can be used as a model for burgeoning programs in other countries.   [More]  Descriptors: Counselor Training, College Programs, Program Descriptions, Educational Objectives

Gonzalez, Naihobe; Oyelere, Ruth Uwaifo (2011). Are Returns to Education on the Decline in Venezuela and Does Mission Sucre Have a Role to Play?, Economics of Education Review. Anecdotal evidence points to a falling standard of living for the educated in Venezuela. During this same period, President Hugo Chavez implemented several education reforms. We focus on a major university education reform known as Mission Sucre and its potential impact on returns to university education. First, we show that returns to education decreased significantly in Venezuela from 2002 to 2008. Subsequently, we explore the impact of the program on non-program participants and provide evidence that a substantial part of the falling returns at the tertiary level can be linked to Mission Sucre. Our results suggest that the reform created a negative externality on students who did not participate in the program, leading to a 2.7 percentage point decline in returns to university education for non-Mission Sucre students in the 23-28 age cohort.   [More]  Descriptors: Foreign Countries, Outcomes of Education, Living Standards, Educational Change

Carlson, Alexandra (2016). The Story of Carora: The Origins of El Sistema, International Journal of Music Education. Venezuela's youth symphony program, the Fundación Musical Simón Bolívar, commonly referred to as "El Sistema," combines musical achievement with learning important life skills through orchestral practice and performance. Although the history most commonly reported outside Venezuela is of the program's director, José Antonio Abreu, hosting a rehearsal of music students in a Caracan parking lot in 1975, El Sistema's origins are equally owed to another orchestra. That same year, arts advocate Juan Martínez founded Venezuela's first children's orchestra in the Venezuelan city of Carora alongside three Chileans who previously taught for a similar program in Chile. I show that the two orchestras were frequent collaborators in the 1975-1977 period, a relationship that was essential in securing government and public support for the nascent Venezuelan program. I combine oral history and historiography to detail how the project in Carora began, define its relationship with Abreu's orchestra in Caracas, and describe its pedagogy, philosophy, and funding. Beyond illuminating a historical narrative that highlights the importance of both national and international cooperation in the development of youth orchestras in Venezuela, this research has broad implications for advocacy and development of musical programs, within and outside schools.   [More]  Descriptors: Foreign Countries, Music Education, Musical Instruments, Cooperation

Vera, George Davy (2011). Venezuelan Counseling: Advancement and Current Challenges, Professional Counselor. In the worldwide community it is not well known that counseling and guidance professional practices have a long tradition in Venezuela. Therefore, this contribution's main purpose is to inform the international audience about past and contemporary counseling in Venezuela. Geographic, demographic, and cultural facts about Venezuela are provided. How counseling began, its early development, and pioneer counselors are discussed. The evolution of counseling from an education-based activity to counseling as a technique-driven intervention is given in an historical account. How a vision of counselors as technicians moved to the notion of counseling as a profession is explained by describing turning points, events, and governmental decisions. Current trends on Venezuelan state policy regarding counselor training, services, and professional status are specified by briefly describing the National Counseling System Project and the National Flag Counseling Training Project. Finally, acknowledgement of Venezuela's counseling pioneers and one of the oldest counseling training programs in Venezuela is described.   [More]  Descriptors: Foreign Countries, Counseling Services, Geographic Location, Demography

Vera, George Davy; Jiménez, Dorelys (2015). Educating Counseling and Guidance Professionals from a Pedagogy Perspective: Experiences from a Latin American Undergraduate Academic Program, International Journal for Educational and Vocational Guidance. Specialized literature shows that counseling and guidance represents an interdisciplinary profession, practiced differently in various Latin American countries. Likewise, counseling and guidance is understood as being a multicontextual and politically worthy profession that is connected to the personal, socioeconomic, cultural, and collective development of people and their countries. In this context, one of the most critical current issues that the profession is facing is related to the pedagogical issues of training counseling and guidance practitioners in undergraduate programs. This article describes the pedagogical dimensions of training programs at the University of Zulia, Venezuela.   [More]  Descriptors: Counselor Training, Undergraduate Study, College Programs, College Instruction

Fink, Robert (2016). Resurrection Symphony: "El Sistema" as Ideology in Venezuela and Los Angeles, Action, Criticism, and Theory for Music Education. The explosive growth of Venezuela's "El Sistema" is rewriting the agenda of musical education in the West. Many commentators from the world of classical music react to the spectacle of dedicated young colonial musicians playing European masterworks as a kind of "miracle," accepting "Sistema" founder José Antonio Abreu's claim that, in Venezuela, "material poverty is being overcome by spiritual affluence." This essay attempts to clarify the epistemological slippage inherent in such talk, which deliberately conflates old-fashioned idealist notions of classical music's spiritual power with utilitarian justifications of music education as social engineering. In Los Angeles, Abreu's slippery rhetoric has been of great use to the Los Angeles Philharmonic, which under the canny leadership of chief executive Deborah Borda and Abreu protégé Gustavo Dudamel has turned "El Sistema's" rhetoric of social justice ("music is a fundamental human right") into a hip consumer brand.   [More]  Descriptors: Music Education, Civil Rights, Classical Music, Musical Instruments