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Copyright of Urban Studies (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaderns de l'Institut Català d'Antropologia is the property of Institut Catala d'Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At the intersection of social and digital inequality studies, this paper presents the results of a finished research about Information and Communication Technologies (ICT) appropriation among high school students from the City of Buenos Aires (CABA). From the results of an own survey and in-depth interviews, this article studies the digital capital accumulation in young people with the objective of analyzing the influence of social origin on the appropriation of ICT and the scope of social and digital reproduction. The results present a typology on youth appropriations, describing the expected destinations from the digital appropriation trajectories by social class and the dissident cases in which young people from different social classes have appropriated ICT in an “unexpected” way, when students of the same social class have trajectories with different destinations from the influence of digital scaffolding. The role of these scaffolds in the ICT appropriation processes constitutes the main finding of the research since they make possible the change of trajectories and social and digital mobility. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Estudios Sociales is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper contributes to the literature on the new politics of social inclusion and spatial justice in globalizing cities. My main argument is that accounts of such politics should focus on the multiple intervening social actors without neglecting or assuming the roles played by the urban middle classes. Focusing on the case of the City of Buenos Aires (CBA) after Argentina's neoliberal crisis of 2001, I show the importance of mobilized middle-class social actors in shaping institutional and territorial outcomes in a globalizing city that is highly polarized and fragmented. This study is based on participant observation, in-depth interviews, and archival research focused on (a) subscribers of state-sponsored citizen participation processes and (b) neighborhood activists with middle-class profiles-middle incomes, relative housing stability, and residency in neighborhoods with middle levels of development. Findings show that, although middle-class politics in the city evidenced a primary concern with place, neighborhood, and local territories, mobilized actors were also responding to deeper transformations brought about by processes of neoliberal globalization. Their repertoires of collective action also moved beyond the local scale and had significance for the wider governing of the city. Finally, it is shown that middle-class politics in the postcrisis CBA departed from the exclusionary attitudes evidenced in studies of other cities, which leads to the question of how such politics may be reconciled into broader coalitions seeking more egalitarian forms of urban globalization. Further inquiries for comparative analysis beyond the CBA are suggested in the paper's conclusion. [ABSTRACT FROM AUTHOR]

In this special section of this issue of Science and Public Policy, authors try to find new answers to some enduring questions about social cohesion and social inclusion that have long been present in social thought. The aim of the various contributions is to refine the approaches to inclusion and cohesion in order to increase their impact in policy-making. Authors believe that forward-looking approaches need further tailoring in order to better suit the needs of decision-makers and their changing environment, and that there is an urgent need to inform the public about the potential value of the analysis of these problems. Earlier versions of the papers were presented at the Meeting of the Latin American Association of Science and Technology Studies (ESOCITE), held 20-23 July 2010 at Buenos Aires. [ABSTRACT FROM AUTHOR]

Abstract: The aim of this paper is to simulate some education policies which would be consistent with different definitions of equality of opportunity (EO). In concrete, we estimate how educational resources should be distributed in order to achieve equality of educational opportunity in the province of Buenos Aires. For that purpose we use a stochastic production frontier model for 12 years old students. The results change drastically depending on the considered concept of EO. If that means giving everybody the same school inputs, the change is not significant. If we want to equalize the academic outputs, the policy is simply impracticable. But if we want to equalize the academic output considering the efforts made by the pupils, the policy is expensive but achievable. [Copyright &y& Elsevier]

This article explores the representations and meanings regarding social inequality socially constructed in schools since the implementation of the Federal Law of Education in the 90's. This work analyses the implementation of institutional articulation policy in one school in the suburbs of Buenos Aires with the intention of describing how decentralization and autonomy policies contribute to reinforcing social inequalities in schools' everyday life. By reference to concrete ethnographic situations, we describe the process by which schools implemented the institutional articulation between former primary and secondary schools in order to understand not only what people say about social inequality in a particular moment in history, but also what people "do". As a result, this paper intends to describe the differentiation process among and within schools that the implementation of neoliberal policies leds to. [ABSTRACT FROM AUTHOR]

Copyright of Cuestiones de Sociologia: Revista de Estudios Sociales is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)