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This article develops a political articulation-based explanation of divergence in democratic inclusion between two champions of liberal democracy in Latin America: Chile and Uruguay. Political articulation scholars depart from the traditional reflection models of political parties as mere expression of preexisting social cleavages, highlighting the relative autonomy of parties’ practices and their strategic role in structuring state-society relations. My work extends this current trend in comparative-historical sociology to the Latin American Left turn after the demise of the market-fundamentalist Washington Consensus, empirically identifying a set of strategies that boost Left parties’ capacity to articulate on a specifically class basis. These strategies, I argue, are endowed with causal efficacy, driving democratic variation beyond the restrictions and opportunities of the institutional environment. Combining process tracing account of historical sequences with my own analyses of labor statistics, protest events, and party linkages and manifestos, I show that differences in Left parties’ ability to build linkages with labor and advance its institutional representation as a class actor are at the root of the divergence in political inclusion between these two countries. This finding has substantial implications for contemporary democratic theory: after neoliberalism, strongly organized mass parties of the Left may not be a necessary condition for a given democracy’s stability and consolidation, but they may be a sufficient condition for a particular democracy’s realization of the normative ideal of political equality.

Recent sociological scholarship on market design is ill-equipped to understand the normative and political aspects of experts’ practices in connection to political conflicts over the commodification of social rights. I develop an original approach to the politicized use of market devices to address collective concerns in a noneconomic policy field: education. When designing a high-stakes school accountability system, policymakers in Chile confronted a moral conundrum: should schools be valued according to their students’ absolute proficiency, or according to the school’s relative effectiveness? Progressive and conservative experts in charge of settling this dilemma pushed for using the statistical model (OLS vs. HLM) that yielded rankings that fit their moral preferences. Through qualitative analyses of experts’ real-world application of quantitative methods, as well as experts’ interpretations of these methods’ performative consequences, I mobilize the much-debated concept of “moral background” to unravel the conditions for subsuming ideological dissent into consensual forms of decision-making.

Social movement scholars have not satisfactorily engaged with the concept and reality of neoliberalism. The growing academic consensus is that neoliberalism is a waning analytical category devoid o...