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	<title>Comparative Sociology &#8211; To Archeio</title>
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		<title>Crisis and Education in Southern Europe: The Effects of Austerity and Ideology</title>
		<link>https://toarcheio.org/items/crisis-and-education-in-southern-europe-the-effects-of-austerity-and-ideology/</link>
		
		<dc:creator><![CDATA[apostolos]]></dc:creator>
		<pubDate>Tue, 16 Apr 2019 22:25:39 +0000</pubDate>
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					<description><![CDATA[Since the mid-1970s, the countries of Southern Europe have been approaching European education patterns. This result can be observed in the positive dynamics and convergence with the rest of Europe. However, despite these visible results, the convergence was more evident up until the outbreak of the crisis, where the overall economic and political conditions also &#8230; <a href="https://toarcheio.org/items/crisis-and-education-in-southern-europe-the-effects-of-austerity-and-ideology/">Continued</a>]]></description>
										<content:encoded><![CDATA[<p>Since the mid-1970s, the countries of Southern Europe have been approaching European education patterns. This result can be observed in the positive dynamics and convergence with the rest of Europe. However, despite these visible results, the convergence was more evident up until the outbreak of the crisis, where the overall economic and political conditions also brought changes in policymaking in education to the Southern European countries, both in terms of policy priorities and educational outcomes. Therefore, while economic hardship and austere programs are a common trait in recent years, the changes cannot be directly or simply attributed to economic or financial constraints; these changes are mainly due to different political options endorsed by the governments of Portugal, Spain, Italy, and Greece. The main empirical sources are the Eurostat and the OECD. Other empirical material relates to national reports produced in the framework of an international project: ECSE International Report, Educational Challenges in Southern Europe. Equity and efficiency in a time of crisis.</p>
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		<title>Crisis Management and the Institutions of Austerity: A Comparison of Latin American and Greek Experiences</title>
		<link>https://toarcheio.org/items/crisis-management-and-the-institutions-of-austerity-a-comparison-of-latin-american-and-greek-experiences/</link>
		
		<dc:creator><![CDATA[apostolos]]></dc:creator>
		<pubDate>Tue, 16 Apr 2019 22:25:36 +0000</pubDate>
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					<description><![CDATA[The proliferation of debt crises around the world since the 1980&#8217;s has generated debtrepayment negotiations prioritizing austerity in debtor countries. This forty-year history of debt crises in the Global South and North now allows comparison of these negotiations and their impacts. We examine the distinct and historically specific trajectories in Latin American and Greece, highlighting &#8230; <a href="https://toarcheio.org/items/crisis-management-and-the-institutions-of-austerity-a-comparison-of-latin-american-and-greek-experiences/">Continued</a>]]></description>
										<content:encoded><![CDATA[<p>The proliferation of debt crises around the world since the 1980&#8217;s has generated debtrepayment negotiations prioritizing austerity in debtor countries. This forty-year history of debt crises in the Global South and North now allows comparison of these negotiations and their impacts. We examine the distinct and historically specific trajectories in Latin American and Greece, highlighting the foundations of each experience of debt crisis. We focus on the institutions responsible for managing crisis and their reliance on similar austerity strategies to compel debtor countries into a neoliberal restructuring of their economies. This paper examines the similarities and differences in austerity policy through a comparative-historical analysis of Latin American and Greek experiences of debt crisis. The results of such policies and the political actors involved in implementing austerity are also examined. © The Royal Netherlands Institute of Southeast Asian and Caribbean Studies (KITLV), Leiden, 2015.</p>
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