EDUCATIONAL-CHANGE UNDER AUTOCRATIC AND DEMOCRATIC GOVERNMENTS - THE CASE OF ARGENTINA

This study contrasts the strategies, procedures and outcomes of educat ional reform as they took place in Argentina's military autocratic gov ernment (1976-1983) and the civilian democratic government that follow ed (1983-1993, when the study ended). As the study points out, the har sh strategy of change employed by the military regime proved to be ine ffective, even disastrous. During the democratic period that followed (at least until mid-1993 when the study ended) the participative strat egy of change healed many wounds, but it encountered numerous barriers that significantly limited its effectiveness. In both cases and in a comparative context, the study attempts to explain why. With the suppo rt of a Fulbright Research Award, the data for the study were gathered in Argentina through extensive interviews and document analysis over a 5-month period in 1993.