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Cheyenne Ferree-Knapp
Dr. Aïda Valenzuela
Spanish Senior Research
28 April 2016
Propaganda, Poverty and Educational Inequality
Socioeconomic inequality plagues both Chile and the US. Absolute equality is
impossible in capitalist societies, though education allows lower socioeconomic classes
to improve their quality of life. Yet, education is currently preserving poverty which
highlights the need for reform. Education reform will reduce the detrimental
consequences of poverty such as crime and unemployment that hinders economic
growth. Obtaining the necessary reforms requires public support and involvement that is
provoked by propaganda. Though propaganda has drawn attention to the current issues
of education, attempts have not achieved reforms because of socioeconomic class
barriers. By appealing to a national identity and identifying how the consequences of
unequal education and poverty effect every individual regardless of socioeconomic
status, propaganda can overcome socioeconomic-class barriers to achieve reforms
through increased public support and involvement.
Reforms for the betterment of working and living conditions have been achieved
by increasing support and initiating collective action through successful propaganda.
Though reforms have provided welfare and social programs for poverty-stricken
families, poverty cycles have not been eliminated. Standardized testing, federal funding
and the privatization of education contribute to the inequality of education that preserves

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poverty. Children of lower socioeconomic-class families cannot access quality education
to develop specialized skills which keeps another generation stuck in poverty.
Organizations in both the U.S. and Chile have sought to reform education. The ‘I
Refuse’ Movement encouraged students to opt out of standardized testing in New York
State schools and more than 645,000 students opted out in 2015. Rallies and protests
have formed across the US to end high-stakes testing mandated by the ‘No Child Left
Behind Act’ and advocates are spreading their message through social media with
‘#optout2016’ and ‘#resistthetest’.
The 2006 Penguin Revolution, secondary students took over local public schools
in Chile and protested to demand reforms to public education. Though some demands
have been met, the slow-pace by which their demands have been addressed leads to
further discontent. Another movement, “Alto al SIMCE”, seeks to end high-stakes
standardized testing and the adverse effects of these exams on education and equality.
Movements have drawn attention to current issues in education but they have not
achieved essential reforms. These movements must obtain more support and persuade
individuals to become involved in the cause. However, class barriers often impede this
process through the misconception that members of different socioeconomic classes
have divergent interests. Propaganda can overcome these barriers through an appeal
to a shared national identity which is what makes war-time propaganda so effective. If
propaganda can utilize this same sense of national identity to establish shared interests
among socioeconomic classes, it will increase public involvement and support for
proposed reforms that will help to improve education and reduce the adverse effects of
poverty that effect every individual regardless of his or her socioeconomic class.