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Mobile Professionals and Metropolitan Models: The German Roots of Vocational Education in Latin America

Published online by Cambridge University Press:  01 July 2020

Andrew Schrank
Andrew Schrank*
Affiliation:
Brown University, [andrew_schrank@brown.edu]
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Abstract

The Latin American model of vocational education has been widely portrayed as a homegrown success story, particularly by scholars and stakeholders who are aware of the region’s skill deficits, wary of alien solutions, and suspicious of institutional transfers more generally. Is the Latin American model really homegrown? I use a combination of qualitative and quantitative data to trace the model’s mores and methods not to the New World but to Central Europe and go on to identify three different transmission paths in the 20th century: imitation by Latin Americans of German origin, descent, and/or training in the run-up to World War II; propagation by West German attachés and advisors in an effort to rehabilitate their country’s image in the wake of the war; and adaptation by local employers and policymakers—who received additional support from Germany—at the turn of the last century. The results suggest that institutional importation is less a discrete event or outcome to be avoided than an ongoing process that, first, entails translation, adaptation, and at times obfuscation by importers as well as exporters; and, second, is facilitated by immigrants, their descendants, and diplomats in transnational contact zones.

Résumé

Résumé

Le modèle latino-américain d’enseignement professionnelle a été largement décrit comme une « success story » née sur place, en particulier par les universitaires et ses acteurs qui sont conscients des déficits de compétences de la région, se méfient des solutions venues de l’étranger et sont plus généralement de tout type de transferts institutionnels. Ce modèle latino-américain est-il vraiment local ? Dans cet article, je combine des données qualitatives et quantitatives pour retrouver l’origine des mœurs et des méthodes du modèle non pas dans le Nouveau Monde, mais en Europe centrale, puis j’identifie trois voies de transmission différentes au xxe siècle : l’imitation par des Latino-Américains d’origine, d’ascendance et/ou de formation allemands pendant la période précédant la Seconde Guerre mondiale ; la propagation par des attachés et conseillers de l’Allemagne de l’Ouest dans un effort pour rétablir l’image du pays au lendemain de la guerre ; et l’adaptation par des employeurs et décideurs locaux – qui avaient reçu un appui supplémentaire de l’Allemagne – à la fin du siècle passé. Les résultats suggèrent que l’importation institutionnelle est moins un événement discret ou un résultat à éviter qu’un processus continu qui, premièrement, implique la traduction, l’adaptation et, parfois, la dissimulation par les importateurs et les exportateurs et, deuxièmement, est facilitée par les immigrants, leurs descendants et les diplomates dans les zones de contact transnational.

Zusammenfassung

Zusammenfassung

Das lateinamerikanische Berufsbildungsmodell wird weithin als eine einheimische Erfolgsgeschichte dargestellt, insbesondere von Wissenschaftlern und Beteiligten, die sich der Qualifikationsdefizite der Region bewusst sind, zugleich fremde Lösungen fürchten und institutionellen Transfers meist misstrauisch gegenüberstehen. Ist das lateinamerikanische Modell wirklich „hausgemacht“? Mit einer Kombination aus qualitativen und quantitativen Daten suche ich die Sitten und Methoden des Modells nicht nur in der Neuen Welt zu orten, sondern verfolge sie bis nach Mitteleuropa und kann derart drei unterschiedliche Übertragungswege im 20. Jahrhundert ermitteln: die Nachahmung durch Lateinamerikaner deutscher Herkunft, Abstammung und/oder Ausbildung im Vorfeld des Zweiten Weltkriegs; die Verbreitung durch westdeutsche Attachés und Berater, um das Image ihres Landes nach dem Krieg zu rehabilitieren; und die Anpassung durch lokale Arbeitgeber und Entscheidungsträger am Ende des letzten Jahrhunderts – die zusätzlich von Deutschland unterstützt worden waren. Die Ergebnisse deuten darauf hin, dass die offizielle Einführung weniger ein diskretes Ereignis oder ein zu vermeidendes Resultat ist, als vielmehr ein fortlaufender Prozess, dem erstens Übersetzung, Anpassung und manchmal Verschleierung von Seiten der Importeure und Exporteure zugrunde liegt und der zweitens durch Einwanderer, deren Nachkommen und Diplomaten in überstaatlichen Berührungszonen erleichtert wird.

Keywords

MigrationGermansVocational EducationLatin AmericaProfessionalsMigrationAllemandsEnseignement professionnelAmérique latineProfessionAuswanderungDeutscheBerufsbildungLateinamerikaBeruf
Type
Research Article
Information
European Journal of Sociology / Archives Européennes de Sociologie , Volume 61 , Issue 2 , August 2020 , pp. 185 - 218
Copyright
© European Journal of Sociology 2020

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Footnotes

I would like to thank the EJS editors and reviewers, as well as participants in panels and workshops at the American Sociological Association, Society for the Advancement of Socio-Economics, Latin American Political Economy Network, and the Watson Institute for International and Public Affairs, for helpful feedback on earlier drafts. All remaining errors are my own.

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