Grassroots Agency: Participation and Conflict in Buenos Aires Shantytowns seen through the Pilot Plan for Villa 7 (1971–1975)

open access articleIn 1971, after more than a decade of national and municipal policies aimed at the top-down removal of shantytowns, the Buenos Aires City Council approved the Plan Piloto para la Relocalización de Villa 7 (Pilot Plan for the Relocation of Shantytown 7; 1971–1975, referred to as the Pilot Plan hereinafter). This particular plan, which resulted in the construction of the housing complex, Barrio Justo Suárez, endures in the collective memory of Argentines as a landmark project regarding grassroots participation in state housing initiatives addressed at shantytowns. Emerging from a context of a housing shortage for the growing urban poor and intense popular mobilizations during the transition to democracy, the authors of the Pilot Plan sought to empower shantytown residents in novel ways by: 1) maintaining the shantytown’s location as opposed to eradication schemes that relocated the residents elsewhere, 2) formally employing some of the residents for the stage of construction, as opposed to “self-help” housing projects in which the residents contributed with unpaid labor, and 3) including them in the urban and architectural design of the of the new housing. This paper will examine the context in which the Pilot Plan was conceived of as a way of re-assessing the roles of the state, the user, and housing-related professionals, often seen as antagonistic. The paper argues that residents’ fair participation and state intervention in housing schemes are not necessarily incompatible, and can function in specific social and political contexts through multiactor proposals backed by a political will that prioritizes grassroots agency

'Language Background Other Than English': a problem NAPLaN test category for Australian students of refugee background

Since 2008 Australia has held the National Assessment Program: Literacy and Numeracy (known as NAPLAN) for all students in years 3, 5, 7 and 9. Despite the multilingual character of the Australian population, these standardized literacy and numeracy tests are built on an assumption of English as a first language competency. The capacity for monitoring the performance of students who speak languages other than English is achieved through the disaggregation of test data using a category labelled Language Background Other than English (LBOTE). A student is classified as LBOTE if they or their parents speak a language other than English at home. The category definition is so broad that the disaggregated national data suggest that LBOTE students are outperforming English speaking students, on most test domains, though the LBOTE category shows greater variance of results. Drawing on Foucault’s theory of governmentality, this article explores the possible implications of LBOTE categorisation for English as a Second Language (ESL) students of refugee background. The article uses a quantitative research project, carried out in Queensland, Australia, to demonstrate the potential inequities resultant from such a poorly constructed data category