Moving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective

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datacite.alternateIdentifier.citationJournal of intercultural Studies, 44 (4), 471-455, 2023
datacite.alternateIdentifier.doi10.1080/07256868.2022.2108008
datacite.alternateIdentifier.issn0725-6868
datacite.creatorWebb, Andrew J.
datacite.creatorBecerra, Sandra
datacite.creatorSepúlveda, Macarena
datacite.date2023
datacite.rightsRegistro bibliográfico
datacite.subjectChile
datacite.subjectConviviality
datacite.subjectFigurational
datacite.subjectInterculturalism
datacite.subjectRacism
datacite.titleMoving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
dc.contributor.authorBECERRA PEÑA, SANDRA ORIETTE
dc.description.abstractEfforts to overcome racism in Chilean school contexts have primarily been enacted through intercultural and conviviality policies. While indigenous people s participation in schooling is much more equitable than in the past, we discuss some of the implicit tensions in staff members narratives about overcoming racism. We draw on a figurational perspective to underscore staff members perceptions of progress, the diminishing presence of racial discrimination toward indigenous students, and how this creates a sense of exceptionality. This, we argue, creates certain dangers of colour-blindness in these school environments. A figurational approach provides a long-durée perspective on racism as a social process that allows us to critique simplistic notions of progress and anti-discrimination, while also providing some countermeasures rooted in the concept of interdependency. © 2023 Elsevier B.V., All rights reserved.
dc.description.ia_keywordracism, figurational, perspective, chilean, school, conviviality, while
dc.identifier.issn1469-9540
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4652
dc.language.isoen
dc.publisherRoutledge
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceJournal of intercultural Studies
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2023
oaire.citationEndPage471
oaire.citationIssue4
oaire.citationStartPage455
oaire.citationTitleJournal of intercultural Studies
oaire.citationVolume44
oaire.fundingReferenceANID FONDECYT 1190604
oaire.fundingReferenceANID FONDAP 15110006 (CIIR)
oaire.licenseConditionCopyright © Taylor & francis Group, 2022
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
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relation.isAuthorOfPublication.latestForDiscovery0d73115d-44de-452b-bad4-5715070d57da
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionScopus
uct.indizacionEmerging Sources Citation Index - ESCI
uct.indizacionPsycINFO
uct.indizacionSociological Abstracts
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