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,Vol.,,2022
datacite.alternateIdentifier.doi10.1080/07256868.2022.2108008
datacite.creatorWebb, Andrew
datacite.creatorBecerra, Sandra
datacite.creatorSepulveda, Macarena
datacite.date2022
datacite.subject.englishConviviality
datacite.subject.englishinterculturalism
datacite.subject.englishChile
datacite.subject.englishfigurational
datacite.subject.englishracism
datacite.titleMoving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
dc.date.accessioned2022-08-17T20:45:21Z
dc.date.available2022-08-17T20:45:21Z
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-duree 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.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4652
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceJOURNAL OF INTERCULTURAL STUDIES
uct.indizacionESCI
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