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

dc.contributor.authorWebb, Andrew
dc.contributor.authorBecerra, Sandra
dc.contributor.authorSepulveda, Macarena
dc.date2022
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.citationJOURNAL OF INTERCULTURAL STUDIES,Vol.,,2022
dc.identifier.doi10.1080/07256868.2022.2108008
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4652
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceJOURNAL OF INTERCULTURAL STUDIES
dc.subject.englishConviviality
dc.subject.englishinterculturalism
dc.subject.englishChile
dc.subject.englishfigurational
dc.subject.englishracism
dc.titleMoving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
uct.indizacionESCI
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