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

dc.creatorWebb, Andrew
dc.creatorBecerra, Sandra
dc.creatorSepulveda, Macarena
dc.date2022
dc.date2022-08-17T20:45:21Z
dc.date2022-08-17T20:45:21Z
dc.date.accessioned2022-10-18T14:51:56Z
dc.date.available2022-10-18T14:51:56Z
dc.identifierJOURNAL OF INTERCULTURAL STUDIES,Vol.,,2022
dc.identifierhttps://repositoriodigital.uct.cl/handle/10925/4652
dc.identifier10.1080/07256868.2022.2108008
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4443905
dc.descriptionEfforts 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.languageen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceJOURNAL OF INTERCULTURAL STUDIES
dc.subjectConviviality
dc.subjectinterculturalism
dc.subjectChile
dc.subjectfigurational
dc.subjectracism
dc.titleMoving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective


Este ítem pertenece a la siguiente institución