The Agency of Difference in Chilean School Policies and Practices: A BioSocioCultural Way-Out Perspective

Claudia Matus and Valentina Riberi
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Claudia Matus: Centro Justicia Educacional, Pontificia Universidad Católica de Chile, Santiago 8331150, Chile
Valentina Riberi: Centro Justicia Educacional, Pontificia Universidad Católica de Chile, Santiago 8331150, Chile

Social Sciences, 2022, vol. 11, issue 7, 1-13

Abstract: In this paper, we explore the active production of difference (as lacking) through the School Vulnerability Index and the School Inclusion Law in Chile. Through a diffractive reading, we present the contradiction between these two policies. While discriminatory knowledge about school subjects is produced in the School Vulnerability Index as truth and common knowledge for the school community, the School Inclusion Law is designed to solve practices of discrimination at school. We contend that, to address issues of segregation in school settings, we have to question the kind of knowledge we need for a more democratic and just future. As a result, we trouble the separation of biological, social, and cultural realms on which instruments are based to continue segregation practices as a natural way to frame inclusion policies in educational contexts. We argue that both policies and instruments play a decisive role in the continuity of a culture of segregation in a neoliberal school tradition.

Keywords: diffractive reading; difference; policy instruments; state-funded discriminatory policies; segregationist public-school practices (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
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