دورية أكاديمية
Denying Systemic Inequality in Segregated Chilean Schools: Race-Neutral Discourses among Administrative and Teaching Staff
| العنوان: | Denying Systemic Inequality in Segregated Chilean Schools: Race-Neutral Discourses among Administrative and Teaching Staff |
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| اللغة: | English |
| المؤلفون: | Webb, Andrew, Canales, Andrea, Becerra, Rukmini |
| المصدر: | Race, Ethnicity and Education. 2018 21(5):701-719. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| الواصفات: | Foreign Countries, Equal Education, School Segregation, Racial Bias, Poverty Areas, Teacher Attitudes, Administrator Attitudes, Interviews, Observation, Whites, Discourse Analysis, Qualitative Research, School Choice, Scores, Socioeconomic Status, Indigenous Populations |
| مصطلحات جغرافية: | Chile |
| DOI: | 10.1080/13613324.2017.1417254 |
| تدمد: | 1361-3324 |
| مستخلص: | This article addresses the educational context in which ethnically segregated high poverty schools operate in Chile, and the ways that inequalities within these establishments are understood by members of their administrative and teaching staff. In particular we draw attention to the unwillingness of the majority of these employees to name or recognize specific forms of institutional inequality. Following critical pedagogy literature we argue that the Chilean education system reproduces a fear of talk among teachers working in areas with high density indigenous populations, which obscures unequal social structures and opportunities for specific (class, gender, ethnic) groups in school contexts. Based on data from 12 interviews with school staff and observations from four schools in southern Chile, we analyze how intersecting inequality is discursively reduced by predominantly white teachers to individual deficit, de-politicized geographical problems of access to schooling, and the normalizing of low achievement across schools with students from similar backgrounds. |
| Abstractor: | As Provided |
| Number of References: | 44 |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1182306 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1361-3324 |
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| DOI: | 10.1080/13613324.2017.1417254 |