Denying Systemic Inequality in Segregated Chilean Schools: Race-Neutral Discourses among Administrative and Teaching Staff

Autor/inn/en	Webb, Andrew; Canales, Andrea; Becerra, Rukmini
Titel	Denying Systemic Inequality in Segregated Chilean Schools: Race-Neutral Discourses among Administrative and Teaching Staff
Quelle	In: Race, Ethnicity and Education, 21 (2018) 5, S.701-719 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1417254
Schlagwörter	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; Chile + Suchen Sie Ihr Suchwort? Ausland; Racial discrimination; Rassismus; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; White; Weißer; Diskursanalyse; Qualitative Forschung; Choice of school; Schulwahl; Socio-economic status; Sozioökonomischer Status; Sinti und Roma
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01