Unfulfilled promises of equity: racism and interculturalism in Chilean education

Webb, Andrew; Radcliffe, Sarah A.

doi:10.1080/13613324.2015.1095173

Cited by 13 publications

(2 citation statements)

References 29 publications

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“…En relación con los resultados, en al ámbito referido a los docentes se concuerdan la falta de preparación en aspectos relacionados con la atención a la diversidad y EI, reflejado en la existencia de planificaciones de los procesos de enseñanza y aprendizaje relacio nados con los pueblos originarios (Quintriqueo y McGinity, 2009;Torres y Carrasco, 2017;Turra, 2012). Lo antes mencionado, representa un problema por la inexistencia de capacitación relacionada con la EI (Webb y Radcliffe, 2016). Así mismo, se reconoce que las prácticas docentes permiten incorporar las realidades y las necesidades de los estudiantes, según su contexto sociocultural y, además, el desempeño del docente tiene una incidencia gravitante, al momento de abordar conocimientos culturales de los pueblos originarios (Arias-Ortega, 2020;Catriquir, 2014).…”

Section: Enfoque Educación Intercultural En Contextos Ruralesunclassified

La educación interculturalidad en Chile: Revisión de literatura

Arredondo Herrera,

Paidican Soto

2023

REXE

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Schools and high schools in Chile are currently facing several challenges, among them the increase in migration, where intercultural education is a key issue. The aim of this article is to analyse the scientific literature on intercultural education in Chile, from pre-school to secondary education. The search methodology, planning, conducting, and reporting of the review correspond to Kitchenham (2004); the review considers 23 articles indexed in the international databases Web of Science, SCOPUS, and Dimensions in the period from December 2000 to March 2021. The findings reveal a limited scientific production of intercultural education in pre-school, primary, and secondary education, with 8.01% of the articles analysed. The bibliometric indexes show a lack of exponential growth due to the absence of publications in 2020, 2011, and 2013. It is concluded that teachers need to participate in professional development processes, focusing on aspects related to the curriculum and intercultural competences. Future lines of research should prioritize intercultural pedagogy, focusing on dialogue and respect for diversity.

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Section: Enfoque Educación Intercultural En Contextos Ruralesunclassified

La educación interculturalidad en Chile: Revisión de literatura

Arredondo Herrera,

Paidican Soto

2023

REXE

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“…It has an expanded connotation when quality is used as a subordinate concept to educational equity. The teaching is also of low quality when teachers only consider the needs of some students, leading to resistance from others (Martin, 2019;Webb & Radcliffe, 2016). Student performance in standardized tests is often viewed as a primary quality indicator (Gewirtz et al, 2021).…”

Section: Meeting Quality and Equality In Education Is Equitymentioning

confidence: 99%

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Tao

Jin

et al. 2023

JBSE

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Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. Keywords: disadvantaged students, educational equity, equality in education, inequality in education, science education

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Is Globalization Revitalizing Indigenous and Minority Languages in Chile?

Bustamante-López¹

2019

Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society

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Unfulfilled promises of equity: racism and interculturalism in Chilean education

Cited by 13 publications

References 29 publications

La educación interculturalidad en Chile: Revisión de literatura

La educación interculturalidad en Chile: Revisión de literatura

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Is Globalization Revitalizing Indigenous and Minority Languages in Chile?

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