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

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

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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 kuza growth premium oil 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 hot ole miss girls 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.